Volume 04 Issue 12-2024
15
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
15-22
OCLC
–
1368736135
A
BSTRACT
This article discusses the role of listening comprehension in native language classes today, the formation
of an understanding of this skill in students, training them to work with this skill task, the teaching of
listening comprehension skills abroad and in our native language classes, problems and solutions.
K
EYWORDS
Communicative skills, listening comprehension, verbal competence, linguistic knowledge, non-linguistic
knowledge, “in front of the microphone, speech”, task
.
I
NTRODUCTION
Listening means having the ability to understand
information during listening activities or having
the ability to transmit information in written or
oral communication. It is associated with the
ability to understand what is heard, communicate
and respond. Having good listening skills is one of
the main skills that language learners need to
master, because it is closely related to the
communication
process.
Students'
communicative abilities work well together with
their listening skills. Because in any
communication, by listening and correctly
understanding the idea expressed, it is possible to
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Copyright:
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Research Article
PURPOSE AND PROBLEMS OF LISTENING COMPREHENSION
Submission Date:
December 01,
2024,
Accepted Date:
December 06, 2024,
Published Date:
December 11, 2024
Crossref doi:
https://doi.org/10.37547/ijasr-04-12-03
Avazova Farangiz Ikhtiyor kizi
1st year doctoral student at Sharof Rashidov Samarkand State University, Uzbekistan
Volume 04 Issue 12-2024
16
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
15-22
OCLC
–
1368736135
give a clear answer to it, that is, to engage in
correct communication.
In other words, if the listening process is not
supported by the formation of skills and
competence, communication will not work well,
and communication will decrease. Today, the
main goal of teaching a native language is to
improve this communicative ability and form the
student's speech correctly and fluently. Listening
is one of the main activities in the process of daily
communication. According to experience, 35% of
people are engaged in the process of listening,
35% in speaking, 16% in writing, and 9% in
reading. Therefore, if the listening process is not
organized correctly, communication will not be
effective. Today, learning English is becoming
increasingly popular. One of the most difficult
skills for English learners is the skill of listening
and understanding. In order for English learners
to properly develop this ability, they must first
enrich their basic language knowledge, such as
vocabulary, grammar, pronunciation, and other
language components. In the Uzbek language,
students must first strengthen their linguistic
knowledge. Because the tasks are directly related
to grammar and vocabulary. The English scholar
Brown emphasizes that there are two types of
knowledge used in listening; linguistic and non-
linguistic knowledge. Linguistic knowledge in
listening comprehension is related to students'
ability to understand phonology, syntax, lexis,
semantics, and speech structure. Therefore, non-
linguistic knowledge is the concept of topic,
context, and general knowledge. Both of them are
very necessary in the process of understanding
auditory information, because listening is a
complex process. Therefore, in the listening
process, the student will have to use all his
knowledge and attention. Lack of knowledge of
the meaning and synonyms of words used by
speakers in a conversation or monologue affects
the ability of listeners to absorb information,
especially since language learners, who usually
still have a limited vocabulary and are not free
from dialects, often face difficulties in completing
tasks.
They face serious problems in transmitting and
receiving information in the speech process. Next,
a good understanding of sentence structure can
also affect students' listening skills. For example,
it makes it easier for students to recognize the
sequence of parts of a sentence, the tense of
sentences, determine the temporal sequence of
the oral information they hear, and help them do
tasks well. Another factor that can affect listeners'
listening skills is related to their ability to
correctly pronounce each word, because in the
communication process: words, phrases, and
sentences cannot be separated from each other
during the pronunciation process. Therefore,
students must improve their basic "language
skills":
intonation,
listening
strategies,
pronunciation, and grammar to support their
listening activities. English scholar Buck also
emphasizes that there are some components that
should be taken into account when working on
and designing a listening comprehension task.
They are: phonology, stress, prosodic features,
speech rate, pauses, and speech structure. In
other words, listeners engage with these
Volume 04 Issue 12-2024
17
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
15-22
OCLC
–
1368736135
components during the listening comprehension
process. In addition, students should have general
knowledge related to current issues, history,
scientific research, and other topics, because each
communicative
process
has
background
information that is purposefully presented. A
student who knows or has read a certain topic
before
the
teacher
presents
listening
comprehension tasks in class will be able to
absorb information more easily than others.
This is because someone's background, worldly
knowledge, can have a good effect on the listening
comprehension process. Therefore, students
should constantly improve and update their
general knowledge to help them in their listening
activities. They should also prepare listening
strategies to help them identify problems they
encounter during the listening process. When
students or learners have difficulty completing
some listening comprehension tasks related to
listening comprehension skills, they can use a
strategy to help them complete the task. In this
case, students can use the note-taking strategy to
notice important points from the audio. Then,
they can use the notes they have written to
answer all the questions. Students can also use
bottom-up or top-down strategies to make it
easier for them in the comprehension process. In
the bottom-up strategy, students activate their
background knowledge on the topic that may be
discussed in the audio before starting the
listening process. They quickly recall the
knowledge they have on the topic that may be
discussed. Or they assume what the dialogues will
be about. In the top-down strategy, students can
start the listening process by listening to the
audio text to work on the task. In short, students
need to have the ability to use listening strategies
in their listening activities. However, these
strategies and results cannot be achieved without
practical training and practice. Students' listening
practice is also one of the influential factors in
improving their listening comprehension skills.
They need to have a lot of practice in improving
their skills, especially in understanding
monologues or dialogues spoken by speakers.
When conducting a practice test, students stated
that the speaker's speech causes students a lot of
confusion, even if the teacher plays the audio two
or three times. In fact, this is not a big problem,
they just do not know the communication styles
of native speakers well, or they mainly use
dialects in their speech and do not follow the
norms of the literary language, or they have
problems with synonymous words.
It can be seen that effective work has been carried
out on the listening comprehension skill and its
tasks in teaching English abroad, mainly in
English-speaking countries. It is clear that these
processes have a long history. It is noteworthy
that laboratories have been established for
dissertations,
monographs,
and
even
experimental tests in this area. Even in the most
popular foreign language proficiency certificates
today, listening comprehension is considered one
of the main skills. However, in the process of
teaching
the
Uzbek
language,
listening
comprehension is somewhat neglected. We have
mainly focused our attention on teaching
Volume 04 Issue 12-2024
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2750-1396)
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1368736135
grammar, and our language teaching process has
also stagnated.
This phenomenon has become one of the major
obstacles to students' fluent and free expression
of speech. Grammatical literacy has always
developed in students, and verbal literacy has
decreased. If we pay attention, even in our
current "national certificate" that determines the
level of knowledge of the native language, there
are no tasks specifically related to the listening
comprehension skill. However, our new
generation textbooks are distinguished by the
fact that they have not bypassed this skill, and are
created in a more harmonious way with the
native language textbooks of countries with
developed education quality in the world, and
serve the student to a great life and free thinking,
and to expand their worldly knowledge. However,
we can see that they have allowed uniformity and
shortcomings in the development of tasks, in
particular in the composition of listening
comprehension tasks. It is clearly noticeable that
after each topic, 4 tasks related to the
competences that form the speech skills of this
topic are not included, and there are very few
tasks related to listening comprehension skills,
and the audio texts for the tasks are not organized
into a single system. For example, in a single 6th
grade native language textbook, there are a total
of 14 “listen to the audio text” tasks from the
beginning to the end of the textbook, but there are
relatively few audio texts. However, the book
consists of 26 topics. The format of the tasks is
almost the same. This indicates a lack of practice
and exercises. In English or other international
languages, the format of the tasks consists of at
least 4 or 6 parts, and they are different. The
biggest drawback is the lack or unavailability of
equipment in our schools or educational
institutions to work on all skills.
The development of society is directly related to
the development and progress of science and
technology, education. At the lower stages of the
initial education and upbringing processes, the
processes of providing education and upbringing
to the student, as well as assignments and
textbooks, were organized in the form of very
simple requirements and processes, but in
today's era of advanced science and technology,
the educational process is becoming more
complex, because one of the main problems is to
interest today's students and organize an
effective educational process for them. Therefore,
the scope of the educational system, which is
developing in tandem with social life and
development, is also expanding. Naturally, the
above situation is reflected in school textbooks.
Mother tongue textbooks are no exception to this.
If we pay attention to our initial mother tongue
textbooks, you can see that more attention is paid
to grammar and the student's written literacy.
With
the
development
of
information
technologies and the introduction of modern
teaching methods, the content of our textbooks
has also been updated.
There have also been major changes in
assignments and exercises. In particular, the
scope of assignments and exercises has expanded.
Today's textbooks, based on the content of
education, are aimed at raising a student who
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VOLUME
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Pages:
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OCLC
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1368736135
thinks freely in all areas of life, finds a way out in
any situation, and can express his or her thoughts
fluently in writing and orally. Native language
textbooks have also taken on a new look in
accordance with the same content. Special
attention is paid to the skill of listening
comprehension, which helps the student to
respect and listen to the opinions of others, and to
give the right opinion through direct listening.
The teacher's book, i.e. the methodological
manual, co-authored in 2020 for the 5th grade
native language textbook, explains the listening
comprehension competency as follows: "It is
important to practice listening comprehension
skills in native language lessons. Through this
process, the student's ability to maintain
attention for a long time, the ability to understand
the oral thoughts of others, monological and
dialogical speech, and the content of the text are
formed. Students should be able to understand
professional scientific and popular speech,
extract the main information from the listened
text, perceive the content and purpose of current
information in the media, understand it by
listening, understand the correctness, logical
consistency, purity, and expressiveness of speech,
and distinguish and understand the semantic
features of stable terms and professional words."
Through these ideas, it is recognized that
listening comprehension is also one of the
important competencies, and exercises and tasks
are given to develop skills in students. Based on
the above definition, the following results are
expected to be achieved from the 5th grade native
language lesson:
№
Listening comprehension:
1.
can listen and understand monologic and dialogic speech and conversation;
2.
understands the listened text (audio text, narrative text);
3.
understands the main information and events in the video;
4.
listens to and understands the grammatical principles and information given in the textbook;
5.
understands, compares, distinguishes, summarizes and concludes the necessary details and ideas
from information in various simple texts and tables;
6.
listens to audio material, narrates it orally and writes it down in text form;
This result is expected from the assignments
given in the textbook, but we can see that the
assignments are not at the required level. It is
from the 2020 edition of the 5th grade native
language textbook that listening comprehension
assignments have been given, but the lack of
audio podcasts of the assignments indicates that
the listening comprehension assignments have
not been fully formed. All assignments in this area
are given in text form. The textbook is in text
form, but there are a total of 19 listening
comprehension assignments that require
Volume 04 Issue 12-2024
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International Journal of Advance Scientific Research
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2750-1396)
VOLUME
04
ISSUE
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Pages:
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OCLC
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1368736135
listening. The condition of the assignment is set in
the form of listening. No audio podcast is given for
listening. The conditions are created for the
student to read the text directly on his own. Such
an assignment mainly corresponds to the reading
comprehension competency. It would be
appropriate if audio were given for the listening
comprehension assignment and the text were
cited as a reference on the last pages of the book.
For example, on page 14 of the textbook, the
following listening comprehension task is given:
Assignment. Retell the text. Retell the main idea of
the given story, following the correct
pronunciation rules.
A wise man was asked by his students:
- What should we do to live in peace and comfort?-
The wise man replied:
- Do not say a word to anyone anywhere, be silent,
- his students then said:
- But can we always remain silent? Another way
The wise man advised:
- If you cannot remain silent, speak, but speak
briefly and meaningfully, and do not utter a single
bad word. Bad words darken the listener's heart,
avoid this.
Verse:
A good word reveals love and loyalty,
If you speak inappropriately, you will suffer
greatly.
Yes, whether there is a language or not, it is a
disaster. That is why wise people liken words to
medicine and say: “Excessive speech is harmful.”
(From “Short Stories”)
This assignment is in text form, and the audio
version for listening is not provided anywhere.
Students will immediately get acquainted with
the finished text, and the results that the teacher
intended and noted from the tasks given above
for listening comprehension cannot be fully
achieved. True, this text can be read and listened
to by a teacher or a fluent student, but if it were
used with audio tools and podcasts, the intended
result would have been achieved. We can see that
all the tasks included in the 5th grade native
language textbook are formulated in the same
way. But we can admit that the text was chosen
very well from a didactic and educational point of
view and taking into account the age of the
student. The above task was one of the first tasks
in the native language textbook. Now let's pay
attention to the tasks on the last pages and topics.
On page 118 of the book, the task on the topic
“Lesson 76. Working on the text and vocabulary”
is presented
in the form “Listen to the parable”.
There was a young, tiny peacock who loved to
dance on a rainy day. He would sing songs in the
garden, mesmerized by the flowers. No matter
what he did, his harsh voice would remind him of
his shortcomings. The peacock would hear the
sweet, gentle song of a nightingale walking
nearby, and every time his eyes would fill with
tears of sorrow.
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OCLC
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1368736135
He began to wonder why he was in such a state.
At that moment, the owner of the garden
appeared with a bunch of herbs in his hand and
turned to the peacock:
- Why are you sad? May I give you these herbs to
cheer you up?
- The nightingale has such a beautiful voice. I can't
get past it when I dance. Why don't I have it? - said
the peacock.
- Yes, the nightingale has a sweet, sweet voice. But
you are also blessed with beautiful and bright
feathers! It's all in how you perceive it and how
you use it.
The owl began to compare itself to other birds. It
realized the uniqueness of its gift. (From "Short
Stories")
This task was also given as "listen", but it was
included in the textbook in text form. If the task
was given in audio form, and students listened to
this task and tried to find similar and meaningful
words in the text, the task would be even more
interesting for students and would serve as a
means of developing their concentration. If we
pay attention to the two tasks above, although
they are different in content, their similarity in
form is striking. We can note that almost all the
tasks in the book are in this form.
Gradually, our textbooks are being developed in a
similar way to textbooks in developed countries,
but there are still shortcomings. When developing
a native language textbook, each topic should be
enriched with all the elements of speech
competence. If we pay attention to English
textbooks, which are specifically developed in
terms of teaching, all types of speech competence
are found in each topic in all textbooks and in all
topics included in the textbook. We see that the
form of assignments is also different. In the 5th
grade native language textbook, all assignments
have the same form, which creates boredom in
the student and leads to a decrease in interest in
learning. It would be convenient for both the
student and the teacher to develop high-quality
audios for each listening comprehension
competency and provide them with QR codes
under or before the assignment. In cases where
there are many forms of assignments, it is
necessary to develop audios recorded on separate
discs for each grade textbook. In order to provide
effective education to children, we must first of all
pay attention to the full formation of material
conditions. To do this, fully equip each classroom
technically, paying special attention to the
number of students. In the case of a large number
of students, it is necessary to teach the mother
tongue lessons separately, like foreign language
or Russian language subjects. Only then can we
work with all students individually and achieve
effective education. This highlights the need to
revise the mother tongue textbooks in a
systematic manner, without neglecting grammar,
in order to incorporate all elements of speech
competence in the topics. If we say that there are
no tasks on listening comprehension in the new
5th grade mother tongue textbook, we can see
that among the tasks in the topics there is a task
in the form of “listen to the text”, and in the
methodical manual specially developed for
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
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Pages:
15-22
OCLC
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1368736135
teachers, information is included about the
listening comprehension competence and its
intended purpose. To solve this problem, it is
necessary to change the word “listen” in the
textbook to “read the text”, and it is necessary to
remove the sentences in the methodical manual
about the concept of listening comprehension
competence, its purpose, and expected results. Or
it is necessary to develop audio options for each
task. Therefore, it is necessary to pay special
attention to the approach and form of tasks, to
work more seriously on new textbooks, and when
working on these textbooks, to pay special
attention to the structure of listening
comprehension competence: form and content, to
diversify the form of tasks, which will further
increase the quality and level of interest of
textbooks.
C
ONCLUSION
In conclusion, pupils and students need to
practice listening activities, in the process of
improving their listening skills, pupils encounter
language learning and linguistic knowledge and
their study. Then, pupils and teachers need to
work together at this stage. The role of teachers in
the teaching and learning process in the
classroom, as well as the correct organization of
listening skills, leads to the success of students. In
order to present the listening comprehension
tasks in an interesting way, teachers can do some
practical work. For example, if there are no
conditions for presenting the tasks, they can read
them in a fluent and beautiful speech themselves,
or they can achieve this by writing the text on a
sheet of paper and teaching one of the students in
each lesson using the “in front of the microphone”
method. With this method, not only the audio text
tasks are worked on, but also the student’s
reading literacy and the students’ listening skills
are well formed. However, all language teachers
should be able to provide intensive listening
classrooms that guide students to overcome all
the difficulties in listening activities, only then can
the intended goal be achieved.
R
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Brown S. Teaching listening. New York:
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Kelly M. Active listening for the classroom.
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