The Extent of Inclusion of Listening Skills in My Language Course from the Point of View of Arabic Language Teachers in the Elementary School in Abha City

  The main aim of this study is to identify the extent of inclusion of listening skills in My Language course at the elementary grades from the point of view of Arabic language teachers in elementary school in Abha city in the kingdom of Saudi Arabia. In order to achieve this aim, the study applied the descriptive research method using a questionnaire developed by the researchers. The sample of study consisted of (111) male and female Arabic Language teachers. The study results showed that the level of inclusion of My Language course of listening skills as a total was large from the point of view of Arabic language teachers. In addition, the level of inclusion of listening skills was large for the main listening skills: "attention, focus, appreciation", auditory discrimination, listening classification, extraction ideas from the listening text, and deductive thinking from the listening text, while the level of inclusion was moderate for the main listening skills: evaluating content of listening text, and judging validity of listening text content. Moreover, the main listening skill came at the first rank: extracting ideas from the listening text, while the main listening skill came at the last rank: evaluating content of listening text. The results, also, showed that there were no statistically significant differences in the inclusion level of listening skills from the point of view of Arabic language teachers that attributed to gender, qualification, years of teaching experience, or grades teaching, and there were statistically significant differences due to number of training workshops. In light of the study results, the researchers provided some recommendations and suggestions.