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TEST TAKING STRATEGIES USE ON THE
DEVELOPING LISTENING SKILL
Tojiboyeva Madina Ulugbek qizi
https://doi.org/10.5281/zenodo.13641379
Working with each of the language skills, their formation and integration
is the basis of modern methodology. From this point of view, it is very important
to explain the importance of listening comprehension skills to the students and
work on them. A number of methods can be used to build and develop listening
comprehension in modern English, most of which are integrated with other
skills. Pre-listening practice activities play a very important role in helping you
learn to listen in a foreign language.
They tell teachers how to inform students about what they have learned
about the topic and prepare for the word and language structures in the text. In
addition to pre-listening exercises, it helps the listeners to clarify what to teach
and reduces the anxiety that comes from listening in a foreign language. In
addition, pre-listening activities can offer opportunities for class discussion and
more interaction between students. Here are some pre-listening activities that
can be easily adapted to different levels of English and EAP listening courses.
Students can be shown pictures, maps or diagrams to help them identify the
topic of the listening text. "Students can write listening questions, exercises, and
then listen to them answer the questions." Giving students a listening topic in
brainstorming and word networks and from them draw semantic networks on
the board with words, focusing on the relationships between themes and sub-
themes.
In the teach me method:
Give each student a few words or phrases, ask each other to explain the
words and expressions in pairs, they can refer to the dictionary if necessary.
Students can listen and mark what they can hear. Chinese noises: put students in
two lines, whisper the first word in the line, whisper to the next, and so on, and
the next student hears the word or writes the word or its expression on the
board. Share a song by entering a sentence or phrase related to the listening
topic.
Teach listeners a short song, rhyme, or jazz-related topic. Graphic
Organizers: Give students a blank graphic organizer that summarizes the
information in the text by line. Students listen and fill in the key words to be
heard in the correct places. Students listen to the text and see what ideas are
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expressed. In addition, there can be a faster "anonymous" survey, the results of
which can be determined at the end of the lesson.
Read the reading exercise first: give the students the first few lines of the
intended listening text. You can give them all the transcription and some time to
read (just to get the gist of the text). Then work on listening to specific
information without a student reading the transcription. This is an effective
activity for complex texts with many details. If the conversation of the audience
is eavesdropping, then it is possible to arouse the interest of the audience.
Who? If students want to listen to a conversation (or text) with more than
one character (and, of course, character identification is not one of the listeners'
tasks), consider who the listeners are. What should I do, teacher? Write the
instructions in bullet form to listen in the wrong order. Ask students to order
them. This activity helps listeners relax to listen because they know exactly what
is going to happen next. Note: Discuss the research with students and write
brainstorming lines below them to take notes. Then explain the meaning of the
transition words you may hear. Depending on the type of text we want to listen
to, we should focus on the sub-skills of listening, our students' level and their
interests, we match our needs we can select the task before listening to the
incoming. We will specifically listen to the lecture and note taking in the next
session. That students understand what is expected and assumed during the
reading process we can select the task before listening to the incoming. We will
specifically listen to the lecture and note taking in the next session.
1
During reading, students can check their understanding of what is
expected and expected and what they hear. Students can focus on the following
topics: Content. What are the topics and sub-topics? How are topics and
subtopics related to each other, speakers use language, and what words do
speakers use to introduce new ideas? How do they change this theme? How do
they express uncertainty? How does their intonation change throughout the
text? In the process of reading, listeners can influence the thoughts of the
listeners in the text of the listeners; For example, students can ask themselves:
I Do I agree with what you are saying? Is there another side to what they are
saying? Most often, the activity of listeners is focused on the following skills:
listening to the audience; Listening to specific information; Listening to the
speaker's point of view or opinion. Depending on the listening text we want to
use, we should focus on the sub-skills of listening, the level of our students and
their interests, we can choose a task that suits our needs. When you plan
1
Jalolov J.J. Chet tili o'qitish metodikasi -T.: O'qituvchi, 2012
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listening tasks, the full recall of all information in the working text, even the we
must bear in mind that it is usually difficult and also not expected for people
who speak the language. Listening exercises designed for teaching should be
successful and build listeners' confidence in their listening skills. Structuring a
listening activity around a contextual task. Contextualized listening activities
simulate realistic tasks and explain to listeners the type of information expected
and what to do before the actual listening. An entry-level task should be to locate
locations on a map (one-way) or exchange name and address information (two-
way). Intermediate students can follow instructions to set up one object (one-
way) or work in pairs to create a story to tell another part of the lesson (two-
way). Determine the educational purpose of the activity and the type of
response. Each activity should have the goal of improving one or more specific
listening skills. Listening exercises can have several goals or outcomes, but care
must be taken not to distract from beginning or intermediate listening exercises.
Recognizing the listening comprehension goals in each listening situation can
help students choose appropriate listening strategies. Identification:
Recognizing or distinguishing specific aspects of a message, such as sounds,
categories of words, morphological differences. Reference: Identify important
messages such as subject, text type, setting. Understanding Main Idea:
Identifying higher level ideas. Understanding details is identifying supporting
details. Replication: Repeating a message orally or in writing. Check the difficulty
level of the listening text. The following factors can help determine the relative
ease or difficulty of a listening text for a particular purpose and for a particular
group of learners. How is the information organized? Does a different narrative
or instruction of the story fit the familiar requirements? Texts that present
events in natural chronological order, have informative titles, and present
information following a clear organization (main ideas first, details, and
examples second) are easier. How familiar are the students with the topic? Be
aware that misapplication of knowledge due to cultural differences can create a
great difficulty in understanding. Should the text be redundant? Listeners at
lower levels of ability can easily process short and simple messages, but
students with higher proficiency will benefit from the natural reserve of the
language. Does the text cover more than one person and object? Are they
distinctly different? A doctor-patient conversation is easier to understand than a
conversation between two doctors, even if they are of the opposite gender. In
other words, the more differences there are, the easier it is to understand. The
text provides clues to help the audience interpret what they hear. Aids such as
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maps, diagrams, pictures or images in the videos are useful to make the listening
process meaningful and to show the meanings. Use pre-listening activities to
prepare students for what they will hear or see.
2
Pre-listening activities can be made ready for listening in several ways.
During the first listening session, the teacher can explore the topic and evaluate
the linguistic content of the text to see if the audience can activate the
background knowledge or the students' existing knowledge needed to
understand the listening text. Providing opportunities for group or collaborative
work, background teaching, or class discussion activities is essential to help
students understand the type of text they will be listening to, what role they will
play, and the purpose(s) of what they are listening to. Sample listening activities:
looking at pictures, maps, charts or graphs, looking at words or grammatical
structures, reading what you need, semantic networks (indicating their
connection concepts or graphic arrangement of words), creating a listening text,
learning activities or directions, conducting guided practice, educational
listening activities, listening goals, and student proficiency levels. The listening
activity exercises are directly related to the text and the students will be
listening to it while they are listening. Keep these points in mind when planning
the listening exercises: if students have to complete a written task before or
immediately after listening, read it before listening. Students should focus on the
listening task. Make sure they understand the instructions for the written task
before listening, so they don't just get distracted by what they need to do. At
least keep writing while listening. Remember, the main goal is understanding,
not production. Having to write in an audition can distract students from this
main goal. If a written response is required after the hearing, this task may be
more demanding. Organize activities to guide the audience through the text.
Combine global activities with listening activities and choosing a main idea,
theme, and setting. Questions should be used to focus students' attention on
elements of the text that are crucial to overall understanding. Before the
audition process begins, students must provide an oral or written response after
the audition. Listening to the answers helps students understand the important
parts of the message. Use advance to encourage listeners to check their listening
comprehension. Do a pre-listening activity and remind the listeners to check
whether the passage makes sense in terms of their prior knowledge and what
they know about the topics or events. Report immediately where
2
D. Adamson, "Inter-language variation in theoretical and pedagogical perspective", London, 2008.
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possible.Encourage students to check their answers to see if they are correct or
incorrect. Types of sample-listening activities: Listening with information; filling
in graphs and tables; follow the route on the map; check items on the list; listen
to the speech; to search for specific meanings; performing complementary
exercises; distinguish between official and unofficial lists.
Among the four skills that are important in learning any language,
listening comprehension is central. In the field of language teaching and
learning, speaking and writing a language is usually considered as the primary
language use factor. Listening and reading skills come second. One reason for
this may be that it is somewhat difficult to master listening skills. But after the
spread of IT technology, listening comprehension has become much easier to
pass through different materials in language classes. In addition, it should be
noted that most of the students' class time began to be devoted to listening. We
have come to believe in the importance of listening more often. In the natural
order of learning any language, listening began to take the leading place.
Everyone became convinced that the mastery of one skill alone would not
produce anything. Teachers began to pay more attention to teaching their
students not only speaking fluency, but also listening comprehension. Perfect
acquisition and use of a new language requires formation of existing knowledge
and learning all the necessary information based on language receptive skills,
especially listening and reading skills. In this regard, a language learning
program has been created for the convenience of learners. According to the
structure of this program, it should not contain any input tests, result or output
anything. Listening training is very relevant today, because speech
communication is impossible without listening. The concept of listening includes
the process of perceiving and understanding spoken speech. Listening is
definitely an important aspect in learning English. Modern effective methods of
teaching listening skills include everything from interactive exercises to
multimedia resources. Listening is considered to be the most learnable skill.
In conclusion Because a little more focus on learning is enhanced through
simple and fun activities and ultimately leads to better results. In this case, it
doesn't matter whether you work with small or large groups of students, as long
as you use one of the following methods to develop yourself.
Unique ways to teach students to listen well:
Interpersonal activity Interpersonal activities are one of the most effective
ways to develop strong listening skills in students.
We can add the following to this method:
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1. Role playing
2. Mock interviews
3. Interpersonal dialogues
4. Storytelling and more In this, students are divided into small groups of two or
three, and they are asked questions according to the style.
References:
1. Ahmadaliyev A. M. Qosimova A. X. Innavasiyon faoliyat va ilg'or pedagogic
texnologiyalar - Toshkent 2006
2. Jalolov J.J. Chet tili o'qitish metodikasi -T.: O'qituvchi, 2012
3. D. Adamson, "Inter-language variation in theoretical and pedagogical
perspective", London, 2008.
4. Hector Hammerly, "Fluency and accuracy", England, 1991.
5. J. Wilson, How to teach listening, Longman, 2008
6. Scott Thronbury, How to teach speaking, Longman, 2005
7. Keith Harding, "English for specific purposes", Oxford, 2001
8. Richard, J.C. & Rogers, T.S., Approaches and methods in language teaching.
Cambridge University Press.Retrieved August 20th, 2009.February, 2022
