![]() ![]() Sixth, general principles in teaching listening comprehension are discussed. Fifth, researchers review teaching listening activities. Fourth, teaching methods for listening comprehension will be discussed. Third, analysis of listening comprehension problems is reviewed. Second, it reviews the process of listening comprehension, strategies of listening comprehension. First, it discusses the definition of listening, significance of listening. The study tries to find the factors influencing English listening comprehension and the strategies to be taken that might improve students' listening comprehension. However, in recent years there has been an increased focus on L2 listening ability because of its perceived importance in language learning and teaching. In spite of its importance, listening has long been the neglected skill in second language acquisition, research, teaching, and assessment. Listening plays a significant role in daily communication and educational process. Both the findings and the research design of the study have implications and suggestions for further research as well as L2 listening practice. While most of the characteristics defined in the study are consistent with existing literature, there are also some newly explored ones such as ‘being respectful, being text-independent, and willingness’. In total, 30 characteristics were defined under 5 pre-determined themes and 11 categories. The analysis revealed basic characteristics such as ‘being text-dependent, non-interruptive, judgmental, empathic’. Qualitative data was transcribed verbatim and analysed with a content analysis method. The questions were designed to explore the participants’ personality traits in L2 listening. The second phase, the main qualitative part of the study, was conducted with semi-structured interviews. ![]() ![]() ![]() After the qualitative analyses of OCSI scores, the topranking 10 students were included in the second phase of the study and invited as volunteer interviewees. There are two phases in the study: a) the application of the Oral Communication Strategies Inventory (OCSI), which was developed to measure ‘active listening strategies’ and ‘less active listening strategies’ of EFL learners, to 123 freshman students of English Language Teaching (ELT) Department of a state university in Turkey b) semi-structured interviews with 10 students selected from the participants of the first phase. Aiming at investigating and exploring the characteristics of language learners as listeners according to the strategies they use in EFL listening, this study is expected to contribute to the field with its method, procedure, findings and concluding remarks. From this point of view, this study is devoted to reach beyond stereotypical listening research. More research is needed to find out the relationship between personality traits of effective and ineffective listeners and L2 listening success, a topic of interest for scholars since it was first asserted by the early middle of 20th century. However, it is obvious that qualitative research has a key role in understanding and uncovering listening as a cognitive process which is not susceptible to direct observation. The listening literature is full of such product-oriented experimental studies. Recent studies are far from going beyond basic experimental research designs most of which aim to find out the differences between the two groups in terms of the product of listening. Studies in L2 listening, unlike those in other language skills, mostly focus on the product of the skill instead of defining the process itself. A new listening tool called The DhakLongBanor listening tool was developed to be used to determine the listening ability of individuals in further researches in listening as it accounts for 85% of factors that affect listening. The results showed that 17 of the students are average listeners, 2 are active listeners and 29 which forms majority of the respondents are good listeners.Various factors that affect listening ability were determined however, some factors that are normally used in most listening tools such as maintaining eye contact, looking at the face of speaker, age, and educational background were found not to be a determining factor in listening. A modified Harvard listening tool was used to assess the listening levels of students by a complete enumeration sampling technique. Rather than passively listening to the speaker (or not listening at all), the active listener pays close attention to both verbal and body language, then repeats back the most important points of the speaker's message. Active listening is a communication technique that increases understanding and rapport between speaker and listener. ![]()
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