Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
An analysis of teachers’ issues in teaching listening skill
Adash RUSTAMOVA
1
Samarkand State Institute of Foreign Languages
ARTICLE INFO
ABSTRACT
Article history:
Received June 2024
Received in revised form
10 June 2024
Accepted 25 July 2024
Available online
15 July 2024
This study is centered on the relevance of listening skills for
students in the higher education system who will take
Multilevel or IELTS examinations. Listening is the hardest
English ability to teach, and all English teachers must go
through this process. Furthermore, some instructors continue
to struggle with teaching pupils to listen, and the purpose of this
research is to analyze teachers’ challenges in teaching listening.
In this work, the author employed a case study and a qualitative
research approach. The research subject was an English
instructor at the Samarkand State Institute of Foreign
Languages. This study’s tools include observation, interviews,
and a questionnaire. In conclusion, the findings of this study
revealed that teachers’ issues are separated into two categories:
internal and external forces. Internal issues originating with the
responder himself include challenges in teaching, creating
listening materials, and selecting method, approach, and
strategy. External variables include; sound from environment
activities like woodcutter machine, module, media problem like
cable injector of sound system to laptop, English laboratory,
electric off, and the difference of hearing materials in syllabus
curriculum and Examination materials.
2181-3701/© 2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss4-pp210-216
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
analyzing,
listening,
teachers’ difficulties.
Tinglab tushunishni o‘qitishda o‘qituvchilar duch keladigan
muammolar tahlili
ANNOTATSIYA
Kalit so‘zlar:
tahlil qilish,
tinglash,
o‘qituvchilarning
qiyinchiliklari.
Ushbu tadqiqot oliy ta’lim tizimida tahsil olayotgan talabalar
hamda Multilevel yoki IELTS imtihonlarini topshiradigan
talabalar uchun tinglab tushunish ko‘nikmalarini rivojlantirish
dolzarbligiga qaratilgan. Tinglash ingliz tilini o‘rgatishning eng
1
PhD, Associate Professor, Samarkand State Institute of Foreign Languages.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 4 (2024) / ISSN 2181-3701
211
qiyin ko‘nikmalaridandir va barcha ingliz tili o‘qituvchilari bu
jarayondan o‘tishlari kerak. Ushbu tadqiqotning maqsadi
o‘qituvchilarning
tinglab
tushunish
ko‘nikmalarini
rivojlantirishdagi qiyinchiliklarini tahlil qilishdir. Ushbu ishda
muallif amaliy tadqiqot va sifatli tadqiqot usulini qo‘llagan.
Tadqiqot obyekti Samarqand davlat chet tillar institutining
ingliz tili darslari jarayoni edi. Ushbu tadqiqot vositalariga
kuzatish, intervyu va anketa kiradi. Xulosa qilib aytganda, ushbu
tadqiqot natijalari shuni ko‘rsatdiki, o‘qituvchilarning
muammolari ikki toifaga bo‘linadi: ichki va tashqi omillar. Javob
beruvchining o‘zidan kelib chiqadigan ichki muammolarga
o‘qitish, tinglash materiallarini yaratish va usul, yondashuv va
strategiyani
tanlashdagi
qiyinchiliklar
kiradi.
Tashqi
o‘zgaruvchilarga quyidagilar kiradi; o‘tin kesish mashinasi,
modul kabi atrof-muhit faoliyatidagi tovush, noutbukga ovoz
tizimining kabel injektori kabi media muammosi, ingliz
laboratoriyasi, elektr o‘chirilishi va o‘quv dasturidagi o‘quv va
imtihon materiallaridagi eshitish materiallarining farqi.
Анализ проблем учителей в обучении навыка аудирования
АННОТАЦИЯ
Ключевые слова:
анализ,
слушание,
трудности учителей.
Данное исследование сосредоточено на актуальности
навыков аудирования для студентов системы высшего
образования, которые будут сдавать многоуровневые
экзамены или экзамены IELTS. Аудирование – это самая
трудная способность преподавать английский язык, и все
учителя английского языка должны пройти через этот
процесс. Более того, некоторым преподавателям по-
прежнему сложно научить учеников слушать, и цель
данного исследования – проанализировать проблемы
учителей при обучении слушанию. В этой работе автор
использовал тематическое исследование и качественный
исследовательский подход. Объектом исследования стал
преподаватель
английского
языка
Самаркандского
государственного
института
иностранных
языков.
Инструменты этого исследования включают наблюдение,
интервью и анкету. В заключение, результаты этого
исследования показали, что проблемы учителей разделены
на две категории: внутренние и внешние силы. Внутренние
проблемы, исходящие от самого респондента, включают
проблемы в обучении, создании материалов для
прослушивания и выборе метода, подхода и стратегии.
Внешние переменные включают в себя; звук от таких
действий в окружающей среде, как дровосек, модуль,
проблемы со средствами массовой информации, такие как
кабельный инжектор звуковой системы к ноутбуку,
лаборатория
английского
языка,
отключение
электричества, а также разница в слуховых материалах в
учебной программе и экзаменационных материалах.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 4 (2024) / ISSN 2181-3701
212
INTRODUCTION
Language is fundamentally human. It indicates that humans are both producers
and consumers of language for system communication activities. Kaswan and Dasep
think that "la" relates to human-system communication. In the current globalization
period, English is an international language that all nations in the world may use, and it
has also become a material for the final test in Uzbekistan, which all students must pass.
The teacher's role is to facilitate pupils' learning of English. As Harmer points out, we've
previously used the term 'facilitator' to refer to someone who helps pupils learn.
Listening is one of the four skills used in teaching English that must be mastered by a
teacher. Listening is one of the topics to be covered in the final exam. According to
Siswanto, the English National Examination, like in previous years, consists of three
components: listening, reading, and language function. English teachers have a duty to
educate their pupils how to be effective listeners. As a result, the instructor should
encounter certain difficulties in teaching the listening process. According to Nation and
Newton, listening will take up more than half of the time that students spend operating in
a foreign language. Therefore, the writer intended to analyze teacher’s difficulties in
teaching listening at the institute.
LITERATURE REVIEW
1. Teaching Listening:
Teaching listening is the active process of receiving and
reacting to spoken information in which the instructor acts as the speaker and the
student acts as the listener. According to Broughton et al., listening requires active
engagement in communication between individuals, as well as a receptive capacity for
absorbing the information. There are two forms of listening: extensive listening, which
encourages students to watch English language films with subtitles, and intensive
listening, which differs from extensive listening in that students listen deliberately to
improve their listening skills and in other to study how English is spoken, and
Live
listening
is used to refer to situations in which the teacher brings visitors into the class.
2. Listening Method:
Some current methods for improving listening skills include
the following: Interpersonal activities. Interpersonal activities such as mock interviews
and storytelling can help students build improved listening skills in an effective and non-
threatening way. Group Activities Larger group activities are also an effective way to
improve pupils' listening skills. We may start with a simple group activity, Switzer.
According to O'Malley and Chamot in Field, listening tactics are split into three
categories, which include: Meta cognitive means 'planning for, monitoring, or assessing
the success of a learning process'. Cognitive focuses on incoming information and
manipulates it in ways that improve learning. Social-affective means engaging with
another person to aid learning.
Social-affective
is interacting with another person to
assist learning.
3. Listening Media:
According to Heinic et al. in their book "The Instructional
Media and technologies for Learning" split various media in the teaching listening
process, "there are: A computer is an electronic media device that teachers use to save all
of their information, such as DVD/MP3 records, play audio, and video conversations.
A sound system is an electronic medium that allows listeners to hear the voice of
someone who has had a conversation. Audiotapes are electronic media that are typically
seen in classroom language labs. Students can use it to record their voice. A microphone
is a type of media used to assist pupils in arguing about topics they have learned.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 4 (2024) / ISSN 2181-3701
213
Difficulties in Teaching Listening include external issues, which are problems caused by
individuals other than the instructor, such as equipment, such as a computer, sound
system, audiotape, microphone, or cable connection. If one of them fails, both the
instructor and the pupils' ability to listen will suffer. Students are people who are
learning in the classroom and can have an impact on the teaching process if they do not
follow the rules of the classroom. "Teacher will not be successful if they merely try to
impose a pattern of learner autonomy". Internal factors are problems that arise from
within an individual, such as a teacher's skill, which Harmer defines as "managing classes,
matching tasks, variety, and destination or settings. “The teacher's voice, how he or she
talks, and what they sound like have a significant influence on the class. Harmer has
maintained that teachers need to be heard; they must ensure that the pupils in the rear of
the class can hear them equally as well as those in the front”.
RESEARCH METHODOLOGY
In this study, the author used qualitative research designs, which involve data
analysis, description, and interpretation. In the words of Creswell: "Analyzing qualitative
data requires understanding how to make sense of text and image, so that you can form
answers to your research questions". This research used case studies because they allow
for a 'deeper' grasp of the social processes being taught. The cause case study technique
focuses on the uniqueness and complexities of a single situation. The "case" might refer
to one or more people. Because according to Robert, "Single case studies were like a
single respondent in a survey or a single subject in an experiment". The research
respondent was an English instructor at the Samarkand State Institute of Foreign
Languages. This responder, as an information resource, may respond and assist the
writer in answering the research topic, particularly the issue regarding teachers'
challenges in teaching listening. Since Creswell argues that "Participants in a study can
answer and complete the researcher's questions, the participant chooses answers to
questions and supplies basic personal or demographic information". This research uses
observation, interviews, and a questionnaire as its instruments. Observation is one of the
writer's methods for gathering and collecting information data before the interview and
questionnaire steps. "Qualitative data collection is more than simply deciding on whether
you will observe or interview people". In this research's data-gathering approach, the
writer conducts observations, questionnaires, and interviews with respondents, as
Creswell writes, "qualitative data collection is more than simply deciding whether you
will observe or interview people". During the analysis process, the author described the
content of data analysis that may be employed when qualitative data is gathered through
observation, interviews, and questionnaires. According to Tavakoli, data analysis is
"the process of reducing accumulated data collected in research to a manageable size,
developing summaries, and looking for patterns".
FINDINGS AND DISCUSSION
The writer conducted observations based on video documentation, and the results
revealed that the respondent had some difficulty teaching listening. For example, he used
three languages to explain the material, he struggled to concentrate due to the sound of a
woodcutter machine outside the classroom, he struggled with the cable injector sound to
a laptop that occasionally failed, and he used a method or strategy when explaining the
material to students.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 4 (2024) / ISSN 2181-3701
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2
. Results of Interview:
The outcomes of the interview with the responder are as
follows: The Respondent found it challenging to teach listening since it is considered a
tough topic to teach as a second language. Then he had problems preparing materials.
The institute's committee did not supply modules or texts. He had difficulties deciding on
a method, approach, and strategy. He found it difficult to focus even when teaching
listening in an environment with noise from a woodcutter machine outside. He also had
problems with a module that was not provided by the institute. As a result, he should
learn about the other novels. The respondent encountered problems with the cable
injector to the speaker, which abruptly failed to connect. Respondent found it difficult to
teach the listening process without using the English Laboratory. The responder found it
challenging to teach the listening technique once the electricity went out unexpectedly.
The responder found it challenging to link listening resources from the syllabus system
with curricular materials and tests. As a consequence, the data is derived from
respondent responses that support this study topic, all of which were obtained by
observation, questionnaire, and interview. The interview results revealed that the
respondent experienced certain challenges in teaching listening, which were classified
into two elements as follows:
A. Internal Factors:
This aspect comes from himself, for example, the responder
believed listening was difficult to teach. Because English is a foreign language in
Indonesia, pupils utilized Indonesian or their mother tongue during interactions. As a
result, the ears of the pupils were unfamiliar with English words. For the supporting
statement above, he agrees with the statement in the questionnaire that says "I think of
the four skills to teach English listening is one skill that is difficult to teach". The writer
made observations on video footage. It demonstrated that he should explain to pupils in
three languages, including Uzbek, Russian, and English, in order for them to grasp what
he was saying. Second, he had trouble preparing content because the institute's
committee did not supply a module. As a result, he should search up information in other
books or on the internet. To support his argument above, in the questionnaire, he proved
that he agrees with the statement "I find it difficult to prepare listening materials" The
writer's observation also revealed that he did not take a module for teaching listening. In
Chapter 2, Harmer contends that "equipment is the essential of good teaching." Third, he
had difficulty deciding on a method, approach, or strategy. The reason for this is because
pupils study English as a foreign language. If the approach, technique, and strategy are
not appropriate for the pupils, they may have difficulties explaining and discussing the
content. As a result, he must be innovative in selecting methods, techniques, and
strategies for effective teaching. Field argues in Chapter 2 that "the strategy is successful
only if it goes some way towards dealing with the potential or actual problem of
understanding".
In
the
questionnaire,
he
agrees
with
the
statement,
"I felt I found some difficult to choose methods, techniques, and strategies for listening."
To ensure his answer, the writer observed the video footage, which revealed that he
appeared confused when describing and discussing the content.
B. External factor:
This component came from the outside, such as: First, he was
disturbed by noises from environmental activities, such as the sound of a machine
woodcutter. This sound disrupted his concentration, even while explaining the listening
process. To corroborate the aforementioned rationale, questionnaire results revealed
that he agreed with the statement "I felt disturbed when there are external factors such
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 4 (2024) / ISSN 2181-3701
215
as noise during the listening learning process". The writer saw the video recording to
back the respondent's statement, which revealed that he was unable to concentrate. The
second issue was that he struggled with the module, making it difficult for the response
to prepare the materials. Third, he experienced difficulties with media issues, such as a
speaker injector cord to a laptop that occasionally failed. He stated in the interview part
that "As we saw earlier during the listening process, not all media tools support well."
Because of an issue with the cable injector to the speakers, I occasionally feel confusing
about the situation of such media. In the questionnaire, he agrees with the statement "I
find it difficult to teach listening without using media as a tool like a sound system" to
support his previous reasoning. In the video recording, he also appeared to be working
repairing an injector wire that had occasionally failed or was not attached. Fourth, he
encountered difficulties with the institute's facilities. Because there was no English
Laboratory accessible. As a result, he should prepare all of the materials for teaching
listening. To support his above-mentioned argument, he agrees with the statement "I find
it difficult when teaching listening without using a Language Lab". Harmer claims that, in
addition to the distinct language booths, labs may only listen in on individual students
but can also speak with one student at a time using a microphone and headset. The
seventh time he tried to teach listening, the electricity went out unexpectedly. It became
a factor that prevented teaching and learning from continuing. As he added, "If the power
goes out, well, it's already done," he expressed his disappointment with the unexpected
power outage. As we all know, electricity was the initial component to assist
achievement, but teaching and learning listening also had a role.
CONCLUSION
Based on the inquiry, the writer may infer that the responder had some difficulty
teaching listening. When he confronted internal and external challenges, he also taught
listening skills. Internal factors that came from himself such as; feeling that teaching
listening is classified as difficult, feeling difficult in preparing materials because he did
not give a module or textbook from the institute as a result, he should find listening
materials in other books, and he felt difficult. External factors that came from outside
himself, such as the sound from outside the class, such as a woodcutter machine,
facilitating, such as a module and an English laboratory, which were not provided by the
institute's committee, media problems, such as a follow cable injector that occasionally
does not work, and the power outage.
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Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 4 (2024) / ISSN 2181-3701
216
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