Volume 03 Issue 05-2023
195
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
05
Pages:
195-200
SJIF
I
MPACT
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(2021:
5.478
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(2022:
5.636
)
(2023:
6.741
)
OCLC
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1368736135
A
BSTRACT
This article discusses the issues of teaching listening in foreign language lessons and the problems
associated with listening.
K
EYWORDS
Listening, speech activity, authentic speech, understand the meaning, sound, information flow.
A
CTUALITY
Listening at the initial stage of education is one of the most relevant topics in the modern methodology of
teaching a foreign language, since speech communication is impossible without listening.
R
EASON FOR RESEARCH
Listening is the basis of communication; it begins with the acquisition of communication.
I
NTRODUCTION
Journal
Website:
http://sciencebring.co
m/index.php/ijasr
Copyright:
Original
content from this work
may be used under the
terms of the creative
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4.0 licence.
Research Article
TEACHING LISTENING AT FOREIGN LANGUAGE LESSONS
Submission Date:
May 21, 2023,
Accepted Date:
May 26, 2023,
Published Date:
May 31, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-05-32
Fatima Umirzokova
Senior Lecturer National University Of Uzbekistan Named After M. Ulugbek, Uzbekistan
Volume 03 Issue 05-2023
196
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
05
Pages:
195-200
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Listening is the ability to distinguish and
understand what others say and in the context of
practice work in foreign language lessons, it is the
understanding of foreign speech during its
passage.
This means understanding the speaker's accent,
grammatical structure and the vocabulary which
speaker has
The problem in the teaching comprehension of
authentic speech is one of the most important
aspects
of
teaching
foreign
language
communication, and that is why the working-out
and
development
of
listening
teaching
technologies that are contemporary are
extremely essential.
We are faced with listening as an independent
type of speech activity in various situations of real
communication. It happens when we listen to:
various announcements; radio and television
news; divergent instructions and assignments;
lectures; stories of interlocutors; actors’
performances; interlocutor on a telephone
conversation, etc.
The
objectives
of
teaching
listening
comprehension can be defined as follows: to form
certain skills; to develop certain speech skills; to
teach the ability to communicate; to develop the
necessary abilities and mental functions; to
memorize speech material; to teach students to
understand the meaning of a single statement; to
teach students to highlight the main thing in the
flow of information; to develop auditory memory;
to evolve an auditory response.
Listening also serves as a powerful tool for
teaching a foreign language too. It makes it
possible to obtain the sound side of the language
being studied, its phonemic composition and
intonation; rhythm, accent, melody. Through
listening occurs the digestion of the lexical
composition of the language and its grammatical
structure. At the same time, listening makes it
easier to master speaking, reading and writing. If
the student understands the sounding speech, it
is easier for him to understand the graphic
speech, i.e. change what he sees to how it should
sound.
When performing listening tasks, the speaker
should demonstrate the following abilities:
Predicting what people will say.
Guessing unfamiliar words and phrases without
panic.
Use your previous knowledge as a basis for
understanding.
Understand the speaker's attitude to the subject
of conversation.
Be able to take notes while listening.
Understand intonation and stress.
The ethical side of speaking, the rules for
conducting discussions, debates and other types
of disputes.
D
ISCUSSION
Volume 03 Issue 05-2023
197
International Journal of Advance Scientific Research
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VOLUME
03
ISSUE
05
Pages:
195-200
SJIF
I
MPACT
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(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
How do auditing mechanisms work? Listening is
connected with the activity of memory. The very
concept of memory can be divided into the
following components: short-term memory is a
way of storing information in a short period of
time; operational memory- a flow calculated to
store information for a certain, predetermined
period of time; long-term memory is the ability to
store information for an almost unlimited period
of time. When used for recall, it often requires
thinking and willpower (therefore, its functioning
is not limited); visual memory is associated with
the preservation and reproduction of visual
images; auditory memory is a good memorization
and accurate reproduction of a variety of sounds,
musical and speech. It is characterized by the fact
that a person can quickly and exactly remember
the meaning of the text presented to him through
auditory memory, etc., which is very important in
relation to listening, since children at first have to
memorize the sound of sounds and words by ear;
emotional memory is the memory of experiences.
The strength of memorization of the material is
directly based on it: what causes emotional
experiences in a person is remembered by him
without much difficulty and for a longer period.
These types of memory play a fundamental role in
learning to listen, without their sufficient
development it is impossible to master the
language in general and even more so speech. It
can be concluded that the main mental processes
that are involved in listening are the followings:
memory, imagination, perception and thinking.
Like this, through activating these features of the
human psyche, we simultaneously develop them,
which is a fundamental factor in the
comprehensive development of the individual.
And therefore, it may be considered that listening
is an integral part of developmental learning.
Acquisition listening makes it possible to realize
educative, educational and developmental goals.
It allows you to teach students to listen
attentively to the sounding speech, to form the
ability to anticipate the sense content of the
statement and thus to educate a culture of
listening not only in the foreign language, but also
in the native language. The educational value of
the formation of the ability to understand speech
by ear lies in the fact that it has a positive effect
on the development of the child's memory, and,
above all, auditory memory is so important not
only for learning a foreign language, but also for
any other subject.
How difficulties emerge in teaching listening
comprehension? Difficulties associated with
language aspects and difficulties associated with
the peculiarities of speech. Difficulties related to
language aspects can be divided into three
groups:
1. Phonetic difficulties. This implies the absence
of a clear boundary between sounds in a word and
between words in a stream of speech. Two
aspects of hearing can be distinguished:
phonemic (perception of individual linguistic
phenomena at the level of words and structures)
and speech, which includes the process of
recognizing the whole in context. It should be
noted that when teaching listening on authentic
materials, it is necessary to develop exactly
Volume 03 Issue 05-2023
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
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Pages:
195-200
SJIF
I
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FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
speech hearing. The individual manner of speech
can be very diverse and present difficulties for its
perception and understanding. In the native
language, this difficulty is compensated by a huge
practice in listening, however, the experience of
listening to foreign language speech among
students is very limited. Naturally, any individual
feature of pronunciation, timbre of the voice, a
fairly fast pace, and certain defects in speech will
make it difficult to understand. In order to
overcome the difficulties associated with
understanding the speech of native speakers, it is
necessary to listen to their speech from the
beginning of training, gradually reducing the
number of educational texts presented by the
teacher. It should also be remembered that the
more a learner listens to native speakers (men,
women, children), the easier it is for him to adapt
to an individual manner of speech. That's why,
there is a need for widespread use of
educationally authentic and truly authentic
records, including the pragmatic materials we
have distinguished.
2. Grammar difficulties. A number of grammatical
difficulties are associated primarily with the
presence of grammatical forms that are not
characteristic of the native language. Perceiving
the phrase, the learner must divide it into
separate elements, that is, informative features of
the sounding phrase, which are physically
expressed by the corresponding speech qualities.
There are three physically expressed speech
parameters: intonation, the presence of pauses
and logical stress.
So, for a successful understanding of a foreign
language text, one should pay attention to the
development of learners' skills of adequate
perception of intonation, pauses and logical
stress.
3. Lexical difficulties. It is the presence of many
unfamiliar words that learners point to as the
reason for misunderstanding the text. It seems to
us it is necessary to elucidate this problem in
more detail.
The main complication in the perception of
foreign language speech lies in the fact that the
language form has long been an unreliable
support for forecasting sense, because it is on it
that the learner's attention is concentrated,
although he cannot change it. Therefore, it is
necessary to develop in him the ability to receive
information even in the presence of unfamiliar
linguistic
phenomena,
through
filtration,
selection and approximate comprehension.
Learners need to be specially trained in the ability
to understand by ear speech containing
unfamiliar
vocabulary.
Unperceived
or
incorrectly perceived parts of a speech message
(word, collocation, phrase) are restored by
learners due to the action of probabilistic
forecasting (the ability to predict the new based
on what is already known), therefore, it is
necessary to achieve prediction of the meaning of
the utterance, when form and content form a
complete unity.
The difficulties of the second group are as follows.
Volume 03 Issue 05-2023
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
05
Pages:
195-200
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Studying in his homeland and not having
sufficient contacts with native speakers, the
learner, as a rule, does not have the necessary
knowledge about the world around him in
relation to the country of the language being
studied, therefore he interprets the verbal and
non-verbal behavior of a native speaker from the
perspective of his culture and his own norms of
behavior in certain situations of communication.
This can lead to misunderstanding of perceived
information and contact violation.
All this is reflected in the sociolinguistic and
sociocultural components of communicative
competence.
Sociolinguistic competence is understood as
knowledge of the norms for using the language
with situational options in various situations and
possession of the expression of the same
communicative intention, respectively, the
listener must know these options and understand
the reasons for using one of them in the context of
a particular communication situation.
Sociocultural competence implies knowledge of
the rules and social norms of behavior of native
speakers, traditions, history, culture and social
system of the country of the language being
studied.
Therefore, the student must have the ability to
perceive and understand the oral text from the
position of intercultural communication, for
which he needs background knowledge. Only
with this knowledge, the listener can correctly
interpret the verbal and non-verbal behavior of a
native speaker.
Thus, it is obvious that for successful listening
training, a methodological system is needed that
takes into account the difficulties and ensures
their overcoming.
C
ONCLUSION
Listening is the basis of communication;
acquisition oral communication begins with it.
Possession of such a type of speech activity as
listening allows a person to understand what is
being told to him and adequately respond to what
is said, helps to correctly state his answer to the
opponent, which is the basis of dialogic speech. In
this case, listening teaches the culture of speech:
listen attentively to the interlocutor and always
listen to the end, which is important not only
when speaking in a foreign language, but also
when speaking in your native language.
Also, listening is of paramount importance in the
study of sounds, since they all perceive
everything by ear and it is important that children
clearly catch the sound, and with the support of
the teacher, be able to reproduce it. Here they
must catch the difference between how the
teacher pronounces and how they themselves
pronounce, the teacher must demand from them
the correct pronunciation of the sound, as close as
possible to the pronunciation of the teacher,
correct immediately after the sound is played.
Incorrect
pronunciation
leads
to
a
misunderstanding of the meaning of what was
said. The role of listening in teaching a foreign
language cannot be underestimated. However,
like the role of other types of speech activity,
Volume 03 Issue 05-2023
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
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Pages:
195-200
SJIF
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FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
listening cannot be separated from speaking,
writing, or reading. The communicative
peculiarities of listening as a type of speech
activity has a dominant role at all stages of
teaching a foreign language, and the ever-growing
requirements for the level of foreign language
proficiency require a modern teacher to include
compulsory listening assignments in the learning
process.
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Rixon S. Developing Listening Skills.
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Maley A. The teaching of listening
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Intermediate
Teacher’s
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Patricia
Mugglestone. 2006.
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Web
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http://www.englishraven.com/methodology.
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Web site http://www.tesol-ua.org/tesol-
essentials/teaching-methods/listening.htm
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Web
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http://www.articlesbase.com/languages-
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language-skill-367095.html
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