Hamed Azizinia - Young Researchers and Elite Club, Yasooj Branch, Islamic Azad University, Yasooj, Iran
Hossein Sadeghoghli - Department of English Language Teaching, Sarab Branch, Islamic Azad University, Sarab, Iran
Vahed Mohebkhah - Department of English Language Teaching, Nagadeh Branch, Islamic Azad University, Nagadeh, Iran

As listening comprehension plays an indispensable role in language learning, the way in which language instructorscover teaching listening comprehension has been controversial; the recent study selected two approaches to associatelistening comprehension tactics: product-oriented and process-oriented. A quasi-experimental design was adopted toget to the objectives. Using a random procedure, 120 male students ranging in age from 15 to 18 were selected andwere randomly allocated to two experimental and control groups. Subsequently, a pre-test was given to both groupsto approve that both groups began on equal traction, which was the case. The students were taught for 12 sessions,adopting a process-oriented approach for the experimental group and a product-oriented approach for the controlgroup. The evaluation of the two groups in terms of their overall performance on listening comprehension indicatedthat the performance of the students receiving training in process-oriented approach to listening comprehensioncompensated the control group trained through product-oriented approach, which suggests a clear advantage of theformer. The findings have implications for the ways in which listening comprehension, in general, are taught inlanguage classes.

listening comprehension, process-oriented approach, product-oriented approach