Traditional and frequently used approaches to develop listening skills and listening teaching mostly word and sentence-centered instead of a holistic approach to the meaning of a discourse; disregarding the fact that words and sentences gain meaning in a discourse, i.e in a context. Therefore, listening should be regarded as an active process, however traditional listening approaches regard listening asa passive / and static process. Thus, in this research, a new approach to listening teaching, a discourseoriented approach was studied, introduced and offered to eliminate these defiencies. The research was designed as one-group pre-test post-test experimental study to determine the effect of discourse analysis on the given sample of 17 students in 5th grade. As data collection instruments, an identification form, achievement tests, evaluation forms and a questionairre were developed and used in the process. Correlation analysis, t-test and regression analysis were employed to analyse the data. As a result of the study, it was found that listening skills of the students were improved in the process through discourse analysis method by comprehending the material listened/watched thoroughly. The improvement was reflected in the comparison of their pre and post test results and showed in tables. Moreover, their gradual progress was evaluated through the criteria developed and demonstrated in graphs. Additionally, students developed positive opinions about using a discourse-oriented approach to improve listening skills which was reflected on their responses for the questionnaire items.