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USING INTERNET RESOURCES TO IMPROVE LISTENING SKILL TO EFL
LEARNERS
Xo’jamuratova Gulimxan Saparbayevna
senior teacher of Tashkent University for Applied Sciences,
tel+998883336598
email:saparbayevnagulimkhan@gmail.com. Uzbekistan-Tashkent.
Abstract:
The Internet has captured the attention of teachers and language instructors from all
over the world due to its online teaching materials. The Internet-based material has allowed
distance-learning projects. This article explores the potential role of EFL websites as a
supplement in classroom instruction.
The article focuses on the topic of using online resources to
teach English and help students improve their listening abilities. This article offers stages of
work with the use of the news material taken from the internet. It also notes linguistic and
communicative skills developed in the learning process.
Keywords:
podcast, authentic material, audio and video, tools, language environment,academic
hours,technology, highlighted,effective.
Websites that offer access to new forms of communication, research, and education account for a
significant portion of the market among all the services that the Internet has made available over
the past 20 years. In the context of remote and self-learning, the Internet has grown significantly
in importance thanks to numerous educational applications . As a result, colleges from all around
the world are increasingly interested in this relevance and are working on website-supported
remote learning initiatives. There is significant educational potential as a result of the
combination of computers and internet with carefully considered educational resources.[1:p.90]
Barnes argues that social networks and virtual worlds are now intimately interwoven with people
every day life ,which connects with the constant curiosity how people interact with one another.
[2:p.735]More precisely, Parks highlights how computer games and Internet-based applications
have grown rapidly over the past 15 years, and how this heightened interest has prompted study
on communication in this field.[3:p.725]
Listening was long regarded as a component of teaching foreign languages that teachers did not
give enough consideration to. According to this explanation, students' listening skills are
naturally improved when they practice and immerse themselves in the language environment
while studying grammatical, lexical, and phonetic information [4;p.161].Members of society
today must become highly proficient in the listening process because they themselves wish to
learn how to comprehend what is said to them in English in a variety of contexts, including
private conversations, business meetings, television, movie theaters, international travel, audio
recordings, and more [5:p.11-16].It is reasonable to say that listening is the hardest part of
learning English. The nature of the language material, the presentation circumstances, the
semantic content, the information sources, and the unique traits of the speaker (such as speech
pattern, tempo, and accent) and the listener (such as auditory experience) are some of the factors
that must be overcome in order to explain this difficulty [6:p.257].On the other hand, listening is
an effective method for learning a foreign language because it allows one to become proficient in
the language's vocabulary and grammatical structure as well as its phonemic composition,
intonation, and rhythm, stress, and melody.
In one of his latest publications, M. Rost described
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listening as “a necessary type of speech activity because it provides the listener with information.
Without understanding the information, no learning can begin...” [7:p.94]. It should not be
forgotten that listening, along with speaking, provides the ability to communicate in a foreign
language.Without mastering the ability to distinguish foreign speech by ear, communication with
representatives of other cultures is impossible in principle.
Unfortunately, the teacher cannot give
the development of students' listening skills the attention they deserve because they only teach
English for two or three academic hours each week. Independent labor, made possible by the rise
of Internet resources is becoming increasingly important.
Benefits of internet resources
• Extensive & diverse resource of
materials
• Available 24/7
• Suitable for different levels
• Authentic materials
• Audio & video resources
• Time- & cost-saving for teachers
and learners
• Useful tools
Let's take a closer look at a few of them as examples:
1. TED (Technology, Entertainment, Design) is a global online platform that hosts numerous
conferences with top experts in the domains of technology, entertainment, politics, culture,
business, science, art, and design. The conference's goal is to disseminate original concepts
("ideas worth spreading"), recordings of the official website, TED.com, features the most
exceptional speakers.
Currently, more than 1,500 selected lectures with translations into different
languages are available on the website.
2.
Ororo.tv is a website that offers the newest TV shows and some movies with multilingual
subtitles that viewers can enable or disable as they see fit. Since it is founded on one of the
primary methodological principles—the principle of clarity—watching movies and television
shows in their original versions is crucial to the process of learning other languages.
While
watching a video film, all types of speech activity are involved. As is known, information seen
and heard is remembered five times better than information heard only [8:p.446-448]
.
A student's motivation to learn a foreign language can also be effectively increased by watching
authentic video materials, which show how the language functions in a natural social context as
understood by its native speakers, introduce the rules and conventions of behavior and
communication, depict various relationship types, and demonstrate the language of gestures and
facial expressions.
Video is a unique tool for teaching speaking and foreign language
communication [9:p.153]
3. BBC Podcasts -BBC radio stations have a wide range of topics that, in the absence of subtitles,
can be useful to listen to as a kind of background, which will put the listener into a state of “flow”
and create the illusion of “full immersion” in an authentic environment.Due to the feeling of a
“flow” state, forgotten knowledge of grammar and vocabulary begins to activate on its own, and
the melody of the language itself is captured, which is also important when learning to speak.
It is
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important to note that the hosts of radio shows like BBC Learning English – 6 Minute English
are native speakers, giving listeners the chance to hear and learn the language in the way that it is
used by regular people in English-speaking nations. This means that authentic material is used.
Podcasts are divided into 3 levels: the first is for beginners (elementary), the second is for
students with an average knowledge of English (lower intermediate and intermediate), the third
is for students with knowledge above average (upper-intermediate). The advantage of the BBC
Learning English project is that the speech rate of the voiced dialogues is different, depending on
the level of language training. 6 Minute English includes inserts of English dialogues from BBC
correspondents, as well as explanations of new English words and expressions. It should be
noted that all explanations are given exclusively in English. Moreover, the podcasts are
accompanied by scripts (text version of the program).
In addition to undervaluing the fact that a
person closely connects linguistic knowledge with prior experience and knowledge of concepts
like topic and culture, it should be highlighted that many foreign language learners are unaware
that they do not actually listen to every word when they listen to their native speech.
Faerch and Kasper point out that absolute comprehension of audio text is a misconception of
how the natural process of perceiving information in one's native language occurs. [6:p.274] The
effort to understand everything does not lead to effective results, causes a feeling of fatigue and,
ultimately, leads to failure.
We believe that children should be taught to choose the information
that is essential and disregard extraneous information; in other words, we should educate them to
do it the way they do it in their mother tongue . To level out any potential gaps in perception, it is
crucial to understand how to estimate and to predict what might be said and discussed in a
certain setting.[10:p.20-22]
Internet resources are an effective means of organizing educational space, supporting social
relations, since they allow participants in the learning process to carry out joint activities, use the
latest materials in various formats, and also train various types of speech activity.
The modern
reality of a foreign-language society is reflected in authentic educational audio material, which is
engaging, educational, and easy to understand. It also fosters a favorable environment for
students to learn new regional geographic information, native speakers' speech patterns, and the
living language, as well as the people's culture, way of life, and contemporary realities.In
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conclusion, practice with educational news website materials helps EFL teachers in many ways.
They improve all types of linguistic activities and learning skills i.e., reading, writing, listening,
speaking abilities e.g. accessing information, generalizing it, classifying it, analyzing the
obtained information, representing it, and discussing it.
REFERENCES:
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Constructing Online Foreign Language Learning Websites. Turkish Online Journal of Distance
Education-TOJDE April, Vol.11, Number 2, pg. 90-104
2.Barnes, S. B. (2009). Relationship networking: Society and education. Journal of Computer-
Mediated Communication, 14(3), 735-742.
3.Parks, M. (2009). What will we study when the Internet disappears?. Journal of Computer-
Mediated Communication, 14(3), 724-729.
4.Richards J.C. “Listening comprehension: approach, design, procedure.” In: M. H. Long and J.
C. Richards (eds.), Methodology in TESOL: A Book of Readings. Heinle and Publishers, 1987,
pp. 161–176.
5.Brown G. Twenty-fi ve years of teaching listening comprehension // Forum. – 1987. 25, 4. P– .
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7.Rost M. Introducing listening. Penguin, 1994. P. 94.
8.Malinina I. A. Using second-generation Internet resources Web 2.0 in teaching listening //
Young scientist. - 2012. - No. 11. - P. 446-448.
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14. http://www.bbc.co.uk/podcasts
15. https://ororo.tv/ru
16. https://ru.wikipedia.org/wiki/TED_(conference)
