The purpose of this study was to classify the listening
comprehension strategies used by tenth grade students and to
investigate how students report their mental processes and
listening difficulties in interactive listening tasks to examine
listening comprehension processes, listening comprehension
strategies, and listening comprehension difficulties. Six
participants were selected according to their language ability and
gender. The data indicated that students used both bottom-up and
top-down listening processing. The most frequently reported
listening processes were listening to particular perspectives of
the listening text, writing down important words and pieces of
information and using familiar words to guess meaning. The most
frequently incorporated listening strategies were linguistic
inferencing, note-taking, and advance organization. The
participants' listening comprehension was influenced by a number of
factors which can be attributed to text, speaker, listener or task.
A major implication of this study is that greater emphasis on
interactive listening would promote Jordanian EFL students'
communicative language ability.
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