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ASSESSING LISTENING SKILLS IN THE CLASSROOM
Teshaboyeva Nafisa Zubaydulla qizi
Scientific advisor
Po`latova Guli Nuriddin qizi
Student of group 103-23
Jizzakh branch of National University of Uzbekistan
named after Mirzo Ulug`bek
The Faculty of Psychology, the department of Foreign languages
Philology and foreign languages
https://doi.org/10.5281/zenodo.14233561
Abstract
: This article is about how to rate listening skill in the classroom. Everydiv
knows that listening is vital skill, along with other skills such as reading, writing, and
speaking.
Keywords:
Assessing, Listening, Language classroom, using songs and videos.
Introduction
One of the main reasons for getting students to listen to spoken English in to let them
hear different varieties and accents. In today’s world they need to be exposed not only to one
variety of English (British English, for example) but also to varieties such as American English,
Australian English, Caribbean English, Indian English or West African English. There are
number of ways in which listening activities differ from other classroom exercises: Firstly,
Tapes go at the same speed for everydiv. Unlike language study or speaking practice or even
reading, where individual students can read (to some extent) at their own pace the tape
continues even if individual students are lost. Unlike reading listeners to a tape cannot flick
back to a previous paragraph, re – read the headline, stop to look at the picture and
think for a bit before continuing. On the contrary, they have to go with the speed of the voice
(s). They are listening to. Of course, they can stop tapes and rewind them but essentially, the
speed of the speaker (s) dominates the interaction not that of listener.
Knowing how to listen is the cornerstone to effective communication. Students cannot
be successful in school if listening skills are not developed and honed. Teachers can assess
students’ listening skills by conducting a few simple activities. Record the results from the
activities and develop an action plan addressing how to improve listening skills if needed. If
you believe hearing is a problem, and not listening advise the student’s parents to consult an
audiologist.
Effective, modern methods of teaching listening skills encompass everything from
interactive exercises to multimedia resources. Listening skills are best learned through
simple, engaging activities that focus more on the learning process than on the final product.
Whether you are working with a large group of students or a small one, you can use any of the
following examples to develop your own methods for teaching students how to listen well.
Interpersonal Activities
One effective and nonthreatening way for students to develop stronger listening skills is
through interpersonal activities, such as mock interviews and storytelling. Assign the students
to small groups of two or three, and then give them a particular listening activity to
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accomplish. For example, you may have one student interview another for a job with a
company or for an article in a newspaper. Even a storytelling activity, such as one that
answers the question “What was your favorite movie from last year?” can give students the
opportunity to ask one another questions and then to practice active listening skills.
Group Activities
Larger group activities also serve as a helpful method for teaching listening skills to
students. You can begin with a simple group activity. For the first part, divide students into
groups of five or larger and instruct them to learn one hobby or interest of at least two other
group members. Encourage them to ask clarifying questions during the activity, and you may
allow them to take notes if helpful. However, as time passes and their skills grow, you should
limit students to only writing notes after the completion of the first part of the group activity.
For the second part, have the students sit in a large circle, and then have each individual
student share the name and the hobby or interest of the group members that she or he met.
This second part of the group activity can also lend itself to additional listening exercises. For
example, you may ask students to name a number of the hobbies and interests identified
during the sharing session.
Audio Segments
You can also teach listening skills through audio segments of radio programs, online
podcasts, instructional lectures and other audio messages. You should model this interactive
listening process in class with your students, and then instruct them to repeat the exercise on
their own. First, instruct students to prepare for listening by considering anything that they
will want to learn from the content of the audio segment. Once they have written down or
shared these ideas, then play the audio segment, allowing the students to take notes if helpful.
Once they have gained confidence and experience, repeat this activity but instruct students to
not take notes until the completion of the audio segment. You can use shorter or longer audio
segments, and you can choose more accessible or more challenging material for this type of
exercise.
Video Segments
Another helpful resource for teaching listening skills are video segments, including short
sketches, news programs, documentary films, interview segments, and dramatic and comedic
material. As with audio segments, select the portion and length of the video segment based on
the skill level of your students. With your students, first watch the segment without any sound
and discuss it together. Encourage the students to identify what they think will be the content
of the segment. Then, watch the segment again, this time with sound, allowing students to
take notes if helpful for their skill level. After the completion of the video segment, you can
have students write a brief summary of the segment, or you can take time to discuss as a
group how the segment compares with the students’ expectations.
Instructional Tips
Whatever method you use for teaching listening, keep a few key instructional tips in
mind that will help both you and your students navigate the learning process. One, keep your
expectations simple, as even the most experienced listener would be unable to completely and
accurately recall the entirety of a message. Two, keep your directions accessible and build in
opportunities for students not only to ask clarifying questions, but also to make mistakes.
Three, help students navigate their communication anxiety by developing activities
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appropriate to their skill and confidence level, and then strengthen their confidence by
celebrating the ways in which they do improve, no matter how small.
Conclusion
Assessment is an integral aspect of the pedagogical process of designing lessons,
implementing them, and evaluating their success. Without an assessment component in every
listening activities and every course, we couldn`t determine the attainment of objectives and
goals. To assessing listening we have to considered to what levels and what assessment
methods appropriate to our students. We have also consider too the micro and macro skills of
listening, from processing tiny bits and pieces of language to strategic, interactive, and
complex skills of extended discourse.
References:
1.
Teshaboyeva, N. (2023). THE MODERN INNOVATIVE TECHNOLOGIES IN TEACHING
FOREIGN LANGUAGES. Журнал иностранных языков и лингвистики,
2.
Teshaboyeva, N., & Rayimberdiyev, S. (2023, May). THE IMPORTANCE OF USING
MULTIMEDIA TECHNOLOGY IN TEACHING ENGLISH CLASSES. In Academic International
Conference on Multi-Disciplinary Studies and Education
3.
Nafisa, T., & Marina, S. (2023). TEACHING AND LEARNING OF ENGLISH
4.
Abdal, H. F. (2012). Listening comprehension strategies of Arabic-speaking ESL
Learners. (Unpublished Graduate Thesis). Fort Collins, Colorado, Colorado State University.
5.
Gebhard, Gerry. 2000. Teaching English as A Second or Foreign Language. Oxford:
University Press.
6.
АМАНБАЕВ,
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(2022).
НАРКУЛОВА
ИРК
Технология
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самостоятельной работы в высших военных образовательных заведениях Республики
Узбекистан. МОЛОДОЙ УЧЕНЫЙ Учредители: ООО" Издательство Молодой ученый".–
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Jack Richards, Designing instructional materials for teaching listening comprehension, in
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