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for the topics learned and can arouse learner interest. But we should mention they are much more
difficult for the ESP students, which were proved by students’ products. Students found difficult to
write opinion essays, cause and effect essay, problem solving essays. But the tasks are quite helpful
for developing cognition.
4.Are the topics helpful in expanding students’ world knowledge and cognition? The task here
is to identify whether the topics will help to expand students‟ world knowledge and cognition. We
should mention that this course book covers the information about problems, problem solving and
research issues and there are a great number of information which may enlarge students’ world
knowledge. For example, listening to the text “Unintended consequences ” students learn about Great
Sparrow War which happened in 1958 in China by the order of Chinese leader Mao Zedong. And
the task 5 on page 11 which includes the questions like “Can you remember any other human deeds
which brought to tragic but unintended consequences?” may the learners think, reflect their learning,
search the knowledge and find answers. In this way they gain knowledge and develop their cognition.
Another example is the text about Thomas Edison on page 35, which gives students opportunity to
learn about his inventions. And the task 1 on page 34. Matching the inventions and the inventors
arouses learner motivation to learn more about the issue and this leads to get more world knowledge.
We should mention that this kind of tasks are few, just only two or three unfortunately.
Analyzing the above mentioned materials on teaching and learning English we came to the
conclusion that the government is paying attention to the cognitive development of our learners, that’s
why educators should change their attitude to teaching. Learning elementary English in the classes,
repeating the words learners already know, paying more attention to the grammar of the English may
demotivate learners. Teachers should think of developing learners higher order thing skills, problem
solving skills, cognition and evaluation skills. The teachers of higher educational establishments are
expected to be creative in teaching process, they should present the materials in such interesting and
challenging ways, so the students get enthusiastic in their study.Our classes should be the places of
discussions and debates, our lessons should give opportunities for learners to create, to imagine, to
investigate. This is the desire of our learners. In order to bring up harmoniously developed, highly
educated, modern-thinking young generation teachers should improve the methodology of teaching
English, and in this wayprepare a good language learner, who is able to find their own way of learning,
can organize information about the language, make their own opportunities for practice.
REFERENCE
1.Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson
(Ed.)
Theory and practice of online learning
Retrieved February 11, 2009, pp. 15-43.
from http://www.aupress.ca/index.php/books/120146
2.Bokieva G, Rashidova F. Scale up. Students book. 2 course. T. 2015.
3.Ertmer, P. and Newby, T. Behaviorism, cognitivism, constructivism: Comparing critical
features from an instructional design perspective.
Performance Improvement Quarterly, 6
(4),
(1993). 50-72.
4.Syllabus of the subject “Foreign language”, designed by G.Bakieva, B.Samatov, M.Tursunov,
et all.and adopted by the Ministry of Higher and secondary special education on 14 June, 2018.
5. Syllabus.of the subject “The English language”,designed byKurbaniyazova S., Jumamurativa
G. Nukus. 2023.
6.ThomasA.Farmer. Cognition. California State University, Fullerton. 2019.
THE ROLE OF LISTENING IN LEARNING ENGLISH
Teacher of the NSPI named after Ajiniyaz
PhD. Docent Tajieva A.U.
The 1
st
year student –Qaypnazarova S.
In this thesis we will investigate the role of the listening in learning languages and resources
for teaching listening comprehension. Listening is one of the important activities like other skills
reading, speaking and writing.
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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 sense
unit. Learnerscan easily and naturally do this in their own language and they cannot do this in foreign
language.Learners 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 auding foreign language learners should be very attentive and think hard. They
should strain their memory and will power to keep the sequence of sounds they hear and decode it.
Not all the learnerscan cope with the difficulties entailed. The teacher should keep them by making
this work easier and more interesting. Listening plays a great role in teaching and learning English.
It helps to master the language. Learnershave some common difficulties in auding.
There are three factors which can ensure success in developing listening skills; 1) linguistic
material; 2) the content of the material for listening and comprehension; 3) the condition in which
material presented.[1:67]
1. Comprehension of the text by the ear can be ensured when the teacher uses the material which
has already been assimilated by pupils. However this does not completely eliminate the difficulties
in auding. Students need practice in listening and comprehension in target language to be able to
overcome three kinds of difficulties: phonetic, lexical and grammatical.
Phonetic difficulties appear because the phonetic system of English and the native language
differ greatly. The listener often interests the sounds of a foreign language as if they were of his own
language which usually results in misunderstanding. They can hardly differentiate the following
words by ear: worked-walked, first-fast-forced, lion-line, tired-tide, bought-boat-board [2:169].
The difference in intonation often prevents pupils from comprehension a communication. The
teacher, therefore, should develop his pupils’ ear for English sounds and intonation.
Lexical difficulties are closely connected with the phonetic ones. Pupils often
misunderstand words because they hear them wrong. For example;
1. The horse is slipping. The horse was sleeping. 2. They worked till night. They walked till
night. The opposite are often misunderstood, for the learners often take one word for another. For
example; east-west, take-put, ask-answer. The most difficult words for auding are the verbs with
prepositions, such as; put on, put off, put down, take off, see off, go in for, etc.
2.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
very rich in grammatical homonyms, for example; to work-work, to answer-answer,-ed as the suffix
of the Past simple and Past Participle. This is difficult for pupils when they listen to the material. 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 pupils to understand, and what difficulties pupils 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
pupil’s interest in auding. 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 narration
progresses, the better it is for developing pupils’ skill in auding. The form of communication: whether
the text is a dialogue or a monologue. Manologic speech is easier for the learners, therefore, it is
preferable for developing pupils ability to listen.
3. Conditions of presenting the materials are of great importance for teaching listening. The
listener can not change the speed of the speaker. There are different points of view on the problem of
the speed of speech in teaching listening in English. The most convincing is the approach suggested
by N.V. Elukhina. She believes that in teaching listening the tempo should be slower than the normal
speed of authentic speech. But this slowness is not gained at the expenses of the time required for
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producing words, but of the time required for pauses which are so necessary for a pupil to grasp the
information of each portion between the pauses. [3: 172].
As for the numbers of times presenting the material for listening, learners should be taught to
listen to the text once and this must become a habit. It is necessary to help learners in comprehension
by using a “feed- back” established through a dialogue between the teacher and the class. Learners
who get used to the teacher’s voice can easily understand him, but they cannot understand other
people speaking the same language. In teaching listening comprehension the teacher should bear in
mind all the difficulties learners encounter when auding in a foreign language.
REFERENCES
1.Brumfit Ch., Teaching pupils how to acquire language. In: Problems and Principles in ELT,
1993.
2.Bingol, M. A. Listening Comprehension Difficulties Encountered by Students in Second
Language Learning Class. 2014
3.Renukadevi, D. The Role of Listening in Language Acquisition: The ChallengesandStrategies
in teaching Listening. International Journal of Education and Information Studies. 2014
IMPORTANCE OF TEACHING SPEECH ETIQUETTE AT THE ENGLISH
LESSONS
Toirova M–English teacher at a specialized school ofAmudarya district
The modern international environment, economic and political integration, is responsible for
the involvement of an increasing number of specialists in various fields of science and technology in
the direct implementation of international scientific and technical ties, accompanied by significant
growth and expansion of cultural and business contacts - all these have made their demands on the
character of owning a foreign language and speech etiquette, and thereby determined certain
principles and parameters of new teaching methods, in particular, foreign languages language.
The basis of modern methods of teaching speech etiquette is such categories of communication
as: situation, role, position, community, type and scope of communication, which are considered in
modern science as models of speech communication.
The most important of these methods of teaching is a communicative (speech) situation. The
communicative situation, as a method of teaching speech etiquette, consists of four factors [1;203].
1) The circumstances of reality (situation) in which communication is carried out (including
the presence of outsiders);
2) The relationship between communicants (subjective - the personality of the interlocutor);
3) Verbal motivation;
4) The implementation of the very act of communication, creating a new position, incentives
for speech.
The modern system of teaching a foreign language is based on the fact that for the method of
teaching foreign languages, the communicative situations as such, which occur every second in the
language collective and are practically not accountable, but only the repetitive, most typical, or
standard situations, are important. By the term a typical communicative situation is understood some
imaginary construction or model of a real contact, in which the verbal behavior of interlocutors is
realized in their typical social and communicative roles.
Examples of a typical communicative situation can be: a conversation between the buyer and
the seller, the viewer with the theater cashier, a conversation between the mother and his son about
his schooling, a teacher with a student, a conversation between former classmates, a conversation
between collectors, a meeting of close people, etc. .
Another important component of the method of teaching speech etiquette is the form of
communication. Speech contacts of people occur in conditions that differ in the number of individuals
participating in communication, the nature of the relationship between them, the presence of a change
in the roles of the speaker and the listener within one communication act.
