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6.
Scott, W.A. & Ytreberg, L.H.
Oral work. In Teaching English to Children
(pp. 33 - 48). New
York: Longman. 1990
7.
Shin, J. K. (2011). Unit 6:
Teaching Listening
[PDF document]. Retrieved February10, 2012
from http://blackboard.umbc.edu
8.
Slattery, M. & Willis, J.
English for Primary Teachers
. Oxford: Oxford University2001
PSYCHOLOGICAL DIFFICULTIES OF EFL STUDENTS IN LEARNING
LISTENING COMPREHENSION
Aytimbetova Ulbiyke Toqtarbaevna
Phd doctorant of Nukus State Pedagogical
institute named after Ajiniyaz.
It is known that in any language listening is the most significant skill to make communication.
It is said that listening is the basis of communication, and without it, making oral communication can
not begin. In most methodical literaturesit has been investigated language difficulties like phonetic,
semantic in listening comprehension that students facing. However, it has been played a little
attention to investigate psychological difficulties of EFL student while learning listening
comprehension skill. Therefore, EFL teachers should use appropriate methods to deal with students’
psychological obstacles in enhancing listening comprehension skill. The current study investigates
how listening comprehension of the students learning English as a foreign language in higher
education can be improved by copying with students’ psychological hurdlesand evaluates how well
it works by observing students’ performance during the learning process.
Listening is characterized asa receptivepart of speech activity and it is perceiving and
understanding speech as it happens.
According to Moiseenko, the form of its appearance, listening should be considered as an
internal process, because it is not expressed externally and involves attention, perceiving messages
and information through the ear, recognizing, identifying and understanding language tools,
memorizing, summarizing, relies on mental processes such as inference[6;143].Being aware of
research and knowledge of the psychophysiological mechanisms of listening provides the teacher
with an additional opportunity the listening process from perception to logical understanding. It is
proved by not only foreign but also local researchers that listening, like any cognitive process, has
two sides: sensory and logical. However, these are different, but function in inextricable unity.
From the perspective of Ya.B. Emelyanova, four groups of difficulties were identified: 1) the
nature of information perception; 2) factors causing disturbances in information perception; 3) the
topic and nature of the information in the text; 4) psycholinguistic factors. At the same time, the main
problem that mainly leads to the emergence of others is the nature of information perception of
students, that is, the inability to perceive the text as a structural and semantic unit, which can
significantly affect this dimension. To solve this problem, it seems necessary to use specially oriented
materials and tasks [7;67].In Moiseenko’s opinion, the entire process of understanding in listening
conditions is determined by the psychological characteristics of the recipient, his linguistic abilities,
conditioned by the possession of auditing competence, expressed by the formed skills to perceive,
predict, remember and comprehend foreign language speech by ear[6;140].With the selected
strategies, a system of audit exercises is built: a) preparatory exercises; b) special; c) controlling.
Preparatory exercises concentrate attention as much as possible, form and develop psychological and
psycholinguistic mechanisms of listening at the linguistic, speech and semantic levels [3;126-
130].Also, we know that the integration of information and communication technologies (ICT) into
the world of education makes the teaching and learning process more active. By integrating digital
education tools and strategies into the curriculum, EFL students in higher education can enhance their
listening comprehension skills with flexibility[1;87].
“ICT plays an integral role in teaching and learning interaction between teachers and students.
Several approaches, such as the use of digital whiteboards, the use of students' digital devices for
instructional purposes, and the “flipped classroom” model (students watch videos at home and
organize discussions during class) increase the level of interactivity and positive feedback from
192
learning”[2;2].In fact, students can improve their listening comprehension skills in a foreign language
by using independent Internet resources outside of class at home.
Additionally,Sorokov’s and Zikova’s opinions are that the success of teaching listening can be
related to the development of individual strategies for the development of students' auditory skills,
the design of personal methodological support taking into account the needs of students, the level of
language proficiency. What’s more, the goals of professional foreign language education undoubtedly
represent a complex technology of gradual removal of both linguistic and psychological difficulties
in listening to foreign speech[4;156]. The teacher should introduce new methods that would develop
the cognitive activity of students: problem-search (discussions, problematic tasks), creative
reproduction (business games, situational tasks)[5;72]. By doing these tasks, teachers can overcome
students’ psychological barriers in listening.
Most EFL students face psychological obstacles in learning EFL listening comprehension skill.
By utilizing modern internet technologies in the classroom and preparing cognitive activities and
surveys previously in order to improve cognitive awareness, teachers can achieve the pedagogical
goal.
REFERENCES
1.
Aytimbetova
Ulbiyke
Toqtarbaevna.
(2023).
IMPROVING
LISTENING
COMPREHENSION OF EFL STUDENTS IN HIGHER EDUCATION THROUGH DIGITAL
EDUCATION.
INTERNATIONAL
SCIENTIFIC
CONFERENCES
WITH
HIGHER
EDUCATIONAL
INSTITUTIONS,
1(05.10),
84–87.
Retrieved
from
https://www.myscience.uz/index.php/issue/article/view/583
2.
K. G. Bakieva and Sh. K. Muradkasimova, “Enhancing ICT Technologies in Teaching,
Learning and Assessment of foreign languages in Uzbekistan.,” Int. Conf. Inf. Sci. Commun.
Technol. Appl. Trends Oppor. ICISCT 2019, pp. 1–3, 2019.
3.
Morozov D.L. "Theoretical foundations of teaching foreign language listening" Bulletin of
Voronezh State University. Series: Linguistics and Intercultural Communication, no. 1, 2014, pp.
126-130
4.
Sorokov Galina Viktorovna va Zikova Anastasiya Valerievna. “Chet tili matnni
tinglanishning lingvodidaktik muammolari reyesteri” Ta’lim pedagogikasi va psixologiyasi, №. 1,
2020, bet. 146-157.
5.
Агеева Наталия Валерьевна. "Развитие познавательной активности студентов как
способ преодоления психологических барьеров при аудировании" Язык и культура, no. 2,
2008, pp. 65-73.
6.
Моисеенко О.А.. "Аутентичное аудирование как феномен иноязычного образования"
Вопросы журналистики, педагогики, языкознания, vol. 32, no. 28 (240), 2016, pp. 138-146.
7.
Яна Борисовна Емельянова. "От общего аудирования к переводческому: трудности и
пути их решения" Вестник Томского государственного педагогического университета, no. 6
(230), 2023, pp. 58-68. doi:10.23951/1609-624X-2023-6-58-68
O’RTA TA’LIM MAKTABLARIDA INGLIZ TILI FANINI O’QITISHDA
UCHRAYDIGAN MUAMMOLAR VA ULARNING YECHIMLARI
Bekbagambetova Jansaya Ruslanovna, Ajiniyoz nomidagi NDPI tayanch doktoranti
Kurbanbaeva Mirigul Jenisbaevna, NDPI Chet tillari fakulteti, 1 bosqish talabasi
Mamlakatimiz mustaqillika erishgandan so'ng chet tillarni o'rganishga talab keskin oshdi
davlatimiz tomonidan til o'rganishga keng imkoniyatlar yaratilmoqda. Ingliz tili dunyodagi eng koʻp
ishlatiladigan tillar ichida 3-oʻrinda turadi (Ispan hamda Mandarin Xitoycha tillardan keyin). Yevropa
Ittifoqining asosiy tili. Avstraliya, AQSH, Birlashgan Qirollik, Hindiston, Irlandiya, JAR, Kanada,
Liberiya, Malta va Yangi Zelandiyaning rasmiy tili.
Bugungi kunda maktablarda zamonaviy kompyuterlar, elektron manbalar, Internetga kirish
imkoniyati mavjud. Axborot texnologiyalaridan foydalanish nafaqat maktab o'quvchilarining
mashg'ulotlarining turli bosqichlarida, balki odatiy ingliz tili darslarida ham mumkin. An'anaviy
