A thesis submitted in partial Fulfillment of the requirements for the award of the degree "licence en langue et litterature Anglaises"

Résumé,

The present work aims at findng out whether or not the problems that other researchers have said students used to face while learnng listening cmprehension course still persist. This work focuses on the problems encountered in listening coprehension at the U.B and aims to identify the learning/teaching strategies that teachers and students need in order to develop the listening skills.

In our study, we used the sample survey technique to select the suject. The selection was based on the probabilities and students were willingly ready to take the questonnaire. We considered 10% of students per class under consideration in the academic year 2012-2013. We used a simple random sapmng. We wrote numbers on similar pieces of paper, we fold them and put them in he box, we chose one piece of paper at a time until we reached the number of the subjecs we have required in the sample. We used the sample survey technique because a systematic survey had beenb difficult to operate and would have caused frustration to our populaton. The reason behind this choce is that every student has the chance to be chosen since everyne holds theinformation we were in search of.

All data was collected through questionnaires to conduct this sudy, we chose to use a questionnaire as a research tool because it suits a large number of people. Also through a questionnaire, informants were free to express themselves. They could answer whatever they wanted as there was no name of the respondent on the paper.

The findings have proven that there still problems that students encountered in listening comprehension course . Some posited hypotheses have been proven righ others wrong. The findngs show that students are moivated to learn listening comprehension even though they still get poor scores in listening compehension course. The findings slso show that the environment in which listening comprehension courses take place is poor. Classrooms do not contain all sudents and they do not have loudspeakers to make everyone listen what s being said on the tape. Students do not practice heir listening skill outside the classrooms. They only practce listening comprehension in classrooms. They do not grasp all occasions they get to practce their listening comprehension.

This work ends by drawing some recommendations in order to overcome those listening comprehension problems. Hopefully, his work wll be beneficial for readers who realize the importance of listening comprehension.