Abstract
The study investigated the contribution of instruction on listening strategies among learners of Japanese at the intermediate level. The instruction introduced six strategies for listening comprehension. The participants were also instructed to keep journals regarding their listening activities. The data obtained from a questionnaire showed that use of prediction and questioning particularly increased, which was also supported by the acknowledgement of strategies observed in the journals. The data also showed that the participants recognized the contribution of retelling, whose rate increased at the end of the course.
