Volume 04 Issue 06-2024
147
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
06
Pages:
147-156
SJIF
I
MPACT
FACTOR
(2022:
5.636
)
(2023:
6.741
)
(2024:
7.874
)
OCLC
–
1368736135
A
BSTRACT
The article describes the use of educational tasks in elementary grades, opinions on their classification and
description, analytical study of the assignment, types, functions of educational tasks, changes in the theory
of educational tasks, reactions to new approaches, and approaches to the achievements and shortcomings
of educational tasks from textbooks.
K
EYWORDS
Primary education, mother tongue, exercise, task, question, types of educational tasks, new generation
textbooks, text, vocabulary, skills, competence, knowledge, international experience.
I
NTRODUCTION
As the modern teaching methodology demands
the formation of 21st century skills in pupils and
students, it means that educational assignments
should also be adapted to this demand
immediately. In the teaching of the Uzbek
language as a mother tongue and a state language,
as well as a second language, educational
assignments use questions and assignments
designed according to the sample. In fact, each
question, each task should be developed based on
Journal
Website:
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Copyright:
Original
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Research Article
TEACHING TASKS FOR THE DEVELOPMENT OF READING
AND LISTENING COMPREHENSION SKILLS IN PRIMARY
EDUCATION
Submission Date:
June 20,
2024,
Accepted Date:
June 25, 2024,
Published Date:
June 30, 2024
Crossref doi:
https://doi.org/10.37547/ijasr-04-06-22
Rahmatullaeva Shahodat
Associate Professor of Karshin University of Economics and Pedagogy, Uzbekistan
Volume 04 Issue 06-2024
148
International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
04
ISSUE
06
Pages:
147-156
SJIF
I
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(2022:
5.636
)
(2023:
6.741
)
(2024:
7.874
)
OCLC
–
1368736135
carefully thought out criteria. The most
disadvantageous aspect of the existing
educational tasks is that they do not correspond
to the modern evaluation system. Each activity is
designed to develop a specific skill or
competency.
M
ETHODOLOGY
The current state educational standards of
general secondary and secondary special,
vocational education contain qualification
requirements that must be obtained by graduates
of general secondary and secondary special,
vocational educational institutions in the subject
of the mother tongue [1; 54.p.], which are subject-
related competencies given by:
1) speech competence (listening, speaking,
reading and writing).
2) linguistic competence (linguistic knowledge ).
Sh. Abdurayimov: "... from mother tongue
education main the goal is students speech
qualifications
development
.
Linguistic
competences while speech of qualifications
development , right formation for tool as service
does People between thought exchange speech
communication in the form of done increases .
From psycholinguistic studies As you know ,
communication coding and decoding process
based on This the process right done increase for
possessed to call competences " speech
competence". can In this sense , speech
competences - oral or written way expressed
speech understanding , understanding ,
perception to do and the idea oral or written in
the form to the listener understandable way to
express qualifications . He listened understand ,
read understand , write and speaking of
qualifications consist
s of ”, states that [ 2; 19.p.].
A teacher cannot eliminate all difficulties related
to reading comprehension. The teacher should
help them to make this task easy and interesting.
It should take into account the following three
factors that can ensure the development of
listening skills:
1. Pronunciation or tone.
2. The content of the material recommended for
listening
3. The form of the material and the conditions
mentioned.
Listening comprehension is possible if the
teacher uses the material mastered by the
Volume 04 Issue 06-2024
149
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
06
Pages:
147-156
SJIF
I
MPACT
FACTOR
(2022:
5.636
)
(2023:
6.741
)
(2024:
7.874
)
OCLC
–
1368736135
students. However, this does not completely
eliminate difficulties in listening. The content of
the material also affects comprehension. The
topic of the message should be within the
comprehension powers of the readers. Difficulties
should be explained (proper names, geographical
names, terminology, etc.)
Descriptions are more complex than narratives. It
is very important that students are ready to
understand and understand this. The title of the
story can be helpful in understanding the main
ideas of the text. A monologue is easier. It is better
to focus on this in mother tongue classes as much
as possible.
Expressive conditions are of great importance:
speed of speech, several decompositions of the
material. Students should be taught to listen to
the text at the same time. However, sometimes
they may only understand 70% of the
information, or even less, so a second
presentation may be helpful. The presence or
absence of a speaker is also an important factor.
We cannot say that all tasks given in the textbooks
are aimed at developing listening comprehension,
speaking, reading comprehension, and writing
literacy. Therefore, there is a need for
recommendations
based
on
theoretical
framework and statistical analysis on what task to
use for formative assessment in mother tongue
education. This the issue is that of native
Methodists in front of the solution waiting
current from problems [ 2].
The teacher uses these methods to develop
listening skills.
1. Teaching in a special classroom gives the
teacher the ability to listen in the use of language
as a means of communication in creating a
favorable environment for students to acquire
speaking skills.
2. The teacher uses more speaking exercises in
school to develop listening comprehension. There
are also the following types of exercise. Types of
exercises according to the sequence of execution
- propaedeutic, illustrative, fixation, repetitive,
summarizing, creative; types of exercises
according to the nature of mental activity -
analytical,
synthetic,
analytical-synthetic
exercises and the leading performance method -
oral, written, mixed exercises [3].
Instructions for organizing listening activities.
1. Listening to texts
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VOLUME
04
ISSUE
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Pages:
147-156
SJIF
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(2022:
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(2023:
6.741
)
(2024:
7.874
)
OCLC
–
1368736135
Informal conversation. The texts selected for
listening should not be prepared in advance and
should be based on one speech. Speaker view;
direct interaction between speaker and listener.
The fact is that in most cases audio recordings of
listening exercises are used. If you yourself have
created texts for students to listen to, this is useful
for students. The use of video materials also
positively contributes to increasing the
effectiveness of the lesson.
2. Listening to the assignment
Assumptions. Readers need a preconceived idea
of the type of text they will hear. Thus, listening to
the instr
uctional claim... “less useful, something
like:” you hear a husband and wife discussing
their plans for the summer... “facts, episodes,
events, etc.) and helps to understand them.
The goal. In addition, the purpose of listening
should be ensured by setting a predetermined
task that must elicit clearly visible or audible
responses. So instead of just talking, give
instructions like "listen and understand...":
"listening and finding out where the family is
going for summer vacation is easier and more
natural than trying to understand everything.
The current response from the listener. Finally,
the task should typically include intermittent
response while listening; students need to
respond to the information they hear so that they
don't have to wait until the end.
D
ISCUSSION
Before the students are invited to listen to the
text, the teacher must make sure that all the
words are familiar to the students. If there are any
important ones, the teacher introduces them in
advance (the words on the board in the order in
which they appear in the text). Then the teacher
should focus his students' attention on what they
are listening to. This will stimulate their thinking
and help them understand the text.
Primary stimulus tasks that encourage student
attention:
1. Try to understand the main idea.
2. Make a plan for the story.
3. Try to finish the story.
Images can be understood. After listening, the
teacher can ask questions; commenting on the
text for students to agree or disagree with them.
Volume 04 Issue 06-2024
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
04
ISSUE
06
Pages:
147-156
SJIF
I
MPACT
FACTOR
(2022:
5.636
)
(2023:
6.741
)
(2024:
7.874
)
OCLC
–
1368736135
Listening to both types is especially important
because it provides a great opportunity to hear
different voices from teachers, allows students to
develop good habits as a spoken language, and
improves their pronunciation.
1.
Public listening (the teacher invites the
students to choose what they are listening to and
for fun and to improve the general language).
Mass audiences are usually located outside the
classroom, and material for extensive listening is
found in a variety of sources (various books,
songs, accompanying videotapes).
Intensive listening reveals the material on the
disc. Materials are used at various stages in the
main sourcing process.
Types of listening activities
1. There is no clear answer.
Readers don't have to do anything in response to
the audio.
Stories
. Telling an anecdote or true anecdote,
retelling a famous story, reading a story from a
book; or recording a story. If the story is well
chosen, the readers can hear and enjoy them.
Entertainment movies, theater, videos
. Like
stories, if the content is really interesting
(interesting, stimulating, humorous, dramatic),
students will be motivated to try to understand
without the need for further assignments.
2. Short answers.
Obey instructions. Students perform actions in
response to commands, or draw a shape or
picture.
Error detection
. The teacher tells a story or
description of what the class knows, but with
intentional errors or inconsistencies. Listeners
raise their hands when they hear an incorrect
word or sentence.
Prediction
. The teacher gives a brief verbal
description of a person, place, thing, action, or
what; students write down what they think.
3. Longer answers
Answer the questions. One or more questions that
require a very complete answer are asked in
advance, giving answer(s) to listen to the text.
Because of the relative length of the responses
being asked, they are most convenient in writing.
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VOLUME
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Pages:
147-156
SJIF
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(2022:
5.636
)
(2023:
6.741
)
(2024:
7.874
)
OCLC
–
1368736135
Aggregation. Students write down what they
hear. A long space remains at the beginning,
middle, or end of the text; students write their
guesses.
4. Extended answers
Here, general skills such as long reading, writing
or listening are formed as one activity. The
problem is stated verbally; students discuss how
to approach it and/or write a proposed solution.
An excerpt from a monologue is presented,
without previous information; listeners try to
guess things from words, types of voices, subtle
evidence of what is happening. At a more
advanced level, a piece of literature that can be
read aloud (eg poems) can be discussed and
analyzed.
The incentives that a teacher can use to develop
speaking skills are often weak and artificial. There
should be situations when students want to tell
someone about something, explain something
and prove something to someone (situational-
communicative approach).
R
ESULT
In teaching the four skills (listening, speaking,
reading, and writing), teaching intuitive speaking
is the most important. Even in international
language teaching experiences, language learners
first need to learn to speak. There is an aspiration
to have proper, literate writing skills as one
knows how to speak one's mother tongue to some
extent.
It is important to work on the text, read and
understand texts, and achieve reading literacy in
mother tongue classes. Below is a sample
assignment (in Latin alphabet) that guides the
development of reading comprehension skills:
Task 1 . Text inside you read it and to
questions thinking seeing answer give
To the father obedience to do need
One Monkey Jr child with lived Sometimes the
youngest himself with out take come out ,
sometimes at home alone would leave Monkey
while yet himself from enemies protection to do
did n't know From the days one day father to him
the door never to whom that he won't open it let
's appoint looking for out is gone
Kenjavoy at home sitting down bored From the
window he watched outside . That's it around
walked cunning Fox him seeing want to eat it
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VOLUME
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Pages:
147-156
SJIF
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(2022:
5.636
)
(2023:
6.741
)
(2024:
7.874
)
OCLC
–
1368736135
happened His father whether he is at home or not
to know for his to the front come :
- I am your father my friend , him what he saw I
came Calling send ," he said .
- My father we are take came to the market gone
- Understandable , soon come if left need Him
inside I'll wait , open the door.
- Of this possible no My father , in my absence
never to whom the door do n't open it assigned .
- Your father to you if he does n't believe such "He
wouldn't do it ," he said Fox To Kenjatoy in love
looking
- He believes , but I still don't I'm small .
- Oh, poor thing , you are very simple you are .
Your father is fine when you see outside
interesting , wonderful from life would you
separate ? To the street come out , friends you will
get it , to your heart liked the game you play After
all , yours too own your desire with work to catch
, yourself as far as I know to live you have the right
!
- That's right you tell me , uncle ," he sighed
monkey
- Now me inside do you enter
- Of course , now the door I open
Monkey the door wants to open it happened But
the door could not open it .
- The door open "I can't take it ," said the window
next to back come
- Then the door from outside i break
- No , it is Don't do it , my father angry comes out
- Angry it won't come out , after all, it's mine my
friend !
Fox the door to break movement did , but eplay
didn't get it . From this hard he is angry . Because
easy to the hand input possible has been from the
prey leaving so ! Fox to the monkey in love
drooling as he watched flowing is gone
- Uncle , why? to me such are you looking -
trembling inside come in asked Monkey-like .
- You are fine what i saw for . the door open I
didn't get it , from the window jump stay , I'll turn
you around .
- I can't go out , father they hit
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Pages:
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SJIF
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(2024:
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- Father again about are you talking On the street
you are fun , happiness waiting is standing Can
you sit down? to the old men like -a- ab ? you
myself the eye like a pupil caution i do
Monkey his to his words believing from the
window wants to jump it happened Right now
father come saying : " My child , that's it don't do
it ! Someone melt broken will remain ," he said .
His voice heard Fox hooray ran away Kenjatoy
while his followed by : " Uncle , father came ,
what? for Are you running away ? " shouted .
- What for from the window wants to jump have
you been - Monkey asked his son .
- That's it your friend with I wanted to play .
He is mine my friend not yours your uncle too not
He is a predator Fox . He wants to eat you was
- No , he is very kind , isn't he ?!
- At a glance so You still friend with the enemy you
can't separate . That 's why I to you out that you
don't go out I appointed If not from you separated
I would stay , - said the man to the bosom pressed
Father Monkey.
Lesson : Parents to children kind if too often they
do does n't know Child to father obedience to do
it is necessary Dear boy ! Father or your mother
the house to you leave and go out gone if so ,
strangers for the door do not open To parents
obedience to do always to the good take will come
Task 1 . Answer the following listening
comprehension questions:
1.
What words were unclear when choosing
the text?
2.
What did you think?
3.
What is the most important place for you?
4.
What would you do?
2 . Try to understand the meaning of wisdom.
Similarly, write an aphorism or proverb.
Explain how the highlighted letters are
different from others.
Too much anger breeds cruelty, and untimely
grace destroys reputation.
Aburayhan Beruni
The leading activity that provides the main
mental neoplasms in preschool age is the game.
According to A. Wenger, the game by its nature is
a free type of joint activity. "It is for children to
unite with each other on their own initiative, to
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VOLUME
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Pages:
147-156
SJIF
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)
(2023:
6.741
)
(2024:
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)
OCLC
–
1368736135
determine a play area for themselves, to divide
the relevant roles, to perform game actions, to
develop the content of the game"[4]. However,
when the child comes to school, these important
conditions for free activity established in the
previous
preschool
period
cannot
be
strengthened and developed. The teacher himself
determines the educational goals in the lesson,
determines the content and sequence of its
development, evaluates the educational success
of the children himself. The traditional paradigm
of elementary education is characterized by all
students in a class doing the same thing at the
same time. The use of situations of free choice in
the educational process helps to overcome
excessive
monopolization
of
the
main
components of free activity by the teacher.
Practical experience shows that the development
of this form of educational work by a child has
certain laws. In order to determine the features of
the methodology of creating situations of free
choice of educational tasks, the analysis of the
difficulties experienced by young schoolchildren
at different stages of mastering this form of
educational work will reveal the essence of the
matter.
At the first stage, the children mastered the forms
of submitting educational tasks that are
unfamiliar to them, at the next stage, the teacher
directs the children to think and pre-select the
section that will perform the tasks for them. This
is greatly helped by the work done at the previous
stage: all tasks are performed on the board, in
front of the students.
Nevertheless, classroom observations show that
not all first-graders can freely choose one of the
assignment sections. Some of them start
consulting with their neighbors. It is either very
easy for the child to choose an educational task
that does not correspond to his real capabilities,
or, on the contrary, it is very difficult.
R
EFERENCES
1.
Uzbekistan Republic Ministers " General
medium and medium special , profession of
education
state
education
standards
confirmation on" Decision No. 187 dated April
6, 2017 . https://lex.uz/docs/-3153714 .
2.
Abdiraimov Sh . Mother language in education
by reading to understand qualification
evaluation [ Text ]: monograph / Sh . S.
Abdiraimov . - Tashkent : Nodirabegim , 2021.
- 128 p .
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International Journal of Advance Scientific Research
(ISSN
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VOLUME
04
ISSUE
06
Pages:
147-156
SJIF
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MPACT
FACTOR
(2022:
5.636
)
(2023:
6.741
)
(2024:
7.874
)
OCLC
–
1368736135
3.
Wenger L.A. Psikhicheskoe razvitie v igre i
podgotovka detey k skole // Rukovodstvo
igrami detey v doshkolnyx uchrejdeniyax. M.,
1986.
4.
Hamroev G'.H. Classification of exercises
according to the formation of skills and
qualifications // Educational and innovative
research.
–
Bukhara, 2021. -#4. - B. 231-240.
