Résumé:
Note- taking is considered to be one of the important strategies that help EFL learners to
accomplish their academic goals especially during the listening tasks. However, a very little
attention has been given to its importance as well as its instruction. Therefore, the main
concern of the present study is to investigate the existence of a positive relationship between
note-taking strategy (NTS) and listening comprehension skill(LCS). The current research has
been conducted through a quantitative descriptive-analytic method in which questionnaires
for teachers and learners have been administered in order to find out the different problems
learners face while listening and how note-taking can be an appropriate solution. The research
was conducted with a sample of 130 students from a population of 200 and 15 FL teachers
from the English department of 8 Mai 1945 University (Guelma); they have been chosen
randomly. The findings indicate that indeed learners encounter many difficulties while
listening including speech rate, accent and unfamiliar vocabulary of the target language. From
these results, it is concluded that there is a positive link between note-taking and listening
comprehension skills only when teachers and learners are aware about the usefulness of this
strategy in improving this demanded skill; listening. Eventually, it is recommended that
teachers should encourage their students to rely on various types of note-taking so that their
ability of recording information and taking accurate notes while listening could improve.
