Welcome

Dear colleagues,
On behalf of the organizing committee, we have the pleasure to warmly welcome you to the national symposium on “Present and Future of English in Saudi Arabia: Research Concerns” which is organized by the College of Languages and Translation, King Khalid University. This symposium will be held at Abha during 25-26/12/1435 corresponding to 19-20/10/2014. The symposium shall include presentations to be given by distinguished speakers from Saudi universities ant it will focus on the following themes:

  • Language, literature and methodology
  • Language and culture
  • Language planning and the ELT curriculum
  • Language learning and technology

 

We look forward to welcoming you at the lovely city of Abha.

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

×

Error message

Domain module installation is incomplete. See INSTALL.txt and check your settings.php file.

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.
L
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‖.

Undefined