الفهرس 
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Abstract
Listening comprehension has become more critical and authoritative in our global village as a result of advanced engineering sciences. Many scholars emphasized the importance of listening comprehension in today`s communication. Celce-Murcia and Olshtain (2000:P25) said that we listen two times as much language as we speak, four times as much langauge as we read; five times as much langauge as we write.
Significance of listening is now shown in second and foreign language research (see, Hassan, 2000; Abo-Ghoneim, 2001; Chen, 2002; Abo Essa, 2004;: Radwan, 2010; Hana, 2010; Amin`s et al, 2011). These studies assured that listening comprehension has an important role in acquiring and learning a foreign language (Abdel Latif, 2002; Al-Hariree, 2004). Besides, they show several reasons for poor listening comprehension skills in foreign and second language in general and in the secondary stage in particular(Al-Baal y, 2005; Helal, 2006;). The most important features can be concluded as follows:
• learners are poorly equipped with effective listening strategies, skills and activities to help them improve their listening comprehension.
• even though, listening is the most frequently used communication skill, it is also the skill in which persons have had the least training if compared with writing, speaking or reading.
• listening comprehension exercises and activities do not receive adequate time and effort from both teachers and students.
• most of listening materials (like audio tapes and computers, CDs presented in the Ministry of Education (MOE) textbooks) are either not used at all or not used properly in classes, and even when teachers play the tapes and CDs for their students, they replay them over and over because of students` low level of listening, which makes listening comprehension activity meaningless.
• most of not all teacher considers playing audio tapes waste of time and have nonsense.
In our Egyptian secondary stage, listening comprehension has been neglected for some reasons. It may be difficult, and less attractive skill. Teaching English in Egypt concentrates on the skills needed for exams with a little attention for listening. Beare (2004) & Schilling (2002) stated that “listening was rarely taught in school because educators- along with almost everyone else had supposed that listening was learned automatically; it was developed naturally and skill like any other skill needed to be developed”.
Attia (2002:25) demonstrated many reasons for neglecting listening comprehension in our Egyptian context as “the importance of listening was not recognized owing to a number of mythical false conceptions about what entails and whether it should be developed. One of these misconceptions is the belief that listening is a passive skill. Other misconceptions are regarding listening as a synonym of hearing and thinking of it as a natural gift that needs no training.”
In the past decades, listening comprehension was regarded as an unassertive skill that was learned spontaneously. Now, the concept of listening comprehension has changed from a receptive skill into an interactive one. This current concept of the listening comprehension has forced second language instructors to reexamine their listening approach and to seek out alternative ways to engage students in the target language. (Greenleaf, 2011:2).
One of the most important teaching methods for teacher`s professional success, improving their performance and promoting their motivation, is reciprocal teaching. It may be an effective tool for developing listening comprehension skills for 1st year secondary stage students. It was designed and developed during eighties as a set of learning strategies that focus on comprehension monitoring and fostering. Reciprocal teaching is a kind of dialogue between students themselves or teacher and students through using four main strategies questioning, summarizing, predicting, and clarifying. The teacher and students take turns assuming the role of a dialogue leader. These strategies can be summarized as:
1. Predicting
Pinnell and Fountas (2011) explain that predicting can help students better understand the text because they must use background knowledge to make predictions.
2. Clarifying
“It enables learners to identify any unfamilair, unnecessary, or ambiguous information in the text (Yoosabai, 2009).
3. Questioning
Yan (2006) sees that “questioning reinforces the learner one more step in the comprehension activity when students generate questions, they first identify the kind of information that is significant enough to provide the substance for a question. They then pose this information in question form and self-text to ascertain that they can indeed answer their own .