INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 673
THE ROLE OF LISTENING COMPREHENSION IN TEACHING PROCESS
Iroda Rahimova
1EFL teacher of the department of foreign language and literature at
University of Tashkent for Applied Sciences, Gavhar Str. 1, Tashkent 100149, Uzbekistan
e-mail:
https://orcid.org/0009-0001-2193-5046
Abstract:
This article explores the importance of listening comprehension in learning English
and how it affects language learning, cognitive growth, and cultural awareness. Like speaking,
writing, and reading, listening is a complicated skill that is best honed via constant practice.
The foundation of effective communication and a prosperous professional career is the ability
to listen. The capacity to absorb and adjust to new information, knowledge, and abilities is
improved by effective listening skills. Understanding what is being said is only one aspect of
listening comprehension. It involves matching speech to background information, or what the
audience is already aware of regarding the topic.
Key words:
evaluating, interpreting, responding,complexity, sense making, metacognitive,
inference, acquisition, contextualization, prediction.
INTRODUCTION:
English has developed into a lingua franca, a universal language that
unites people from many countries and cultures in today's globalized globe. English
proficiency is therefore more crucial than ever for success in the classroom, in the workplace,
and in personal life. The four essential language abilities are listening- listening
comprehension is frequently the most fundamental component of speaking, reading, and
writing. Listening skills play a significant role in dealing with any language and the English
language is also not exception from this. As far as the researcher is concerned, to master this
skill a learner needs some outer and/or inner effect or encouragement. And automatically this
issue is related to comprehension. It goes without saying that when an applicant becomes a
student, a great demand of focusing on language skills comes into being in front of the
learner.The capacity to comprehend spoken words is known as listening comprehension. It
entails not just hearing what is being said, but also processing the data, deciphering the
speaker's meaning, and reacting suitably. This ability is essential since it forms the foundation
of communication. Meaningful interaction is impossible without good listening skills.The
process of listening comprehension is intricate and dynamic, involving multiple elements:
1. Receiving
: The first phase in which the auditory signals are perceived by the listener.
2. Understanding:
Interpreting words and sentences and decoding the language.
3. Interpreting:
Drawing conclusions from nonverbal clues, tone, and context.
4. Evaluating:
Making a critical assessment of the message's accuracy and applicability.
5. Responding:
Offering verbal or nonverbal criticism.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 674
Since each of these phases calls for some degree of linguistic competency and cognitive
involvement, listening is a difficult ability to learn, especially for non-native speakers.
LITERATURE REVIEW:
Listening is an essential and undervalued skill, notes Cohen
(1988). Why is it then that while the skill of listening is identified by many researchers as one
of the most important qualities people can possess, poor listening is identified repeatedly as
the most common deficiency? Unfortunately, listening skills are very often ignored or just
taken for granted.
According to professors of Indiana University of Pennsylvania School of Graduate
Studies and Research Department of English, listening skills are an essential aspect of the
development of motivation which empowers pupils to develop their communication and
critical thinking skills necessary for functioning competently in the classroom.It is quite clear
that interactive listening is imperative in our daily life as we share ideas because we spend
more time listening to one another in order to respond appropriately in an overall language
learning as compared to other learning skills [1:p.225].
Cohen suggested that teachers should design a series of stimulating discussion
activities that encourage pupils to express their points of view on a given topic, which
advances pupils’ comprehensible input and lets the class generate goals to be accomplished.
To illustrate, teachers can demonstrate to pupils the benefits of what is taught in an ESL
classroom by encouraging pupils to respect each other’s viewpoints while praising pupils for
attentively listening to one another. According to the majority of studies, listening is one of
the four macroskills required for successful communication in any language. Since English is
widely used for communication, particularly online, it is important to develop English
speaking abilities in addition to other skills so that these combined abilities will improve
communication proficiency.[2:p.107]
As Gregory L. Rynders, who held a research in developing listening skills in 1999,
mentioned, cooperative learning in listening is defined in terms of its purpose for using
various learning activities that accommodate pupils’ different learning styles to enhance their
participation and understanding of the topic by creating an atmosphere of achievement. This
is accomplished through cooperative efforts for mutual benefit from each student. It also
promotes and enhances pupils’ self-worth and communication skills which leads to academic
achievement and interpersonal skills.[3:p.10]
How can listening be taught? Making pupils aware of how to select and apply the techniques
that lead to positive outcomes is crucial while teaching listening. Pre-listening exercises assist
students in choosing what to listen for and in focusing on the significance of the content
while they listen. Students must first activate their subject-matter knowledge, and then they
must set a listening goal and assign certain listening exercises. As a result, students are urged
to search for the precise information they must hear and the level of detail needed. Students
can forecast what they might hear by using all the information that is available.A
CLIL(content and language integrated learninig) teacher should constantly provide the
students with language scaffolding. Repetition, rephrasing, use of synonyms and antonyms,
circumlocution, questions, elicitation and oral feedback are some examples of oral language
support. Some examples of visual scaffolding are pictures, maps, charts, tables and other
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 675
graphic organizers that help the listener to structure the information that one is listening to
and pay attention to the key content. For advanced learners, who are listening to lectures, the
listening material can be scaffolded by more complex forms of visuals, such as T- lists or
Venn Diagrams, etc. The use and complexity of visuals depends on the age, level of
language proficiency of the learners and the complexity of the content under study.
Mental processes such as emotive and cognitive processing of information are involved in
listening. As a result, teachers improve students' listening skills by paying close attention to
the cognitive functions and abilities required for perceptive listening, including memory,
sense-making, and assessment. Listening is a flexible communication activity that varies
depending on the speaker's and listener's goals and personalities, the message's substance and
style, the communication channel, and the surrounding circumstances.
RESEARCH METHOD:
To improve comprehension and learning outcomes, listeners
employ cognitive, socio-affective, and metacognitive techniques. Because they supervise,
control, or guide the language acquisition process, metacognitive techniques—such as
planning, note-taking, transfer, resourcing, self-monitoring, evaluation, selective attention,
directed attention, and parsing—are crucial. Elaboration, inference, visualization, summary,
contextualization, grouping, repetition, problem identification, hypothesis testing, translation,
and prediction are examples of cognitive techniques that modify the content to be learned or
apply a particular method to a listening task. Repetition, feedback, uptake, clarification, and
affective control are examples of socio-affective strategies, which define the methods that
listeners employ to work with others, confirm knowledge, or reduce fear. Elaboration,
inference, visualization, summary, contextualization, grouping, repetition, problem
identification, hypothesis testing, translation, and prediction are examples of cognitive
techniques that modify the content to be learned or apply a particular method to a listening
task. Repetition, feedback, uptake, clarification, and affective control are examples of socio-
affective strategies, which define the methods that listeners employ to work with others,
confirm knowledge, or reduce fear. The exercises listed in Table 1 correlate to the three types
of tactics that O'Malley, Chamot, and Küpper suggested be used to enhance the learning
process overall and to build listening comprehension abilities.[4:p.15]
Table 1. Listening comprehension strategies and practice activities
Activities for metacognitive
Activities
for
cognitive
strategies
Activities
for
socio-
affective strategies
1.Preview the content in
different forms.
2.Rehearse the pronunciation
of
potential content words.
3.Establishing the purpose for
listening.
4.Practice
perception
1.Use prior knowledge and
knowledge about the target
language to elaborate and
complete interpretation.
2.Infer missing or unfamiliar
words using contextual clues,
familiar content words, visual
clues.
1.Paraphrase
what
speakers say to check
understanding
2.Ask
speaker
for
clarification
and
repetition.
3.Learn to relax before
and during listening.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 676
regularly.
5.Take
short
notes
of
important content words.
6.Check
current
comprehension with context
of the message and prior
knowledge.
7.Continue to listen for
clarification in spite of
difficulty.
8.Evaluate
comprehension
using
contexts, prior knowledge and
external resources.
9.Determine potential value of
subsequent parts of input.
10.Listen
selectively
according to purpose.
11.Listen for gist.
12.Determine the potential
value of subsequent parts and
vary
intensity
of
attentionaccordingly.
13.Memorize
words
or
phrases for later processing.
14.Pay attention to discourse
markers, visuals and div
language, tones and
pauses.
3.Draw on knowledge of the
world.
4.Apply knowledge about the
target language.
5.Visualize scenes, objects,
events, etc. being described.
6.Reconstruct meaning using
words heard.
7.Relate one part of the text to
another.
8.Relate limited interpretation
to a wider social/linguistic
context.
9.Assess the importance of
problematic parts and decide
whether to ignore them or
actively seek clarification.
10.Find L1 equivalents for
selected key words.
11.Translate a sequence of
utterance.
12.Predict general contents
before listening using contexts
and prior knowledge.
13.Predict
details
and
unfinished
utterances using contexts and
prior knowledge.
4.Encourage oneself to
continue
listening.
According to studies, proficient listeners employ more metacognitive techniques and are
more adaptable when doing so than their less proficient peers. While learners with less
proficient language skills employ fewer strategies and are unable to select the appropriate
strategies for the assigned task, proficient listeners appear to be able to choose from a wide
variety of strategies and use the appropriate ones selectively and flexibly in accordance with
the task demands.[5:p.124]
CONCLUSION:
It should be noted, in conclusion, that listening proficiency is a
sophisticated ability that requires practice. Instructors ought to give their students the chance
to consider how they listen and how they do it. The position of the instructor is crucial
because they not only help the students listen, but they also inspire them and give them
authority over their education.The entire learning process includes the development of
effective listening abilities. Without the broader framework of CLIL or any other educational
methodology, it is impossible to dissect and evaluate as a distinct talent. However, as prior
research suggests (Liubinienė, 2008), from a language perspective, CLIL students improve
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 677
their listening and oral communication skills, as well as their reading and academic writing
abilities. They also learn how to present themselves and give spontaneous answers to
questions. As a result, they unquestionably enhance proficiency in both subjects and foreign
languages. [6:p.42]
REFERENCES:
1. Morley, J., 2001. Aural Comprehension Instruction: Principles and Practices. In: M.
Celce-Murcia, ed. Teaching English as a Second or Foreign Language, 3rd edition.
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2. Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.).
Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.p.(107-111)
3. Gregory L.Rynders (1999).
Listening and leadership: a study on their relationship.An
applied research project submitted to the National Fire Academy as part of the Executive
Fire Officer Program. January 1999 p.10
4. Chamot, A. U., & Kupper L. (1989). Learning Strategies in Foreign Language
Instruction. Foreign Language Annals, 22, 13-24. https://doi.org/10.1111/j.1944-
9720.1989.tb03138.x
5. Goh C.
1998 `How Learners with Different Listening Abilities Use Comprehension
Strategies and Tactics', Language Teaching Research 2: p.124-47.
6.
Liubinienė, V., 2008. Has CLIL Got the Future in Engineering Education Curriculum?
Global Cooperation in Engineering Education. ISI Conference Proceedings.
Kaunas:Technologija, pp.42-46.
7. Brown, J. (2020). *Listening Skills in Language Acquisition*. Language Learning
Journal, 45(2), 123-135.
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