Effects of Cognitive Strategic Instruction on Developing Listening Comprehension in EFL College Students

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Dr. Mohamed Amin Mekheimer
I. INTRODUCTION
ISTENING comprehension is an important language skill that has emerged as a distinct and important ESL / EFL skill, thus leading both researchers and practitioners in the field to look for and investigate the effectiveness of new ways to enhance the learner‘s performance in this skill (Ashraf, Fatemi & Naderi, 2013; Barekat & Nobakhti, 2014; Jannejad, Shokouhi & Haghighi, 2012). Despite the paucity, however, in listening comprehension literature, an increasing and ongoing research has been conducted in this area in attempts to establish the role of the learner as an active interpreter and negotiator of the meaning of messages (e. g. Defillipis , 1980; Van Han & van Rensburg, 2014; Rubin et. al , 1988; Laviosa ; 1991 a; 1991b ; Jonassen, 1992). In this regard, Rubin (1994:199) points out that:
―the ongoing dialogue among researchers about the nature of learner‘s interaction
M. A. Mekheimer is Assistant Professor at the Department of English, Faculty of Languages and Translation, King Khalid University, Kingdom of Saudi Arabia.
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with oral input revolves around the characteristics of five major factors: (a) text, (b) interlocutor characteristics, (c) task characteristics, (d) listener characteristics and (e) process characteristics, or variation in the learner‘s cognitive activities and in the nature of the interaction between the listener and the speaker or the latter‘s oral input‖.

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