1.2. Context of the ProblemIt has b

1.2. Context of the ProblemIt has been noticed that teaching listening comprehension skills has attracted the attention of many researchers and course designers. This tendency has begun to be reflected in the new English school textbooks presented to schoolgirls in the sixth grade of elementary education in Saudi Arabia. The new textbooks include some listening activities.However, the complex nature of listening skill and the difficulties whichbeginners of foreign language learning meet when listening to the language have urged the researcher to investigate the situation more seriously. As is apparent from the literature on listening comprehension, listening to a tape or providing some listening activities are good strategies, but this is not sufficient. These methods are not equivalent to teaching listening skills. Arnold (2005) goes further, suggesting that:"Simply asking students to listen to something and answer some questions is a little unfair, and makes developing listening skills11 much harder"(p. 11). She asserts that inadequate listening practice could havenegative effects on foreign language learners. Many pupils can become afraid of listening and can be disheartened when they listen to something and feel that they understand very little. Considering these points, in addition to the fact that listening while trying to understand oral language is difficult in the beginning stages of language acquisition (SPEER, 2002),a pilot study has been conducted to investigate some variables and to answer these necessary questions:1. To what extent are listening comprehension skills emphasised in English textbooks taught in sixth grade elementary schools in Saudi Arabia compared with other language skills (speaking, reading and writing)?2. To what extent are the listening activities included in the English for Saudi Arabia Sixth Grade Elementary textbook designed mainly to develop the pupils' listening comprehension skills?3. How suitable are these activities for the cognitive level of pupils of this age?4. To what extent are these listening activities interactive?; that is, do these activities involve the pupils in oral messages and ask them to show their understanding by giving different responses?5. Do English language teachers appreciate the listening activities included in the book?6. Do sixth grade pupils appreciate these activities?