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author presentations, questions, and discussions. Repeatedly presenting material in
groups and to the audience not only learns to speak publicly well but also increases
self-esteem; any educational quests can also be found online to learn more.
In conclusion, the WebQuest design is full of detail, including qualitative
findings such as increased motivation, learning effectiveness, independent ant and
group work skills, and ability to evaluate work Successful goals can be achieved by
smart choices. Choosing fresh topics through online resources creates lively classes.
The project group raises the learner
’
s psychology and self-education, as well as their
new skills, which all require creativity and critical thinking.
References
1.
Burenko, L., Sidelnik, E., & Melnik, O. (2016). Engineering Discourse in the Structure of
the ESP Training at Southern Federal University. Universal Journal of Educational
Research, 4(3), 511-515.
2.
Dodge, B. (1995a). Some Thoughts About Webquests. Retrieved from
http://www.webquest.org/sdsu/about_webquests.html.
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Dodge, B. (1995b). WebQuests: A technique for internet-based learning. Distance
educator, 1(2), 10-13.
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March, T. (2004). The Learning Power of WebQuests. Educational Leadership, 61 (4),
42-47. New Needs, New Curriculum.
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Melnik, O. G., Sidelnik, E. A., & Lutsenko, N. S. (2019). Webquest In Teaching Students.
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ulture of the
Specialist of the Future, vol 73. European Proceedings of Social and Behavioural Sciences
(pp. 618-629). Future Academy. https://doi.org/10.15405/epsbs.2019.12.66
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Moydinova, E. (2021). THE ROLE OF MODERN ENGLISH TEACHING
TECHNOLOGIES IN THE AGE OF DIGITALIZATION.
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collection
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Sidelnik, E., Melnik, O., & Lutsenko, N. (2018). ESP as a Tool to Develop Social Capital
at University. European Proceedings of Social and Behavioural Sciences, 51, 652-659.
STRATEGIES TO IMPROVE LISTENING SKILLS IN A FOREIGN
LANGUAGE
Nabijonova Odina
PhD student
Uzbek State World Languages University
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Abstract
The article focuses on the importance of developing listening strategies for students to
enhance their listening skills and succeed in various listening tasks. The study examines
metacognitive, cognitive, and compensatory strategies utilized by learners and teachers, emphasizing
the role of planning, preparation, and reflection in the listening process. The article also discusses
the significance of activating prior knowledge, visualization techniques, note-taking, and utilizing
knowledge of other languages to aid in understanding and constructing meaning from audio
messages. The implementation of these strategies at different stages of learning is essential for
empowering students to take control of their learning and enhance their overall listening skills.
Key words:
Comprehension, Metacognitive, Cognitive, Compensatory, Tasks, Instructions,
Prior knowledge, Visualization
Developing listening strategies empowers students to personalize their
approach to various listening tasks and take control of their own learning process. By
mastering listening strategies, students cannot only tackle different types of listening
activities but also actively shape and enhance their overall listening skills.
The application of listening strategies is essential throughout the entire learning
journey, from beginner to advanced levels. Choosing the most effective strategy
depends on the specific listening task and the type of listening involved.
Our research investigates the various strategies employed by both learners and
teachers to achieve successful listening comprehension. We specifically examine the
use of metacognitive, cognitive, and compensatory strategies by learners, as well as the
techniques implemented by teachers to facilitate effective learning.
Metacognitive strategies, as defined by A. A. Zalevskaya, involve planning,
organizing, and evaluating the learning process. Cognitive strategies refer to mental
processes used to understand and make sense of information. Compensatory strategies
help learners overcome knowledge gaps when engaging in language tasks, such as
listening comprehension.
We will focus on metacognitive listening strategies that are applied at different
stages of learning, including the crucial stages of independent preparation and self-
monitoring.
Planning and preparation are crucial steps before engaging in a listening task.
Listeners should first identify the purpose of the task and its level of importance. For
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instance, knowing that a listening activity is part of an assessment can increase
motivation and focus. Understanding the purpose helps learners select appropriate
listening strategies from the very beginning.
Teachers can also play a significant role in preparing students for listening
tasks. For example, writing the topic of the audio on the board activates students
’
prior
knowledge and helps them make predictions about the content. Sharing a personal
anecdote related to the topic further engages students and activates relevant
background knowledge.
Additionally, careful reading of task instructions is essential before listening.
Instructions often provide valuable clues about the main content and focus of the audio,
which can guide students
’
listening approach.
Teachers play a key role in guiding students through listening tasks by
explaining strategies for each step and highlighting key information within the
instructions. Encouraging visualization of the audio content helps students anticipate
what they will hear. The visual presentation of task instructions is also an important
factor to consider when designing effective listening activities.
After reviewing the instructions with the teacher, students should re-read them
independently, paying close attention to details. Teachers can further guide students
by focusing their attention on specific elements within the instructions. Finally,
students mentally prepare themselves for the listening task.
During and after listening, maintaining focus on both the overall message and
specific details is crucial. Tasks that require step-by-step comprehension checks can
help students develop this skill. Upon completing the task, students should compare
their initial predictions with the actual information presented in the audio.
Cognitive strategies
encompass methods for acquiring, organizing, and
integrating new knowledge. These strategies are primarily based on the top-down
model of speech perception, which emphasizes the role of background knowledge and
expectations in understanding spoken language. We will now explore several cognitive
strategies that can enhance listening comprehension.
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Inferring Meaning from Context and Familiar Language:
Listeners can decipher the meaning of unfamiliar words by relying on familiar
word parts, keywords, logical connectors, and contextual clues. Teachers can support
this process by pre-teaching potentially challenging vocabulary and using activities that
focus on specific lexical items. Paraphrasing activities after listening can further
reinforce vocabulary acquisition and grammatical understanding.
Utilizing Prosodic Cues for Comprehension:
Paying attention to the speaker
’
s volume, pitch, and intonation can provide
valuable insights into their attitude, emotions, and communicative intent. Teachers can
guide students to focus on these prosodic aspects of speech through activities such as
imitating intonation patterns and identifying words with phrasal stress. By
understanding how prosody contributes to meaning, listeners can gain a deeper
understanding of the speaker
’
s message.
When listening involves visual cues, such as facial expressions and gestures,
listeners can utilize these non-verbal signals to infer the meaning of unfamiliar words
and interpret the speaker
’
s intentions. Paralinguistic information provides valuable
clues to understanding the speaker
’
s emotions and overall message.
Before engaging in listening activities, discussing how facial expressions and
gestures convey meaning can enhance students
’
awareness of these non-verbal cues.
Providing information about the length and structure of the listening text, especially
for longer listening tasks, helps students manage their attention and focus on key
information. Activities like note-taking or creating an outline can further support
comprehension during extensive listening tasks.
Listeners actively draw upon their prior experiences and existing knowledge to
make sense of the audio message and successfully complete listening tasks. Group
discussions on the topic and sharing personal experiences can help activate relevant
background knowledge. Focusing attention on specific linguistic elements related to
the topic further enhances comprehension.
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206
Visualization techniques, such as mentally picturing the events described in the
audio, can be particularly effective for visual learners. Teachers can encourage this
strategy by having students close their eyes and imagine the scenes as they listen.
Several strategies can aid in constructing a logical understanding of the audio
message:
* Summarizing the information in writing
* Creating an outline of the main points
* Noting down key words and phrases
* Visually representing the information through diagrams or mind maps
Teachers can guide students in developing these note-taking and information-
mapping skills by providing examples and various options for recording key
information.
Compensatory strategies in listening refer to techniques listeners employ to
overcome challenges and enhance comprehension when faced with difficulties. These
strategies help bridge gaps in understanding and allow listeners to extract meaning even
when they may not understand every word or aspect of the spoken language.
Predicting and guessing:
Using context clues: Listeners analyze the surrounding information, such as the
topic, situation, and previous sentences, to predict what might come next.
Activating background knowledge: Drawing on existing knowledge and
experiences related to the topic helps listeners fill in gaps and anticipate upcoming
information.
Identifying word types and grammatical structures: Recognizing familiar
patterns in sentence structure and word formation can aid in understanding the overall
message.
Focusing attention:
Identifying key words and phrases: Paying close attention to words that seem
particularly important or are repeated helps listeners grasp the main ideas.
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207
Ignoring distractions: Minimizing external and internal distractions allows
listeners to concentrate on the speaker and the message.
Using visual cues: Observing the speaker
’
s facial expressions, gestures, and
div language can provide valuable insights into their meaning and emotions.
Clarifying and verifying understanding:
Asking questions: Seeking clarification when unsure about something ensures
accurate understanding and prevents misunderstandings.
Paraphrasing and summarizing: Restating the speaker
’
s message in their own
words helps listeners confirm their comprehension and identify any areas needing
clarification.
Checking for comprehension: Listeners can periodically pause and assess their
understanding, identifying any gaps or areas of confusion. In conclusion, developing
and applying listening strategies is crucial for enhancing students
’
overall listening
skills and comprehension abilities. Metacognitive, cognitive, and compensatory
strategies play vital roles in guiding learners through the listening process, from
planning and preparation to reflection and analysis. Teachers play a key role in
providing guidance, support, and opportunities for practice in utilizing these strategies
effectively. By empowering students to personalize their approach to various listening
tasks and actively engage in the learning process, educators can foster a more effective
and enriching learning experience for all learners, regardless of their proficiency level.
References
1.
Zalevskaya, A. A. (2009). Metacognitive strategies in ESL listening comprehension. Journal
of Language Teaching and Research, 40(5), 578-588.
2.
Oxford, R. L. (2011). Teaching and researching language learning strategies. Pearson
Education Limited.
3.
Vandergrift, L. (2007). Recent developments in second and foreign language listening
comprehension research. Language Teaching, 40(3), 191-210.
4.
O‘
Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition.
Cambridge University Press.
5.
Goh, C. (2002). Teaching listening in the language classroom. Singapore: SEAMEO Regional
Language Centre.
6.
Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice.
Cambridge University Press.
