Résumé:
This research work aims at investigating the relationship between the use of listening
comprehension strategies and students’ comprehension levels. It is based on the hypothesis
that if second year students of English at the University of Mohammed Seddik Ben Yahia use
listening comprehension strategies while listening their comprehension levels will be higher.
To test this hypothesis two research tools were used, namely a questionnaire and a listening
comprehension test. The questionnaire and the listening test were administered to students
of English at the University of Mohammed Seddik Ben Yahia, Jijel. The results obtained
have shown that student who reported the use of metacognitive listening comprehension
strategies (planning, monitoring and evaluation) and some cognitive strategies (inferencing,
elaboration, summarization, note-taking and substitution) got high scores in the listening test.
Accordingly, these results revealed that there were a significant correlation between
metacognitive and cognitive listening comprehension strategies and listening comprehension
levels. Finally, the study points out to the necessity of exposing students to listening
comprehension strategies training first to help them with the difficulty of listening skill and
second to avoid the use of ineffective strategies like mental translation strategy
