In a study of approaches to teaching listening, an experimental group (EG) of seventeen English as a Foreign Language (EFL) undergraduates received genre-based instruction, beginning with a guided analysis of the context of oral production, the language used, the variations and organization of second language (L2) oral texts about films, leading slowly up to an independent reconstruction of another similar text. Data were collected from a pre- and post-listening task, stimulated recalls (SR), and semi-structured interviews (SSI). The results suggest that, in the EG's post-tasks, the identification of linguistic elements positively influences the participants' ability to comprehend the structural rhetoric of an oral text. Findings reveal that the analysis of the linguistic elements permits identification of the narrator's accent, the type of text, and its organization. Overall, the findings indicate that the comprehension of listening texts is affected by the interaction between the various cognitive processes to build meaning, the specific metacognitive strategies used to reconstruct the listening text at hand, and socio-affective strategies. These results are not generalizable due to the small sample size, but they help to understand teaching listening through Genre-Based Approach.