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DEVELOPING AND UPGRADING LISTENING COMPREHENSION OF
YOUNG LEARNERS WITH LISTENING GAMES
Quryozova Gulshan student of Uzbekistan State University
of World Languages scientific advisor: Ribinskaya E. G.
Abstract:
English learners have heard more than once about the language barrier, which
refers to the fear of speaking in a foreign language. However, few people mention that
there is also an auditory barrier - poor understanding of speech by ear. What is the cause
of this obstacle and how to destroy it? How to learn to understand English by ear? We
answer these and other questions in today's article.
Keywords
:
listening, game, assessment
Knowledge of English is becoming increasingly important in this rapidly
changing era. Learning English starts at an early age. The reason is that research has
proven to be more effective from a young age. In English, the difference in the number
of sounds and letters relative to each other complicates the learning process a bit. It is
important to have the skills to speak, read, write and listen in English. Learning listening
skills, in particular, ensures that English conversations are pronounced correctly.
Listening in teaching and learning English as a second or foreign language has
hardly attracted the attention of teachers. This is at least one reason why very little
attention is paid to listening. If he doesn’t pass the test, the teachers won’t pay attention
to it. Another reason for not paying attention to hearing is that there are still those who
consider listening to be a passive skill. [Ainley, M., Hidi, S., & Berndorff, D, 2002].
The function of listening as an art of neglected language has played an important
role in listening comprehension in the acquisition of a second language. The expansion
of effective theories in the field of language comprehension has shown that listening
comprehension is closely related to reading, use, and other language skills . Given the
importance of listening in second language learning, teachers should provide listening
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strategies that support other language skills. Listening teaching can be done precisely
with the many opportunities that students can use to make listening habitual. There are
four basic principles related to listening activities in the classroom .
-I- Listening should be more stimulating than demanding of children.
-I- On a school day, teachers should change the often unreasonable time when they have
to give instructions and notes to the teacher’s oral explanations.
-I- Children should be directed to learn to listen not only to the teacher but also to other
children in the class.
-I- Listening activities should be planned so that children know what they are focusing
on. [Barani, G.]
In assessing listening, teachers should conduct assessment for specific purposes.
The goal is to influence the assessment of listening ability. According to researchers who
have conducted research on this topic, there are several common goals of listening
assessment. First, learn a common language. Language ability includes four abilities and
listening comprehension is one of them among other abilities. When people are
interested in knowing a common language, they usually want to know about the ability
to listen. The second represents oral speech. Listening is not only included in language
tests for itself, but also used as a substitute for other skills. Thus, listening can be
combined with other skills, such as speaking. The third is to evaluate success. This is a
basic achievement test and tests are usually used to give grades, instructions. The last -
a diagnostic test. The test is to identify where students ’knowledge is lacking so that
teaching can address their needs more effectively. It provides the information needed to
each listening better. By knowing the objectives of listening assessment, a teacher can
identify types of listening assessment to meet the needs of students. [Bodie, G. D. 2011].
To assess a student’s listening ability, teachers need to consider the types of
listening assessment that best fit their goals. According to scientists, there are several
types of listening assessments.
1.
Distinguish sounds: Students are required to listen and identify sounds that are not
available in their native language.
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2.
Listening for grammatical differentiation: students were able to listen carefully to
inflectional signs. For example, students need to determine whether a subject and a verb
are singular or plural.
3.
Listening to the dictionary: Students act in response to a command or draw according
to verbal instructions.
4.
Comprehension: Students listen to a long speech and then answer a question about
information. [http://www.nova.edu/ssss/QR/QR3-3/tellis2.html]
Learning a language is hard work. To learn a language, one must understand,
repeat correctly, manipulate the newly understood language, and try to use the full range
of a particular language in a conversation or written composition. Always effort is
required and should be maintained for a long time. Games help and motivate many
students to pursue their interests and activities.
The game helps the teacher create contexts where language is useful and
meaningful. Students should want to participate and understand what others are saying
or writing for it, speaking or writing to express their point of view or to provide
information. The game can be found at all stages of the teaching / learning sequence and
in many communication types to practice all skills.
Running dictation game
can be used to practice dialogues, role-plays, text
sorting, grammar, or anything else that students need to practice or have fun with.
Running dictation is a multifunctional task that includes listening, speaking, reading,
and writing. This game is a race that students can enjoy. [www.britishcouncil.org.hk]
References
1.
Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the
psychological processes that mediate their relationship. Journal of Educational
Psychology, 94(3), 545-561.
2.
Bodie, G. D. (2011). The Understudied Nature of Listening in Interpersonal
Communication: Introduction to a Special Issue. International Journal of Lis
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3.
Dalieva, Madina Khabibullaevna. "Teaching speaking through interactive
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4.
Khabibullaevna, Dalieva Madina. "CONCEPT AS THE BASIS OF THE
LINGUISTIC PICTURE OF THE WORLD." British View 8.9 (2023).
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