applying listening comprehension strategies: a case study of pre-university learners persian language learners

the present research examines the academic listening comprehension strategies (lcs) among a total number of 59 intermediate and upper-intermediate persian learners who were taking pre-university courses in 2011 in persian language centre in imam khomeini international university, qazvin. the study examined nature of lcs, the variety of applying lcs, and finally predictability of strategies as an index for listening skill. results of three-part survey showed that persian learners in the advanced level had better performance in listening compared to their peers. moreover, it was revealed that learners with more proficiency demonstrated more mastery in all four types of strategies; however, they had less proficiency in metacognitive strategy. furthermore, more skillful learners were reported weaker in applying taking notes, summarizing lectures, and understanding the main ideas. findings, also, showed that cognitive, socio-affective, metacognitive, and memory strategies were reported of more predictability, respectively. it could be concluded that persian teachers would require employing appropriate strategies in enhancing learners’ listening skill.