The head. Because of the fact that the communicative

The teaching of listening
comprehension has long been somewhat ignored and weakly skilled part of English
in many EFL programs (Mendelsohn, 1994). Listening engage an active classes of
interpreting and building intellect from equally verbal and non-verbal messages
(Nunan, 1998). the actions that need them to distinguish two sounds or differentiate
growing and lessening inflections. The treatment of the highest to the bottom
of, on the other hand, submit to reading  the meaning as willful by the speakers by ways
of plans or structures of knowledge in the brain (Nunan, 1998). This view
underlines the projection of basic knowledge that learners already possess in production
logic of the information they listen to. In auditory perception, previous
knowledge may facilitate their attempt to understand the information received
by linking familiar with a new one, and a significant lack of knowledge can
hinder their efforts to understand the particular speech. Therefore, it is essential
that learners are accustomed to implementing this treatment, usually by
extracting the essence of the exchange they head.

Because of the fact that the
communicative approach is more and more used in EFL status, for that reason, we
the significance of learners’ communicative competence. The want for capability
in listening in EFL English language learners is growing, so that listening
teaching has pressed significant intubation. Regrettably ,English language
teaching is still neglected because the teachers ‘ concentration on grammar,
vocabulary and reading. speaking and Listening skills are not important and
teachers do not look to give notice to these skills whilst conniving their
lessons. EFL English language learners have partial listening comprehension.
Listening levels of learners are dissimilar from each other, for the reason
that listening is precious by critical features. The most significant features
that must be stressed are: the importance of listening ,Use the most advanced
listening teaching methods and study the theory of listening teaching. a lot of
English language curriculum is used grammar-translation method for teaching.
This method has been create poor to the difficulty for producing resourceful
English listeners and speakers. Therefore, a new teaching method must be used
to meet students ‘ needs. This new method is called a communication approach. English
should be educated as communication tool . It is now widely accepted that the
capacity to listen to students must be at the centre of Educational practice,
which is where teachers need to focus their efforts to improve their education.
This is a major challenge for English language teachers. However, it is
important to develop the English language communicational efficiency. The
purpose of this approach is to improve the general language capacity of English
students and the oral and audio proficiency. This research paper discusses the
definition and importance of listening. Then, explain some methods of listening
comprehension. After that, reviewed the Analysis of listening comprehension
problems .Finally, general suggestions in teaching listening comprehension will
discuss. The results of this study will be useful for educated learners to improve
their ability to listening comprehension.

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Definition of listening :

 Longman (1987) defines Listening
comprehension as the hardest material educated in foreign language. Underwood (1989)
shorten the description of listening to the movement of give mind to and attempt
to get meaning from something we listen to. Mendelsohn (1994) describe listening
comprehension as the ability to  grasp the
spoken language of The original reformers. O’Malley, Chamot, and Kupper
(1989) Provide a useful and comprehensive definition that listening
comprehension is an active and conscious process in which the listener make
meaning by using cues from background in sequence and from open information, whilst
the strategy relies on multiple resources to meet the requirements of the task.
Mendelsohn (1994) refer to that, in listening to spoken language, the ability
to decode the speaker’s goal is request of a respective listener, in adding to other
capabilities like handling language formats such as speed of speech and padding, And
dealing with listening in the interaction  , know the total point limited in the speech,
understand the message without accepting all word, and know otherness types .

Purdy (1997) said the listening is the dynamic and active practice of present,
understand, distinguish, detection, and answer to the articulated (verbal and
nonverbal), wants, attention, and input existing by other person beings. Rost
(2002) define listening as a procedure of getting what the speaker really says,
building and stand for meaning, talking meaning with the speaker and reacting,
and making meaning during connection, thinking and understanding. To sum it up,
it is widely recognized that listening comprehension is not just a one-way
process of receiving audio codes, but an interactive process (Brown, 2001).






Importance of listening:

is one of the most widely used skills in the classroom (Ferris, 1998; Murphy,
1991& Vogely, 1998). Several studies indicated that effective listening
skills were more important than reading skills as contributing factors to
academic success (Coakley & Wolvin, 1997; Truesdale, 1990).   Any person is using language well has a
number of different capacity. maybe read a magazine, speak on the phone, write a
massage , listen to the recorded, etc. in the common way, we can discover four
major skills: listening and understanding, speaking, reading and understanding
and writing (harmer,1983). Speaking and writing are clearly skills and include
some types of production on the piece on the language user. Listening and reading
are receptive  skills in that the
language user is receiving written or spoken language.