This study aimed at defining the level of indicators of preparatory stage students in the light of listening standards. To achieve this aim, listening standards in listening comprehension and critical listening for students of preparatory stage. Then performance indicators and assessment rubrics have been made. A listening test for measuring performance of third year prep- students has been made according to listening standards and its indicators and rubrics of assessment, then a group of third year prep students has been chosen and the test of listening has been applied to them. The data has been collected and analyzed to get a set of results such as: the performance of third year prep student was different, ranging from high, middle to low. The percentage of students in the high level was high in indicators which require extracting "the opposite of the word and the meaning of the word" from the context. This indicates that there is an increase in the indicators of third year prep students in these indicators which include comprehension.
The percentage of students in indicators of standards concerning critcising what is heard in the high level was low except one indicator which compares between phrases which give similar meaning. For standard of lasting what is heard, the results indicated that the performance of third year prep students was low in all indicators.
The study suggested:
1- designing programs of learning listening in the preparatory stage according to listening standards and its indicators.
2- developing teaching strategies and educational activities in the light of listening standards and its indicators.
3- preparing teacher's guide for Arabic teachers in the preparatory stage which includes definition of standards of learning Arabic in general and listening standards in particular.
4- How to design programs and strategies of teaching in the light of standard.
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