Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
Listening models for ESL students and teaching them
Shakhribonu SIROJIDDINOVA
1
Samarkand State Institute of Foreign Languages
ARTICLE INFO
ABSTRACT
Article history:
Received March 2023
Received in revised form
15 April 2023
Accepted 25 April 2023
Available online
15 May 2023
The article focuses on improving sound skills, as well as
preventing difficulties in choosing authentic materials in the
process. In addition, the article considers specific ways of
teaching students to listen to ESL and how it is implemented by
teachers. In keeping with the natural process of listening, the
article recommends new ways of adapting.
2181-
1415/©
2023 in Science LLC.
https://doi.org/10.47689/2181-1415-vol4-iss3/S-pp357-361
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
listening,
classroom,
methodology,
cognition,
model,
context.
ESL talabalari va ularni o‘qiti
sh uchun tinglab tushunish
modellari
ANNOTATSIYA
Kalit so‘zlar
:
tinglash,
sinfxona,
metodologiya,
anglash,
model,
kontekst.
Maqola audio ko‘nikmalarni takomillashtirish, shuningdek,
jarayonda haqiqiy materiallarni tanlashda qiyinchiliklarning oldini
olish haqida. ESL talabalari uchun tinglashni o‘rgatishning o‘ziga
xos usullari va buni mentorlar qanday amalga oshirishi haqida.
Maqolada tabiiy tinglash jarayoniga mos ravishda moslashishning
yangi usullari tavsiya etiladi.
Модели прослушивания для студентов ESL и их
обучение
АННОТАЦИЯ
Ключевые слова:
аудирование,
класс,
методология,
познание,
модель,
Статья
посвящена
совершенствованию
звуковых
навыков, а также предотвращению трудностей при выборе
аутентичных материалов в процессе.
Кроме того, статья
рассматривает конкретные способы обучения студентов
слушанию
ESL
и
тому,
как
это
реализуется
1
Teacher, Samarkand State Institute of Foreign Languages
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
03 (2023) / ISSN 2181-1415
358
контекст.
преподавателями. В соответствии с естественным
процессом слушания в статье рекомендуются новые
способы адаптации.
Introduction
According to Nunan, listening accounts for more than half of the time students
spend operating in a foreign language. Despite this, we take frequently listening for
granted, and it is arguably the least understood and most overlooked of the four language
skills (L, S, R, and W) in the classroom.
Hearing is a natural predecessor to speaking; the early phases of language
development in a person’s native language (and in the naturalistic acquisition of other
languages) are based on listening. Indeed, Gillian Brown and others demonstrated that
continual attention to oracy and literacy development was required in first language
instruction. Previously, it was assumed that first language speakers needed education in
how to read and write, but not in how to listen and talk because native speakers
possessed these abilities naturally.
Similarly, in the early 1980s, some writers and academics claimed that listening
played a critical role in second language learning. This emphasis on listening was
associated with a commensurate decrease in the significance placed on speaking in the
early stages of learning, with numerous authors arguing that speaking early in a course
should be deliberately discouraged [4].
One of the most compelling arguments for emphasizing listening and postponing
speaking is based on a specific understanding of what it means to learn a language. Some
approaches to language training place a high value on speaking.
Methods and Results
Students practiced speaking techniques incorporating repetition and substitution
in the very first class. Because listening was considered a technique to give examples that
learners emulated quickly, the lectures featured almost as much speaking as listening.
The goal of acquiring a language was to be able to communicate, and language was
considered a sort of behavior.
Different principles underpinned approaches that prioritized listening. Nord states
this point of view succinctly:
Some individuals now feel that learning a language is more than just learning to
speak; it is also about creating a mental map of meaning. These people feel that talking
can signal that a language has been learned, but they do not believe that talking practice
is the best approach to developing this “cognitive map” in the mind [1].
They believe that practicing meaningful listening is the greatest way to do this.
Listening is the method of language learning according to this viewpoint. It
provides the student with information from which to gain the knowledge required to use
the language. When the student has accumulated this information, he or she will be able
to talk.
What conditions must exist for language learning to take place? Several authors
(Krashen, 1981; Newmark, 1981; Taylor, 1982; Terrell, 1982) who used alternative
nomenclature discovered significant agreement. According to N
ewmark, “a
comprehension strategy can succeed... as long as the information offered for
comprehension contains (1) adequate (2) language examples (3) whose meaning can be
deduced by students (4) who are paying attention.” Terrell and Krashen would also add
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
03 (2023) / ISSN 2181-1415
359
that the circumstance should not make the student feel apprehensive or intimidated.
Gary & Gary discussed several advantages of deferring speaking and focusing on
listening. These advantages include the following:
1. The student is not overburdened by needing to focus on two or more abilities at
once
—
a cognitive gain.
Paying Attention!
2. Coverage speed
—
receptive information expands quicker than product
knowledge. By focusing on listening, it is possible to feel and acquire far more of the
language. If learners had to be able to articulate everything in the courses, the
development would be extremely sluggish.
3. It is simple to get fast to realistic communicative listening activities. This will
have a significant impact on motivation.
4. Learners will not be embarrassed or concerned about their language courses.
Having to speak a foreign language, especially when you know very little about it. Little
may be a terrifying experience. Listening activities help to minimize language acquisition
involves stress, which has a psychological advantage.
5. Listening exercises lend themselves nicely to self-directed learning by listening
to recorded music. The understanding technique was not without its detractors. Gregg is
one example that criticized the rationale and scientific findings on which the strategy was
founded. Others, such as Swain argue that it is insufficient to produce the type of learning
required to generate the language [3].
However, critics agree that language acquisition courses should include a
significant amount of receptive engagement. They believe that this is receptive. However,
exercise alone is insufficient for language learning.
Certainly, the majority of the early research on understanding techniques was
conducted on humans. Learning was not properly done, and both study and theory
currently believe that early spoken output plays a crucial part in a child’s learning
language class, the impact of the comprehension method on language.
Discussion
The goal of teaching has been to emphasize the importance of listening and to
direct focus on the development of ways for offering engaging, early and persistent
chances for listening throughout a learner’s life learning a language.
Listening Models
Listening was once thought to be a passive activity in which the listener received
information from a speaker.
More modern models see listening as a much more dynamic and interpretive
process in which the message is formed in the interactional space between participants
rather than being fixed. Context shapes meaning, and the listener constructs meaning
through the act of interpreting meaning rather than receiving it whole.
Different Types of Listening
We may divide listening into two categories:
1. One-way listening
—
usually connected with information transfer (transactional
listening).
2. Two-way listening
—
usually related to the maintenance of social relationships
(interactional listening). Again, we may distinguish between classic and current
approaches to hearing [3]. Traditionally, listening was connected with information
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
03 (2023) / ISSN 2181-1415
360
transmission or one-way listening. This is evidenced by the widespread use of
monologues in older listening materials. While this is appropriate when referring to
listening in academic contexts, it fails to capture the richness and dynamics of listening as
it occurs in our everyday interactions. Most modern materials reflect this re-emphasis
with a shift toward more natural-sounding dialogue. When we combine these two modes
of processing, we perceive listening as a set of sub-skills rather than a single talent.
It is feasible to understand a spoken communication by using context signals and
selecting a few important words, but without paying attention to the message's
grammatical structure. In other words, understanding is possible without notice. Merrill
Swain, who studied language development in French and English immersion programs in
Canada in the 1970s and 1980s, found this issue with the comprehension technique. She
discovered that English students in French immersion classes performed as well as
French students in subject matter, but their writing and speaking were severely
grammatically faulty despite spending many hours listening to subjects. When we have to
say or write anything, we must create the phrase in our heads, which requires more
attention to grammar; to the syntactic layer of language. As a result, although meaning-
focused. While hearing is vital, learners also require opportunities to pay attention to
language subtleties so that they may acquire those aspects of the language system that
may not be as necessary for basic communication but are critical for accuracy.
Meaning-focused listening is commonly associated with a top-down strategy to
listening comprehension. Lynch and Mendelsohn, on the other hand, report on a number
of new research that demonstrates the relevance of bottom-up processing in second-
language hearing.
Tsui and Fullilove discovered that more proficient listeners fared better on
comprehension problems where the right responses did not fit the topic's clear content
schema. The inference is that less experienced listeners rely too heavily on content
schemata to aid in guessing. While this was useful for items when the content schemata
matched the right answer, it was ineffective when there was no match. In a second
research, Wu asked students to reflect on how they arrived at their responses to
multiple-choice questions on a listening comprehension test. The replies revealed that
good understanding was highly related to linguistic ability (bottom-up processing). As a
result, data shows that learners must be adept in these bottom-up processes and that
learners can benefit from learning how to listen. Lynch and Mendelsohn propose the
following practice goals:
-
distinguishing between identical sounds; dealing with and processing rapid
speech; processing changes in stress and intonation; and processing the meaning of
various discourse markers;
-
comprehending communication functions and the non-one-to-one
correspondence
between form and function, for example, “It is chilly in here”;
A declarative sentence pattern is used. Function: an imperative function (for
example, requesting that a window be closed or a heater be turned on).
Field similarly advocates for greater emphasis on bottom-up listening skills and
gives some comprehensive ideas for supporting learners with lexical difficulties.
Meaning-focused listening experiences provide a basic basis for second language
growth and content learning. These experiences are frequently enhanced by paying close
attention to perceptual processing and parsing abilities. Teachers must strike a balance
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
03 (2023) / ISSN 2181-1415
361
between chances for listening skill development through meaning-focused listening and
language-focused learning that relies on bottom-up listening practice.
Meaning-focused Listening Activities
Listening to tales is the quintessential teacher-fronted listening strategy for
meaning-focused input in children's courses. The instructor selects a graded reader that
is appropriate for the stud
ent’s abilities; the tale has only a few unfamiliar words. The
instructor sits next to the whiteboard and reads the narrative aloud to the students. Most
sentences are initially read twice [5].
Conclusion
The instructor is always checking to ensure that the students grasp what they are
hearing. When terms are mentioned that the students may not recognize or are
unfamiliar with, the instructor swiftly writes them on the board and provides a fast
explanation, using either a translation, a gesture, pointing a quick graphic, or a simple
second language description. When the same word or a member of its word family
appears again, the instructor marks it on the board. As the students get more comfortable
with the narrative, the teacher reads quicker and reduces the repeats and explanations.
The activity's major purpose is for the students to follow and enjoy the tale.
REFERENCES:
1.
Coughlan, P. and Duff, P. 1994. Same task, different activities: Analysis of SLA
from an activity theory perspective. In J. Lantolf and G. Appel (eds), Vygotskian
Approaches to Second Language Research (pp. 173
–
194). Norwood, NJ: Ablex.
2.
Derwing, T. and Munro, M. 2005. Second language accent and pronunciation
teaching: a research-based approach. TESOL Quarterly 39, 3: 379
–
398.
3.
Gass, S. 1997. Input, Interaction, and the Second Language Learner. Mahwah, NJ:
Lawrence Erlbaum.
4.
Nunan, D. 1998. Approaches to teaching listening in the language classroom. In
Proceedings of the 1997 Korea TESOL Conference. Taejon, Korea: KOTESOL.
http://www.kotesol.org/publications/proceedings/1997/ nunan _david.pdf (html
version) (retrieved 15 November 2007).
5.
Nunn, R. 2000. Designing rating scales for small-group interaction. ELT Journal
54, 2: 169
–
178
6.
Pennington, M.C. and Richards, J.C. 1986. Pronunciation revisited. TESOL
Quarterly 20, 2: 207
–
225.
7.
Pica, T., Holliday, L., Lewis, N. and Morgenthaler, L. 1989. Comprehensible
output as an outcome of linguistics demands on the learner. SSLA 11, 63
–
90.
8.
Bayanxanova, I. F. (2023). LINGUOPRAGMATIC FEATURES OF PROVERBS IN
UZBEK, KOREAN AND ENGLISH. Innovation: The Journal of Social Sciences and
Researches, (1), 18-21.
9.
Nusratullayevich, P. T. B. (2022). The role of Alisher Navoi’s spiritual heritage in
the moral education of youth. EPRA International Journal of Research and Development
(IJRD), 7(4), 38-39.
10.
Туробов, Б. Н. (2022). ШАРҚШУНОС ЕЭ БЕРТЕЛЬС МУТАФАККИР АЛИШЕР
НАВОИЙ ИЖОДИНИНГ ШАКЛЛАНИШ ОМИЛЛАРИ ТЎҒРИСИДА. ФИЛОСОФИЯ И
ЖИЗНЬ МЕЖДУНАРОДНЫЙ ЖУРНАЛ, (SI
-2).
