Volume 02 Issue 06-2022
11
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
06
Pages:
11-18
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article deals with the solution of issues related to the methodology of listening comprehension control, in
particular, the teaching of listening comprehension as a type of speech activity and skills, program requirements for
teaching listening comprehension, and a system of exercises for teaching listening comprehension.
KEYWORDS
Speech in the form of dialogue, listening comprehension, skill, phrases, sentences, audio resources.
INTRODUCTION
Today it is possible to form and develop listening
comprehension skills. You can find many manuals that
are hired. Almost all of them are enriched with audio
resources
that
help
you
practice
listening
comprehension skills. Examples of such manuals are
special collections of songs or poems.
For example, the Jazz Chants guide teaches specific
grammatical concepts, verbal rules, and expressive
speech exercises. As you know, the expression,
especially in the form of dialogue, is up to 70% of the
content.
Therefore,
in
teaching
listening
Research Article
EFL LEARNERS' LISTENING SKILL: LISTENING COMPREHENSION
COMPETENCIES
Submission Date:
May 30, 2022,
Accepted Date:
June 10, 2022,
Published Date:
June 22, 2022
Crossref doi:
https://doi.org/10.37547/ijll/Volume02Issue06-03
Feruza Ismoilova
Independent researcher, Fergana Polytechnic Institute, Department of "Teaching languages", Fergana,
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 06-2022
12
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
06
Pages:
11-18
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
comprehension, the expression should be seen as a key
part of the work.
Here are some examples of tutorials that focus on
teaching expression acceptance and listening
comprehension. These guides are used in the early
stages of teaching.
MATERIALS AND METHODS
Advanced stories for comprehension consist of
humorous complaints adapted to listening and
retelling, which help to form and develop listening
comprehension skills. In addition to listening
comprehension, it helps to develop speaking skills and
increase vocabulary.
The visitor is a small complaint-based guide aimed at
developing listening comprehension skills. Although
this guide is an integral part of the Kernel 2 textbook,
it can be used as a separate guide to developing
listening comprehension and speaking skills.
"Off stage" consists of humorous dialogues aimed at
teaching specific grammatical features. The dialogues
are very interesting in content. Learners listen to the
ulama with a high level of interest.
In addition to the manuals mentioned above, we also
use textbooks such as Success at the first certified and
Master class to form and develop listening
comprehension skills.
Once the listening comprehension skill is sufficiently
formed, it is possible to proceed to perform the tests.
As we know, in pursuance of Resolution 1875 on
measures to further improve English language
teaching, English language teaching began in the
primary grades. Therefore, it was decided to teach
English in the 1st grade in a playful way and to organize
lessons based only on speaking and listening skills.
It is well known that oral speech is a process of
listening comprehension and speaking. Listening
comprehension is a type of receptive-information
reception of speech activity. Without this type of
speech activity, language-based communication does
not occur. In addition, the language teaching process is
carried out by audio method. In this way, syllables,
words, phrases, and sentences are formed in the minds
of students. In this process, listening comprehension
serves as an effective way to memorize language
material.
One of the main tasks is to teach listening
comprehension in the primary grades of secondary
schools. Human spiritual maturity is usually achieved
through sight, hearing (listening) and reading
activities.
In psycholinguistics, listening comprehension is
defined as the process of decoding the information
that comes through the sound channel. "Listening
comprehension is a three-step process in which the
content of speech is perceived, learned, and finally
understood behind general auditory perception
(acoustic apperception), phonemic differentiation of
the sound side of speech, and understanding of its
essence" [1-4
In listening and understanding speech in the mother
tongue, form and content are perceived as a whole,
while in English, the combination of means of
expression (language material) and the expressed
content (text) is somewhat difficult. To grasp the
content well, students are required to have mastered
the lexical, grammatical and pronunciation skills of the
language. Knowledge of vocabulary and pronunciation
in comprehension of the text is of special importance
Volume 02 Issue 06-2022
13
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
06
Pages:
11-18
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
in understanding the general content, and mastering
grammar in understanding the content with precise
details.
In short, listening comprehension is the ability to
perceive or comprehend the speech of a speaker
directly or using technical means. In other words,
listening comprehension means understanding the
speech of others (live or mechanical) and
understanding its content.
The main sources of information through auditory
perception and analyzer in listening comprehension
are teacher's speech, audit-technical tools - tape
recorders, radio broadcasts, audio film, film (film) or
excerpts from it, as well as television programs. In high
school, the teacher, audiocassette, radio broadcast,
voice dialogue, or English speech in film and film
screenings serve as the basis for listening
comprehension. The audio text is understood by
listening once. After two or more hearings, a new
assignment is given in each case.
For example,
(1) Listen and answer the question;
(2) Listen and pay attention to ....;
(3) Listen and find .. and so on
Listening comprehension in school usually serves to
introduce or recall new material to students, articulate
relevant speech content, and form pronunciation and
tone.
Listening comprehension is studied as an educational
goal and tool in English teaching. Listening
comprehension involves the practical study of a
language - the acquisition of information in English.
Listening comprehension involves the use of language
material (lexical, grammatical and pronunciation units)
in speech as a learning tool.
Listening comprehension is taught in the form of goals
and tools applied to the high school setting as one of
the main types of speaking activities:
Mastery of oral communication, ie speaking and
listening at the same time, the interlocutors take
turns speaking and listening;
Listening comprehension is acquired as a separate
type of communicative activity, in other words,
oral information is absorbed in the form of a film
[4-10].
The success of listening comprehension depends on
several factors, the most important of which include
the individual age characteristics of the listener, the
speed of perception, and the conditions (speed,
amount and volume of information, the basis of
perception).
Listening comprehension is closely related to the types
of reading and speaking activities. Because of this, the
types of speech activities have similarities and
differences. These are:
Listening comprehension is also a receptive type of
speech activity because reading is focused on
receiving information.
This type of speech activity is anticipation.
As a key analyzer in the reading process visual
perception and auditory perception serve. Oral
speech serves as listening material, and written
speech serves as reading material.
Now let’s talk about the relationship between listening
comprehensions to speaking. Listening, understanding
and speaking are inextricably linked. But some features
distinguish them. The auditory analyzer plays a key role
in the listening comprehension process, while the
Volume 02 Issue 06-2022
14
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
06
Pages:
11-18
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
motor and vision analyzers play a supporting role. In
the process of speaking, the main role is played by
motor
analyzers.
In
this
sense,
listening
comprehension and speaking are interrelated.
Listening comprehension can be done in a variety of
situations. For example interlocutors with directly in
communication, in training sessions, in the theatre, in
listening to the radio, in telephone conversations, and
so on.
High school is faced with the task of developing the
teacher’s ability to comprehend a teacher’s speech on
a topic of everyday life that is focused on the student
or class or recorded on a magnetic tape in a much
simpler direct interaction process.
If the reader hears the information and knows its
general content as well as some details, it can be
considered that he has understood the text. It is not
necessary to understand every word, phrase and. Thus,
teaching listening comprehension in high school is
done as follows. The feature of teaching English in
primary school is as follows: I would like to emphasize
again that the most effective way to teach English in
primary school is through game technology, as well as
a variety of picture cards.
This is the first step in a great development as English
is memorized from elementary school. It is not in vain
that our ancestors said, "Knowledge gained from
youth is a pattern carved in stone." We will achieve our
goal if we increase our children's interest in English
from primary school and pay special attention to
vocabulary. In particular, in grades IV-V, students are
required to be able to understand stories based on oral
material. From the 5th grade onwards, students are
given texts with some unfamiliar words to listen to and
understand. The volume of texts that students should
listen to is increased from class to class by 0.5-1 minute.
Grade VI students should be able to listen and
understand the teacher’s speech at an average speed
recorded on a magnetic tape. This speech should be
based on class IV-VI material and consist of texts that
cover 1 per cent of the unfamiliar word. The volume of
information should be designed for 1.5 minutes. Grade
VII students should be able to listen with a 2% unfamiliar
word based on Grade IV-VII material written at an
average student speed. In grades VIII-IX, students are
required to be able to listen and understand
information based on the curriculum of grades IV-VIII.
A serious study of the requirements of the curriculum
shows that they will be able to talk about themselves,
their country, their culture, about their family. Foreign
language teachers, on the other hand, need to take
students seriously. To successfully implement the
requirements of the curriculum, high school students
must have a thorough knowledge of the psychological
mechanisms of listening comprehension and their
characteristics.
The
following
psychological
mechanisms serve for listening comprehension: The
ability to listen to the speech, attention to long-term
and
short-term
memory,
anticipation
and
comprehension. Attention plays an important role in
the process of listening comprehension. When
students listen to a speech in their native language,
their focus is mainly on the content of the speech.
Listening comprehension of speech in a foreign
language requires students to pay attention to the
content and form of speech. Students' skills and
abilities are formed and developed through special
exercises. Simultaneous perception of form and
content is done step by step. Students first perform
exercises that focus on shape. Gradually, attention is
paid to the content, that is, students perform speech
exercises. Listening comprehension of speech is done
in a limited time. The shortness of time and the
irreversibility of speech reception make speech
difficult to comprehend and comprehend. This
Volume 02 Issue 06-2022
15
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
06
Pages:
11-18
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
requires attention to observation and active
functioning of comprehension-based memory. One of
the most important mechanisms of listening
comprehension is memory, which consists of two
types: long-term and short-term memories [7-9].
Gradually, attention is paid to the content, that is,
students perform speech exercises. Listening
comprehension of speech is done in a limited time. The
shortness of time and the irreversibility of speech
reception make speech difficult to comprehend and
comprehend. This requires attention to observation
and active functioning of comprehension-based
memory. One of the most important mechanisms of
listening comprehension is memory, which consists of
two types: long-term and short-term memories [8-10].
Gradually, attention is paid to the content, that is,
students perform speech exercises. Listening
comprehension of speech is done in a limited time. The
shortness of time and the irreversibility of speech
reception make speech difficult to comprehend and
comprehend. This requires attention to observation
and active functioning of comprehension-based
memory. One of the most important mechanisms of
listening comprehension is memory, which consists of
two types: long-term and short-term memories [11-14].
Long-term memory preserves a person's knowledge in
all areas. In the process of listening comprehension,
recognizing phonemes and words and understanding
their meaning is part of long-term memory.
Short-term memory is not directly related to the
listener’s previous experience. He pretends to
understand himself because of his indifference to the
interlocutor during the direct conversation, but short-
term memory can be formed because his imagination
is in other things and because he memorizes any
information or text without understanding it. If we
compare the level of development of students' short-
term memory in their native language and foreign
language, it is observed that their short-term memory
in a foreign language is underdeveloped. Insufficient
development of short-term memory in a foreign
language leads to a lack of understanding of sentences
and text content in the process of listening
comprehension. The long-term and short-term
memory of students is developed through special
exercises. The predictive activity also plays a very
important role in the process of listening
comprehension. How to achieve this: The teacher
knows his subject well and has been able to keep
students interested in his subject. The main purpose of
the lesson is the same. As the student begins to learn a
foreign language, he becomes interested in it as a new
science. If any science studied gives joy to the student,
the interest in his science will increase and the
expected results will be achieved [14-16].
In the process of understanding speech in a foreign
language, the listener must not only recognize the
units of speech, texts, formulas, and sentences but
also process the sentences heard in the brain and have
an independent opinion. According to N. I. Jenkin,
replacing one language unit with another constitutes
an equivalent replacement.
The process of observation in the process of listening
to comprehension of speech in a foreign language in
students is also not sufficiently developed. It is
advisable to perform certain exercises to develop this
mechanism. For example, a brief description of the
listened material, a shortening of the listened sentence
or text, the content of the listened text in a few
sentences, and so on.
For the listening comprehension process to be
successful, the listener must overcome certain
difficulties. These challenges include:
Volume 02 Issue 06-2022
16
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
06
Pages:
11-18
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
1.
Difficulties related to the age characteristics of
the listener
2.
Difficulties
associated
with
listening
comprehension conditions. The challenges
associated with the age characteristics of the
listener are:
How the listener can pause the speech, memory, focus
on the object being listened to, anticipate, observe,
quickly access the content of the text being listened to,
and so on.
In organizing the process of listening comprehension,
the teacher must take into account the above facts and
use audio texts that are appropriate to the knowledge
and age of the students. Therefore, in the process of
preparing students for listening comprehension,
exercises should be performed to form and develop
the above feelings.
We face the following difficulties in learning English.
The most commonly used word groups in speech
include verbs and prepositions.
Linguistic difficulties can be related to phonetics,
vocabulary, grammar, and stylistics.
CONCLUSION
In the early stages of learning, phonetic difficulties are
the key to listening comprehension. The lack of
listening ability in students leads to incorrect hearing
of sounds, confusion of foreign language sounds with
native language sounds, as well as foreign language
sounds with each other. Students change the
emphasis, not being able to distinguish the tone of the
sentences.
Lexical difficulties are related to understanding the
meaning of words.
One of the reasons that make it difficult to understand
listening to speech in a foreign language is that a form
similar to the grammatical form in that language is not
available to students in their native language.
The result of the listening comprehension process is
whether or not the listener understands the content of
the text. Education is also important to determine the
listener’s level of understanding in the process. In this
way, the teacher will be able to determine the level of
formation of students' listening comprehension skills
and competencies.
In the early stages of learning, the listener
distinguishes between individual words and non-
difficult sentences. Word comprehension depends on
the learner’s active, passive, and potential vocabulary.
Understanding the content of a text depends on
determining the connection between the sentences,
the logical structure, style and genre of the text.
The authors of the Methodology point out that there
are the following stages in the understanding process:
Superficial understanding;
General understanding;
Full understanding;
Critical understanding.
Exercises to determine the completeness and accuracy
of understanding should be specific to steps 2-4. The
general understanding of the content of the text by
students can be determined by question-answer.
The listener's understanding of the content is
determined by written answer tests. In addition,
understanding the content of the text by answering
Volume 02 Issue 06-2022
17
International Journal Of Literature And Languages
(ISSN
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2771-2834)
VOLUME
02
I
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06
Pages:
11-18
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
questions, speaking the content of the text in the
native language in a foreign language and making an
extended plan for the text is given by the listener's
assessment of the text, an independent opinion about
the text.
In conclusion, the development of listening
comprehension is one of the key competencies and will
have a major impact on the development of students’
interest in a foreign language.
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02
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Pages:
11-18
SJIF
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FACTOR
(2021:
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705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
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