Volume 04 Issue 12-2024
28
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
28-35
OCLC
–
1368736135
A
BSTRACT
The article presents the use of educational tasks in primary grades, their classification and description, an
analytical study of the assignment, types, purpose of educational tasks and changes in the theory of
educational tasks, reactions to new approaches, approaches to the advantages and disadvantages of
educational tasks from textbooks.
K
EYWORDS
Primary education, native language, exercise, task, question, types of educational tasks, new generation
textbooks, text, vocabulary, skills, qualifications, knowledge, international experience.
I
NTRODUCTION
Modern teaching methods require the formation
of 21st century skills in students, which means
that teaching tasks must also urgently adapt to
this requirement. When teaching the Uzbek
language as a native and state language, as well as
a second language, teaching tasks use questions
and tasks developed according to the model. In
fact, each question, each task should be carefully
thought out and developed based on established
criteria. The most disadvantage of existing
training tasks is their incompatibility with the
modern assessment system. Each exercise is
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Research Article
TEACHING TASKS FOR DEVELOPING LISTENING
COMPREHENSION SKILLS IN PRIMARY EDUCATION
Submission Date:
December 01,
2024,
Accepted Date:
December 06, 2024,
Published Date:
December 11, 2024
Crossref doi:
https://doi.org/10.37547/ijasr-04-12-05
Rahmatullayeva Shahodat
Associate Professor, Karshi University of Economics and Pedagogy, Uzbekistan
Volume 04 Issue 12-2024
29
International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
04
ISSUE
12
Pages:
28-35
OCLC
–
1368736135
presented to develop a specific skill or
qualification.
M
ETHODOLOGY
The current state educational standards for
general secondary and secondary specialized,
vocational education set out the qualification
requirements for graduates of general secondary
and secondary specialized, vocational education
institutions in the subject of the Mother
Tongue[1;54.b.], in which the subject-specific
competencies are given as follows:
1)
speech
competence
(listening
and
understanding, speaking, reading and writing).
2) linguistic competence (linguistic knowledge).
Sh. Abduraimov: “...the main goal of mother
tongue education is to develop speech skills in
students. Linguistic competencies serve as a
means for the development and correct formation
of speech skills. The exchange of ideas between
people takes place in the form of verbal
communication.
It
is
known
from
psycholinguistic research that communication
occurs on the basis of the process of encoding and
decoding. The competencies acquired for the
correct implementation of this process can be
called “speech competence”. In this sense, he
emphasizes that “verbal competences are the
skills to understand, comprehend, perceive oral
or written speech, and to express thoughts in an
oral or written form in a way that is
understandable to the listener. It consists of
listening
comprehension,
reading
comprehension, writing, and speaking skills” [2;
19.p.].
The teacher cannot eliminate all difficulties
associated with reading comprehension. The
teacher should help them to make this task easy
and interesting. This development of listening
skills should take into account the following three
factors that can ensure the development of
listening skills:
1. Pronunciation or intonation.
2. The content of the material recommended for
listening
3. The form of the material and the conditions
under which it is presented.
If the teacher uses the material that the students
have mastered, it is possible to understand by
listening. However, this does not completely
eliminate difficulties in listening. The content of
the material also affects understanding. The topic
of the message should be within the scope of the
students' understanding abilities. Difficulties
should be explained (proper names, geographical
names, terminology, etc.). Descriptions are more
complex than narratives. It is very important that
students understand and are ready to understand
this. The title of the story can be useful in
understanding the main ideas of the text.
Monologue speech is easier. It is advisable to pay
attention to this in native language lessons as
much as possible.
The expressive conditions are of great
importance: the speed of speech, several
Volume 04 Issue 12-2024
30
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
28-35
OCLC
–
1368736135
decompositions of the material. It is necessary to
teach students to listen to the text at the same
time. However, sometimes they can understand
only 70% of the information, or even less, so a
second presentation may be useful. The presence
or absence of a speaker is also an important
factor.
We cannot say that all the tasks given in textbooks
are aimed at developing listening comprehension,
speaking, reading comprehension, and writing
literacy. Therefore, there is a need for
recommendations
based
on
theoretical
foundations and statistical analyses on what tasks
should be used for formative assessment in
mother tongue education. This issue is one of the
urgent problems facing mother tongue
methodologists [2].
The teacher uses these methods to develop
listening skills.
1. Special classroom training provides the teacher
with the ability to listen, using language as a
means of communication, creating a favorable
environment for students to master their
speaking skills.
2. The teacher uses more speaking exercises at
school to develop listening comprehension. There
are also the following types of exercises. Types of
exercises according to the sequence of
performance - propaedeutic, descriptive, fixation,
repetitive, generalizing, creative; types of
exercises according to the nature of mental
activity - analytical, synthetic, analytical-
synthetic exercises and the leading method of
performance - oral, written, mixed exercises[3].
Instructions for organizing listening activities.
1. Listening to texts
Informal conversation. The texts selected for
listening should be unprepared and based on a
single speech. The appearance of the speaker; the
direct interaction between the speaker and the
listener. Therefore, in most cases, audio
recordings of listening exercises are used. If you
yourself create texts for students to listen to, this
is useful for students. The use of video materials
also makes a positive contribution to increasing
the effectiveness of the lesson.
2. Listening to the assignment
Assessments. Students should have a pre-
determined idea of the type of text they are
listening to. So, listening to the show's argument...
"less useful, something like this:" you hear a
husband and wife discussing their plans for the
summer... "facts, episodes, events, etc.) and helps
to understand them.
Purpose. Furthermore, the purpose of listening
should be to elicit clear, visible or audible
responses by setting a predetermined task.
Instead of just talking, give instructions such as
"listen and understand ...": "It is easier and more
natural to listen and find out where the family is
going on summer vacation than to try to
understand everything.
Current response from the listener. Finally, the
task should include a response at intervals during
normal listening; students should respond to the
Volume 04 Issue 12-2024
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
04
ISSUE
12
Pages:
28-35
OCLC
–
1368736135
information they are hearing in order not to wait
until the end.
D
ISCUSSION
Before students are invited to listen to the text,
the teacher should be sure that all the words are
familiar to the students. If there are any important
ones, the teacher introduces them first (the words
on the board in the order in which they appear in
the text). Then the teacher should direct the
attention of his students to what they are
listening to. This will encourage them to think and
help them understand the text.
Initial stimulating tasks that stimulate the
student's attention:
1. Try to understand the main idea.
2. Make a plan for the story.
3. Try to finish the story.
The pictures can be understood. After listening,
the teacher can ask questions; make comments on
the text so that the students can agree or disagree.
Both types of listening are especially important
because they create a great opportunity to hear
voices other than the teacher's, give students the
opportunity to develop good habits in speaking,
and improve their pronunciation.
1. Public listening (the teacher invites the
students to choose what they listen to and for fun
and to improve the general language).
Mass audiences are usually located outside the
classroom, and the material for extensive
listening comes from a variety of sources (various
books, songs, accompanying videotapes). is
found.
Intensive listening reveals the material on the
disc. Materials are used at various stages in the
primary source process.
Types of Listening Activities
1. No clear answer.
Students are not required to do anything in
response to the audio.
Stories. Telling an anecdote or true story, retelling
a famous story, reading a story from a book; or
writing a story. If the story is well chosen,
students can listen and enjoy it.
Entertainment movies, theater, videos. Like
stories, if the content is really interesting
(interesting, stimulating, humorous, dramatic),
students can try to understand without needing
further assignments. they encourage.
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 something the class knows, but
with intentional mistakes or inconsistencies. The
audience raises their hands if they hear an
incorrect word or phrase.
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VOLUME
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OCLC
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Predicting. The teacher gives a brief verbal
description of a person, place, thing, action, or
event; the students write down what they think.
3. Longer Answers
Answering questions. One or more questions that
require a very complete answer are asked in
advance, and the answer(s) are provided for
listening to the text. They are considered the most
convenient in writing due to the relative length of
the answers being asked.
Summary. Students write down the content of
what they have heard. There is a long blank space
at the beginning, middle, or end of the text;
students write their guesses.
4. Extended Responses
Here, general skills such as extended reading,
writing, or listening are developed as an activity.
The problem is stated orally; students discuss
how to approach it and/or write down a proposed
solution. An excerpt from a monologue is
presented, without prior information; the
audience is asked to infer something from the
words, the types of sounds, and the subtle clues to
the events that are taking place. At a more
advanced level, a piece of literature suitable for
reading aloud (e.g., poems) can be discussed and
analyzed.
The incentives that a teacher can use to develop
his or her speaking skills are often weak and
artificial. There should be situations where
students want to tell someone about something,
explain something, and prove something to
someone (situational-communicative approach).
C
ONCLUSION
Teaching intuitive speaking is the most important
in teaching the four skills (listening, speaking,
reading, and writing). In international language
teaching practices, language learners, first of all,
feel the need to learn to speak. In order to be able
to speak in a certain sense in their native
language, they should strive to have correct,
literate writing skills. In native language classes,
working on the text, understanding the texts, and
achieving reading literacy are of great
importance. Below is a sample task (in Latin
alphabet) to develop reading comprehension
skills:
Task 1. Read the text silently and answer the
questions thoughtfully.
You must obey your father
A Monkey lived with his youngest child.
Sometimes he would take the youngest child out
with him, and sometimes he would leave him
alone at home. The little monkey did not yet know
how to protect himself from enemies. One day, his
father ordered him not to open the door to
anyone and went out in search of food.
The youngest child was bored sitting at home. He
watched outside the window. A cunning Fox, who
was walking around, saw him and wanted to eat
him. He went to his father to see if he was home:
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VOLUME
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OCLC
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- I am your father's friend, I have come to see him.
Call him, - he said.
- My father has gone to the market to get some
food.
- Of course, he will be back soon. I will wait for him
inside, open the door.
- That is impossible. My father ordered that you
should not open the door to anyone while I am
away.
- Your father does not trust you, otherwise he
would not have done this, - said the Fox, looking
at Kenjatoy with pity.
- He does, but I am still small.
- Oh, poor thing, you are so simple. If your father
loved you, would he deprive you of the
interesting, wonderful life outside? If you went
out, you would make friends, play the game you
liked. After all, you also have the right to act
according to your own will, to live as you see fit!
–
You're right, uncle,
–
the monkey sighed.
–
Will you let me in now?
–
Of course, I'll open the door now.
The monkey tried to open the door. But he didn't
have the strength to open it.
- I can't open the door, - he said, and went back to
the window.
- Then I'll break the door from the outside.
- No, don't do that, my father will be angry.
- He won't be angry, after all, he is my friend!
The fox tried to break the door, but he couldn't.
This made him very angry. Because he was losing
his easy prey! The fox looked at the monkey and
his saliva flowed.
- Uncle, why are you looking at me like that? - the
monkey asked, trembling.
- Because I love you. I couldn't open the door,
jump out the window, I'll drag you out myself.
- I won't go out, my father will beat him.
–
Are you talking about your father again? Fun
and joy await you on the street. Are you sitting
like an old man? I will protect you like the apple
of my eye.
The little monkey believed his words and was
about to jump out of the window. At that moment
his father came and said: “Son, don’t do that!
You’ll break something,” –
he said. The Fox,
hearing his voice, ran away. The little boy shouted
after him: “Uncle, my father is here, why are you
running away?” –
he said.
–
Why did you want to jump out of the window?
–
the Monkey asked his son.
–
I wanted to play with that friend of yours.
He is not my friend, and he is not your uncle
either. He is a predatory Fox. He wanted to eat
you.
–
No, he is very kind, isn’t he?!
Volume 04 Issue 12-2024
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–
At first glance, that’s it. You still can't tell friend
from foe. That's why I told you not to go outside. I
would have lost you if I hadn't, - said Maimun,
hugging his beloved.
Lesson: Even if parents love their children, they
often don't know it. A child should obey his father.
Dear child! If your father or mother has left you
the house and gone, don't open the door for
strangers. Obeying your parents always leads to
good.
Task 1. Answer the following questions on
listening to the text and understanding it:
1. Which words did you find incomprehensible
when you read the text?
2. What did you think?
3. What is the most important part for you?
4. How would you act?
Task 2. Try to understand the meaning of wisdom.
Similarly, write an aphorism or proverb. Explain
how the letters highlighted in it differ from
others.
Excessive anger leads to savagery, and untimely
grace destroys honor.
Aburayhon Beruniy
The leading activity that provides the main
mental neoplasms in preschool age is the game.
As A. Wenger noted, the game is by its nature a
free type of joint activity. “Children, on their own
initiative, unite with each other, determine a play
area for themselves, take on appropriate roles,
perform game actions, develop the content of the
game”[4]. However, with the arrival of the child at
school, these important conditions for free
activity established in the previous preschool
period do not have the opportunity to consolidate
and develop. The teacher himself sets the
educational goals in the lesson, determines the
content and sequence of its development, and
evaluates the educational achievements of
children himself. The traditional paradigm of
primary education is characterized by the fact
that all students in the class perform the same
work at the same time. The use of free choice
situations in the educational process helps to
overcome the 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 the child has
certain regularities. Let us determine the features
of the methodology for creating situations of free
choice of educational tasks, an analysis of the
difficulties
experienced
by
younger
schoolchildren at different stages of mastering
this form of educational work will reveal the
essence of the issue.
At the first stage, children mastered the forms of
assignment of educational tasks that were
unfamiliar to them, at the next stage the teacher
directs the children to think and pre-select the
section in which they will perform the tasks. This
is greatly facilitated by the work done at the
previous stage: all tasks are performed on the
board, in front of the students.
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VOLUME
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Pages:
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OCLC
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1368736135
However, classroom observations show that not
all first-graders can freely choose one of the
sections of the tasks. Some of them begin to
consult with their neighbors. It is either very easy
or, on the contrary, very difficult for a child to
choose an educational task that does not clearly
match his or her true abilities.
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Венгер Л.А. Психическое развитие в игре и
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играми детей в дошкольных учреждениях.
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