The

Abstract

The perceptions of students and teachers regarding the good/poor listener have an impact on language teaching/learning, particularly on listening comprehension skills and the execution of listening tasks. Success or failure in learning depends on these perceptions, which reflect the causes of failure or the reasons for success, and this can either facilitate or hinder learning. In language didactics, great importance is given to these perceptions as they are linked to the beliefs and attitudes of learners and teachers, and they play a significant role in language teaching/learning.

The aim of our study is to understand the perceptions of students and teachers regarding listening comprehension tasks and their views on the good/poor listener, and to show how these perceptions influence the teaching/learning of listening comprehension skills. It is through these perceptions that students can categorize themselves as either a good or a poor listener. The good listener is perceived as someone with positive qualities, while the poor listener is seen as having only faults. The first category can motivate learners to engage in their learning, while the second may push them to abandon it.

Our analysis of these perceptions allowed us to present images that could influence teachers' behavior in their teaching practices and students' behavior in their learning.