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SOME
TECHNIQUES
TO
DEVELOP
LISTENING
SKILLS
Teacher of the NSPI named after Ajiniyaz- Joldasbaeva B.
The 3
rd
year student –Hakimbayeva Z.
Listening and comprehension are difficult for learners because they should discriminate speech
sounds quickly, retain them while hearing a word, a phrase, or a sentence and recognize this as a
sense unit. Pupils can easily and naturally do this in their own language and they cannot do this in a
foreign language when they start learning the language. Students are very slow in grasping what they
hear because they are conscious of the linguistic forms they perceive by the ear. This results in
misunderstanding or a complete failure of understanding.
When listening a foreign language students should be very attentive and think hard. They should
strain their memory and will power to keep the sequence of sounds they hear and to decode it. Not
all the students can cope with the difficulties entailed. The teacher should help them by making this
work easier and more interesting. This is possible on condition that the teacher will take into
consideration the following three main factors which can ensure success in developing students’ skills
in listening:
linguistic material for listening
the content of the material suggested for listening and comprehension
conditions in which the material is presented [1; 55]
Comprehension of the text by the ear can be ensured when the teacher uses the material which
has already been assimilated by students. However this does not completely eliminate the difficulties
in listening. Students need practice in listening and comprehension in the target language to be able
to overcome three kinds of difficulties: phonetic, lexical, and grammatical. Phonetic difficulties
appear because the phonic system of English and native language differ greatly. The hearer often
interprets the sounds of a foreign language as if they were of his own language which usually results
in misunderstanding.
Lexical difficulties are closely connected with the phonetic ones. Students often misunderstand
words because they hear them wrong. The opposites are often misunderstood, for the learners often
take one word for another. Grammatical difficulties are mostly connected with the analytic structure
of the English language, and with the extensive use of infinitive and participle constructions. Besides,
English is rich in grammatical homonyms.[2; 126]
1.The content of the material also influences comprehension. The following factors should be
taken into consideration when selecting the material for listening:
The topic of communication: whether it is within the ability of the students to understand, and
what difficulties students will come across (proper names, geographical names, terminology, etc).
The type of communication: whether it is a description or a narration. Description as a type of
communication is less emotional and interesting, that is why it is difficult for the teacher to arouse
students' interest in listening such a text. Narration is more interesting for listening. Consequently,
this type of communication should be used for listening comprehension.The way the narrative
progresses: whether the passage is taken from the beginning of a story, the nucleus of the story, the
progress of the action or, finally, the end of the story. The title of the story may be helpful in
comprehending the main idea of the text. The simpler the narrative progresses, the better it is for
developing students ' skills in listening. The form of communication: whether the text is a dialogue
or a monologue. Monologue speech is easier for the learners, therefore, it is preferable for developing
students' ability to listen.
1.
Conditions of presenting the material are of great importance for teaching listening, namely:
a.
the speed of the speech the student is listening. The hearer cannot change the speed of the
speaker;
b.
there are different points of view on the problem of the speed of speech in teaching listening
a foreign language.[3; 64]
Consequently, in teaching listening comprehension the teacher should bear in mind all the
difficulties pupils encounter when listening in a foreign language. To fulfill the task the teacher must
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train his students in listening comprehension beginning with the first lesson and throughout the whole
period of instruction.
1. The teacher uses the foreign language:
- when giving the class instructions;
- when presenting new language material: words, sentence patterns;
- when checking students' comprehension;
- when consolidating the material presented;
- when checking pupils' assimilation of the language material covered.
These are the cases when the target language is used as a means of communication and a means
of teaching. There is a great deal of listening in all the points of the lesson. This raises the problem
of the teacher's speech during the lesson. It should be correct, sufficiently loud, clear, and expressive.
But many of the teachers are too talkative. We can hear them speaking most of the time. Moreover,
some teachers speak a great deal in native language. Conducting a lesson in a foreign language gives
the teacher an opportunity.
to develop students' abilities in hearing
to train them in listening to him attentively during the lesson
to demonstrate the language as a means of communication
to perfect his own speaking skills
to keep his own speech under control, i. e., to keep himself from undue talkativeness.
REFERENCES
1.Flowerdew, John; Miller, Lindsay (2005). Second Language Listening: Theory and Practice.
Cambridge University Press.
2.Hoppe, Michael. Active Listening: Improve Your Ability to Listen and Lead.
CenterforCreativeLeadership. 2018
3.Purdy, Michael; Borisoff, Deborah, eds. Listening in Everyday Life: A Personal and
Professional Approach. UniversityPressofAmerica1997
ФОРМИРОВАНИЕ ИНОЯЗЫЧНОЙ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ
СТУДЕНТОВ СРЕДСТВАМИ ИНТЕРАКТИВНЫХ МЕТОДОВ ОБУЧЕНИЯ
Gulnaz Kadyrova, master of pedagogical science
teacher of English language
Современные требования к владению иностранным языком в вузе предусматривают
наличие у будущих специалистов иноязычной коммуникативной компетенции. Он
определяется как определенный уровень владения языком, речевыми и социокультурными
знаниями, навыками и умениями, который позволяет допустимо и целесообразно варьировать
свое коммуникативное поведение в коммуникативном ключе в зависимости от
функциональных предикторов иноязычного общения и создает основу за квалифицированную
информационную и творческую деятельность в разСтруктура и уровни иноязычной
коммуникативной компетенции студентов соотносятся с готовностью студента использовать
возможности иностранного языка для профессионального самообразования [1]. Когнитивный
уровень развития данной компетенции (педагогические и лингвистические знания)
предполагает развитие теоретической готовности, операциональный (иноязычные
коммуникативные навыки) — формирование технологической готовности, личностно-
профессиональный (качества педагога и опыт практикоориентированное иноязычное
общение) раскрывается через профессиональную и личностную готовность студента. личных
областях.
Требования к профессиональной коммуникативной компетентности будущих учителей
иностранного языка включают такие качества речи и речевого поведения, как правильность,
точность, ясность, выразительность, богатство языка; логика, аргументация, доказуемость
заданных условий, умение отстаивать свою точку зрения в споре; умение слушать
