The research aims to find out the extent of availability of the Listening Comprehension Skills and levels in the texts of listening from the book Language Arabic Grade Seventh Basic in the Republic of the Arab Syrian. To achieve the goal of the resea
rch, the researcher prepared a list of listening comprehension skills and levels, consisting of (29) listening comprehension skills fall under five levels: literal, deductive, critical, gastronomic and creative. He then analyzed the questions of the four listening texts (64 units of analysis). The research concluded the following results:
The skills of listening comprehension in the questions of listening texts from the Arabic language textbook for the seventh grade (20) skills, eight of which skills in the literal level, five skills in the deductive level, and three skills in the critical level, and two skills for both gastronomic and creative level.
The literal level came first with (30) iterations and (46.88%) of the (64) iterations. Followed by the deductive level in the second place with (14) iterations and a percentage of (21.89%). The level of gastronomic ranked third with (13) again and the proportion of (20.31%). The cash level comes in fourth place with (4) iterations and (6.25%). Followed by the last level ranked creative b (3) recurrences and the percentage of (4.69%).
There were statistically significant differences in the frequency of skills and levels in listening text questions , in favor of higher-frequency skills and levels, and the distribution of these skills and levels was not balanced.
Listening texts included only (72%) of the listening comprehension skills contained in the National Standards of Education document. This somewhat low percentage indicates that the Arabic language textbook for the seventh grade does not adequately include the criteria in which it was designed.
Based on the research results of the researcher presented a set of recommendations and suggestions regarding the need for the introduction to the Listening Comprehension Skills and levels when choosing educational texts, and the need for further studies in this area.
