TEACHING LISTENING SUB-SKILLS TO EFL LEARNERS: AN EXPANDED ANALYTICAL PERSPECTIVE

Abstract

Listening comprehension remains one of the most cognitively demanding yet frequently under-taught skills in English as a Foreign Language (EFL) settings. Research consistently demonstrates that effective comprehension requires mastery of several listening sub-skills, including listening for gist, listening for specific information, inferencing, predicting, and recognizing discourse markers. However, many EFL classrooms still prioritize comprehension questions rather than explicit instruction in these sub-skills. This analytical article examines the significance of listening sub-skills, the cognitive processes underlying them, and the challenges learners face. It also offers pedagogical strategies based on current research, such as task-based listening, metacognitive strategy training, and the use of authentic input. The article argues that systematic development of listening sub-skills leads to deeper, more transferable listening proficiency and provides recommendations for integrating these skills into curriculum design.