Investigating Teaching Listening Skill among Algerian Middle School Pupils Case Study: First Year at Mihoubi Abdelkader Middle School –Tiaret

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General Introduction
Chapter One: Reviewing the Literature Introduction to Listening, Importance, Deficiency and Related Concepts
1.1-Introduction
1-2-Definition of listening
1-2.1- In Dictionary
1-2.2- As a concept (technical term)
1.2.3-A historical overview of listening comprehension studies
1.3- Listening from being “passive skill till being “active”
1-4.”Listening” and “hearing”
1-5.Kinds of “Listening»: ‘Extensive “and” Intensive’
1-5.1 Intensive Listening
1-5.2Extensive Listening
1.6. Types of Listening
1-6.1.Active Listening
1-6.2.Partial Listening
1-6.3.Intermittement Listening
1-6.4.Appreciate Listening
1.7.Principless to listening comprehension
1.8. Real life listening
1-8.1.Real life situations
1-8.2-Real life situations” and “Academic Situations”
1.9. Listening and cognition
1-10.Importance of Listening in “Teaching and Learning” English Process
1-11.Reasons for Listening: Understanding meaning and Improving Speech
1-12.Listening and learning Vocabulary
1-13.Listening and the other communicative skills
1-14.Listening Sequencing
1-14.1. Pre-listening Stage
1-14.2. While-listening Stage
1-14.3. Post- listening Stage
1.15. Barriers to “Listening”
1.16. Students’ Major Problems in Listening Comprehension
1.16. A/Quality of recorded material
1.16. B/ Cultural differences
1.16. C/ Accent
1-16.D/Unfamiliar Vocabulary
1-16.E/Length and Speed of Listening
1-17.Teachers Role in “Listening” Activities
1-18. Conclusion
Chapter Two: Context of the Study and Data Collection
2.1- Introduction
ELT in Algeria
2.2- Teaching “English” in Algeria
2.3- Teaching Listening in EFL Context
2.4-The Introduction of English as a Foreign Language
2.5. Teaching English in Schools
2.6-Setting the Objectives of Teaching and Learning English
2.7-Teaching “Listening” in Algeria
2.8-The Target Department
2.8.1- Teachers’ Profile
2.8.2-Learners’ Profile
2.9- Questionnaire as a Research Tool
2.10.1- Description and Structure of the Learner’s Questionnaire
2.10.2- Description and Structure of the Teacher’s Questionnaire
2.11.-Conclusion
Chapter Three: Data Analysis and Practical Recommendations
3.1. Introduction
3.2. Data Analyses Section
3.3. Pupils’ Questionnaire Analyses
3.4. Pupils’ Questionnaire Interpretation
3.5. Teachers’ Questionnaire Analyses
3.6Teachers ‘Questionnaire Interpretation
3.7. Discussion
3.8. Practical Recommendations Section
3.9. Conclusion

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