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LISTENING UNDERSTANDING EXERCISES ARE THE MAIN PART
AND THE END OF THE LESSON
Davletyarova Nazokat Ijodovna
Tashkent Pediatric Medical Institute Foreign Languages Department
Tashkent, Uzbekistan
Annotation.
Slightly reasoning process has expressive and logical aspects, these
makings are indissolubly linked with the perception of speech by ear. The instruments
of speech insight by ear are well studied in science. The first instrument, which
psychologists call language awareness. Convinced feelings are meant to rouse.
Keywords:
audio text, listening, technology, knowledge, listening, methods,
methodological rules, activity, goal, understanding, educational
RELEVANCE
Due to the work of the internal speech device, the speech motion analyzer
works during the understanding of the audio text. The level of understanding
depends on the repetition of speech in inner speech. A person repeats what he
hears by imitation. Reveals unfamiliar or difficult parts of the audio text internally,
and the more repetitions in the language material, the less repetitions there will
be. Therefore, it is recommended to combine spoken language and listening
comprehension.
The comparison may be incorrect based on the person
’
s previous
experience, feelings and emotions. The listener
’
s experience is understood as a
trace created by the organs of hearing and speech movements in the brain.
Recognition by comparison. The stronger the audio signal, the more active the
recognition mechanism (preferably called the comparison and cognition
mechanism). The exact opposite of what is heard is not preserved or restored in
the brain, but only a trace. The name of the next mechanism is called antiseptic.
Simply put, it
’
s better to figure it out in advance. When this mechanism is
activated, it is possible to know in advance the structure of the audio text
(sentences or word forms) or its content.
Another mechanism is called logical understanding of audio text. Understanding,
that is, logical understanding, occurs on the basis of analytical-synthetic practice of
brain activity and in the context of other possibilities. The formation of these
mechanisms develops students
’
listening skills. Listening skills are formed and
developed only by performing the necessary exercises in a foreign language.
Purpose.
The methodology differentiates between visual (pictorial) and
verbal supports in teaching listening. Maps, pictures, photographs, diagrams,
terrain plans and other graphic materials are visualized. Verbal supports can be
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presented in the form of keywords, plan, headings, various questionnaires,
allowing the listener to segment the text in accordance with the proposed method.
It is important to teach schoolchildren to find landmarks in the audio text itself
(intonationally highlighted words, headings and subheadings, words with logical
stress, rhetorical questions, repetitions).
For the fruitful teaching of listening, the correct answer to the question of
the feasibility of multiple presentation of the same audio text is of no small
importance. Presenting audio text twice and three times in the classroom is
advisable when setting up for a subsequent retelling or discussion of the text. Re-
listening should be preceded by the formulation of a new practical task that
mobilizes students for a deeper understanding. Both domestic and foreign
methodologists traditionally suggest breaking the work on the text into the
following stages: 1. Pretext. 2. Text. 3. Post-text. Teaching technology is the
science of teaching technology. Why is the concept of technology introduced?
In this case, it is emphasized 23 that teaching is carried out on a scientific
basis. The teacher must have a div of knowledge about the forms, methods,
means, content, methods of teaching, that is, a range of issues related to the
controllability of teaching is touched upon. Special attention is paid to the
diagnostically set goals, which guarantee the achievement of the result, constant
feedback, and the reproducibility of the training cycle. The technology of teaching
any kind of speech activity is as follows: familiarization (control), training
(control), application (control). In a simplified way, teaching listening, following
the three-step scheme presented above, can be represented as follows:
1. Briefing and pre-assignment.
2. Perception of the audio message.
3. Control of comprehension of audio text.
RESEARCH MATERIALS
The labelled psychophysiological mechanisms of speech perception by ear
are named by some names only for analysis. In speech, they are expressed as a
whole. As mentioned above, special time is devoted to listening comprehension
and specific exercises. The emphasis is on teaching listening skills from the first
hour of a foreign language course to graduation. In addition to the general
requirements for the oral part of the curriculum, there is a list of sentences
intended for listening comprehension only.
note that these are sentences that students only learn when listening to the
teacher. Teachers also know that listening and comprehension of lexical and
grammatical material is learned through speaking and reading. The teacher
’
s
exemplary speech is very important to the listeners. It is necessary to follow the
methodological rules, for example, conduct a lesson in a foreign language.
Reinforcement and repetition through listening comprehension and reading
make this type of speech activity a learning tool. At the beginning of the lesson,
most of the exercises designed to create an artificial foreign language
environment are performed by listening.
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RESEARCH RESULTS
Listening understanding exercises are the main part and the end of the
lesson. Unlike other types of speaking activity, listening comprehension is
achieved through instructional goals and tools while teaching a foreign language.
As a goal, practical study means obtaining information in a foreign language.
The content of all oral and reading topics is assimilated by ear. The same can be
said for listening and understanding information received during speaking and
reading. Considered as an educational tool, it is designed to study listening
comprehension (vocabulary, grammar, pronunciation units).
CONCLUSION
It is also recommended to practice listening to male and female voices,
listening to teachers and others, listening to the speech of young and old, listening
with and without a speaker. In practice, different approaches to teaching listening
are used. One is to teach language first, and then speech. According to this
methodological idea, students practice knowledge of words, phrases and
sentences, and then their attention is drawn to the content of the studied material.
Listening in this way is ineffective, time-consuming and therefore
unacceptable. According to the second direction used by teachers, listening
comprehension is directly related to the formation of speech skills. In the process
of teaching speaking, reading and writing, students learn to understand what they
read by ear, paying special attention to language material. This method is more
efficient. It is well known that speaking and listening are two integral parts of
speaking. The lexical and grammatical phenomena used in them are common.
Therefore, when it comes to teaching listening comprehension, it is a good idea to
practice listening while you are learning to speak.
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