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In conclusion, the integration of technology into English language classrooms for
secondary-level students in Uzbekistan holds tremendous potential to enhance language learning
outcomes, foster student engagement, and prepare learners for success in the 21st century. By
leveraging technology effectively, educators can create dynamic and interactive learning
environments that cater to diverse student needs, promote collaboration and communication, and
cultivate essential language skills.
However, realizing the full benefits of technology integration requires concerted efforts to
address challenges such as access, digital literacy, and teacher training. By investing in
infrastructure, providing ongoing support for educators, and adopting best practices in technology-
enhanced language instruction, educational institutions in Uzbekistan can empower students to
thrive in an increasingly interconnected and digitized world.
As we look to the future, it is imperative that we continue to explore innovative ways to
harness the power of technology to enrich the language learning experience, promote global
citizenship, and foster a deeper understanding of language and culture among secondary-level
students in Uzbekistan and beyond.
REFERENCES:
1. Karimov I. A. There is no future without history. Tashkent, 1997. P. 47
2. Karimov I.A. Harmoniously developed generation is a basis of progress of Uzbekistan. — Т.,
1998.
3.Alderson, J.C., & Hamp-Lyons, L. (1996). TOEFL preparation courses: Astudy of washback
language testing,13(3), 280-297.
4.Alderson, J.C., & Wall, D. (1993). Does washback exist? Applied linguistics,14(2), 115-
129.3.Allwright, D., & Bailey, K. (1991).Focus on the language classroom: An introduction to
classroom research for language teachers. Cambridge: Cambridge University Press.
ENHANCING LISTENING SKILLS IN ENGLISH LANGUAGE
Seytniyazova Guljakhan
senior teacher of Karakalpak State University,
Perdebaeva Ayzada Jaksilik qizi
BA student of Karakalpak State University,
Abstract:
This article explores effective strategies for enhancing listening skills in English
language learning. Listening comprehension is a critical aspect of language acquisition, and
improving this skill can greatly enhance overall proficiency. The article discusses practical
techniques such as active listening, vocabulary expansion, exposure to authentic materials, and
targeted practice exercises.
Keywords:
Listening skills, English language learning, active listening, vocabulary
expansion, authentic materials, targeted practice, comprehension strategies.
The main task of the intensive method of teaching a foreign language is to master, under
strict time limits, a foreign language as a means of communication and a means of cognition, to
develop the skills and abilities of understanding oral speech in a foreign language at a normal
(natural) or close to normal pace. Teaching a foreign language includes 4 types of activities:
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reading, speaking, writing and listening. A student must possess all these types of activities in
combination, and only then can we judge his level of proficiency in a foreign language.
Listening (from Latin audire - to hear) - listening to voiced texts to train their perception
and understanding by ear (mainly in the educational process). [1] The term “listening” was
introduced into literature by the American psychologist Brown. Listening is the basis of
communication, and mastery of oral communication begins with it. It consists of the ability to
differentiate perceived sounds, integrate them into semantic complexes, retain them in memory
while listening, carry out probabilistic forecasting and, based on the communication situation,
understand the perceived sound chain. At the same time, the process of perception takes place at a
certain normal pace characteristic of a given language. Listening should occupy an important place
already at the initial stage. Mastery of listening makes it possible to realize educational,
educational and developmental goals. It allows you to teach students to listen carefully to the sound
of speech, that is, they develop the ability to understand speech by ear. Listening has a positive
effect on the development of memory and, above all, auditory memory, which is so important for
learning a foreign language.
Students of a foreign language, including students of technical universities, rely on various
types of knowledge that can contribute to its understanding. The most common type of knowledge
discussed in the methodological literature is background knowledge about the world that people
gain from personal experience and through learning. This type of knowledge allows students
working on developing listening skills to process information in a hierarchical manner, where gaps
in understanding are filled with information they already know about a given topic from previous
experience. To facilitate and facilitate perception using a hierarchical method, it is vital to have
knowledge about the system of language and speech [4].
Since English is spoken by people from different backgrounds, students also need to know
the sociocultural rules of language use that are acceptable to the people with whom they
communicate. This is perhaps the most difficult aspect of pragmatic language development, and
in this process students need to draw on resources they can find outside the classroom. At the same
time, this is a task for the teacher, who must provide the student with all the necessary
recommendations to improve his listening skills. To develop the skills necessary to understand
live speech, students need to be introduced to authentic texts. These can be fragments of feature
films, television shows, dialogues, and the like. In modern methods of teaching foreign languages,
authentic educational and methodological complexes, offered by UK publishing houses - Oxford
University Press, Longman and others, prevail. English language teaching programs are based on
the use of materials from these textbooks, which aim students to learn communication in a foreign
language, and teachers - a personal-oriented approach to each student. These textbooks contain
audio listening materials, which makes them different from other textbooks.
Listening skills are a key element in learning English and can be particularly challenging
for those learning it as a second or foreign language. In this article, we'll look at some effective
strategies and practical tips for improving your English listening skills.
1. Listen to a variety of sources:
To develop your English listening skills, try listening to
different types of audio materials, such as podcasts, audio books, news shows, speeches,
interviews, and even songs. This will help you get used to different accents, speaking rates, and
communication styles in English.
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2. Practice active listening:
Active listening involves more attentive and conscious
perception of audio material. Try asking yourself questions about the content, main idea, key
details, and the speaker's opinion. This will help you understand and remember information better.
3. Use slow listening techniques:
When listening to complex audio for the first time, feel
free to use the slow motion or pause functions. This will allow you to listen to individual words
and expressions in more detail, as well as better understand the context and meaning.
4. Take notes and make notes:
Maintain your vocabulary and keep track of new words
and expressions you hear in audio materials. Keep notes on key ideas, details, and important points
so you can refer back to them later and review them.
5. Practice regularly:
Like any other skill, listening requires regular practice to improve.
Try to spend some time every day listening to English audio materials to gradually improve your
skills.[5]
Improving your English listening skills requires patience, diligent practice, and the use of
effective strategies. By following the tips above and constantly developing your hearing, you can
significantly improve your ability to understand foreign speech by ear.
REFERENCES:
1. Carter R., McCarthy M. (1995). Grammar and the spoken language. Applied linguistics, 16(2),
141-158.
2. Floerdew J., & Mille, L. (1995). On the notion of culture in L2 lectures. TESOL Quarterly,
29(2), 345-373.
3. Goodwin J. (2005). The power of context in teaching pronunciation. In J. Frodesen & C. Holten
(Eds.), The power of context in language teaching and learning (pp.225-236). Boston, MA: Heinle.
4. Marianne Celce-Murcia, Donna M. Brinton, Marguerite Ann Snow. (2014). Teaching English
as a second or Foreign language. 4th edition. 2014. National Geographic learning. 705 p.
5. Rost M. Introducing listening. London, UK: Penguin English Applied Linguistics
РИТОРИКА В ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ПЕДАГОГА
Собирова Дилдора
Преподаватель переводческого факультета, УзГУМЯ
Для человека с высокой речевой ответственностью важной целью является достичь
определённого результата путём использования речевых средств. Следует сказать, что
изучение особенностей речи учителя как представителя профессии с повышенной речевой
ответственностью тесно связано с классической риторикой. Умение владеть основами
красноречия являлось важной частью древнегреческого образования, поэтому многие
философы античности стремились выработать стратегии того, как эффективно
воздействовать на публику звучащим словом и довести речь до максимально убедительного
уровня. В область изучения частных риторик входят признаки, характеризующие речевое
поведение и коммуникацию в ситуациях профессионального, а также социально-ролевого
видов общения. Данный раздел риторики изучает области «повышенной речевой
ответственности» – те сферы деятельности человека, которые непосредственно связаны со
всевозможными речевыми ситуациями. Из этого следует, что в частных риториках
изучаются законы эффективной речи в рамках профессиональной деятельности, т.е. в таких
областях как журналистика, педагогика, юриспруденция, медицина, а также общественная,
