Türk lisesi ingilizce öğretmen ve öğrencilerinin dinleme anlama problemleri algıları ve çözüm önerileri

The main goal of this study is to investigate Turkish High School EFL learners' and teachers' perceptions of listening comprehension problems and their suggested solutions for dealing with these problems. With this aim, the study was carried out with 553 students and 8 English teachers from three different Anatolian high schools in Turkey. The students were chosen randomly from the 9th (freshman), 10th (sophomore), 11th (junior), and 12th grade (senior) classes. A questionnaire, open-ended questions, and structured interviews were used for data collection. The questionnaire results showed that students mostly have speaker and listener related problems, and 9th graders differ significantly from most of the upper graders in 21 items regarding their mean scores. In addition, qualitative data revealed that most of the factors and suggested solutions reported by the students are common regardless of their grades. Besides, teachers were found to have similar perceptions with their students in 26 out of 30 items. The findings from teachers' interviews yielded that all of the teachers are aware of the significance of listening but most allocate little time for it. In addition, the findings also yielded that there is a mismatch between the students' current and expected levels of English proficiency, which can be the main reason for their experiencing listening comprehension problems. Key words: Listening comprehension problems, students' perceptions, students' suggested solutions, teachers' perceptions, teachers' classroom practices.