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THE ROLE OF LISTENING COMPREHENSION IN COMMUNICATIVE
LANGUAGE TEACHING
Teshaboyeva Nafisa Zubaydulla qizi
Jizzakh Branch of the NationalUniversity of
Uzbekistan named after Mirzo Ulug'bek
The faculty of Psychology, department of Foreign languages
Phylology and foreign languages
Davlatboyeva Ozoda
Student of group 102-23
https://doi.org/10.5281/zenodo.14436713
Annotation.
The following article is written with an aim of explaining the current role of
listening comprehension in communicative language teaching (CLT), the challenges faced by
learners and effective strategies to overcome those problems.
Key words.
Listening skill, comprehension, pronounciation, challenges, strategies.
Аннотация.
Следующая статья написана с целью объяснить текущую роль
аудирования в коммуникативном обучении языку (CLT), проблемы, с которыми
сталкиваются учащиеся, и эффективные стратегии преодоления этих проблем.
Ключевые слова
. Навык аудирования, понимание, произношение, проблемы,
стратегии.
INTRODUCTION
Listening is the most significant part of communication as it is pivotal in providing
asubstantial and meaningful response. Especially in learning a language for communicative
purpose, listening plays a vital role, as it helps the language learner to acquire
pronunciation,
word stress, vocabulary,
and
syntax
and the
comprehension of messages
conveyed can be
based solely on
tone of voice, pitch and accent;
and it is only possible when we listen.
Without understanding input appropriately, learning simply cannot get any improvement. In
addition, without listening skill, no communication can be achieved.Also, every study
conducted regarding the language skills acquisition has proved that when we communicate,
we gain 45% of language competence from listening, 30% from speaking, 15% from reading
and 10% from writing. With the highest percentage of involvement in the exchange of
information in effective communication, listening has to be considered a language forerunner.
Listening, unlike the other language skills, is felt comparatively much difficult by the learners,
as it has all its interrelated subskills such as receiving, understanding, remembering,
evaluating, and responding. But with the advent of communicative language-teaching and the
focus on proficiency, the learning and teaching of listening started to receive more attention.
However, listening is not yet fully integrated into the curriculum and needs to be given more
attention in a language learning setting.
MAIN BODY
TEACHING LISTENING-THE CHALLENGES
According to Yagang (1994), the problems in listening were accompanied with the four
following factors: the message, the speaker, the listener and the physical setting. The
problems were believed to cause by the speech rate, vocabulary and pronunciation. As
Flowerdew & Miller (1996)assumed that the problems of the students were for the speed of
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delivery, new terminology and concept, difficulty in focusing and the physical
environment.The main reasons why the learners feel listening difficult are:
i. Lack of effort to understand each and every word while listening. Especially in L2
acquisition they are unable transfer their L1 skill easily to a second language.
ii. Failure or laziness to build up their vocabulary gradually and this greatly reflects in their
listening and keeps them low spirited in acquiring the language skills.
iii. Listeners problem with different pronunciation, accents as they stick to one particular
articulation.
iv. Listener’s concentration power or listening stamina greatly influences their listening
skills, which is not so in the case of acquiring the other language skills (reading, speaking and
writing) even when they are carried for a longer period of time.
v. Distraction by the physical setting or the environment in which listening is to be carried
out. This becomes an added challenge for an average learner and a main confront even for
good listeners.
Listening activities generally induces the anxiety and stress among the learners as it
involves the interpersonal and interpretive modes of communication in which he/she has to
actively participate. Mainly, unlike other language skills it is not at learner’s control and may
be done at variable speeds as it is not at the complete control of the listener at all settings.
STRATEGIES FOR EFFECTIVE TEACHING OF LISTENING
Listening strategies are techniques or activities that contribute directly to the recall of
listening input. In the recent days, a number of listening strategies have been formulated to
match with every different listening situation and because of this, in teaching listening skills,
the language learners are facilitated in getting adjusted to their listening behavior to deal with
a variety of situations, types of input, and listening purposes. Listening strategies can be
broadly classified as Top-down strategies and Bottom-up strategies.Top-down strategies are
listener based; the listener relies on the background knowledge of the topic, the listening
context, the text type, and the language and they help the listener to interpret the ideas he has
listened. Top-down strategies are for:
listening for the main idea
predicting
drawing inference
summarizing
On the other hand, Bottom-up strategies are text based where the listeners use linguistic
knowledge to understand information. Here the listener relies on the language in the message,
that is, the combination of sounds, words, and grammar to arrive at the final message.
Bottom-up strategies are to
concentrate on specific details while listening
recognize word-order patterns.
CONCLUSION
To conclude, it can be said, without listening skills, language learning is impossible. This
is because there is no communication where there is no human interaction. Also, listening is
crucial not only in language learning but also for learning other subjects. But even today, with
all the technological advancements in the field of education, learners have problems with
listening. The main reasons are: they spend too little time to improve their listening skills; the
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inappropriate strategies tested on them in a learning setting may be an important reason for
their poor listening comprehension. The problems are also caused from the listening material
and physical settings. To acquire high level listening skills, more exposure is given to the
learners with variety of listening comprehension. Knowing the context of a listening text and
the purpose for listening greatly reduce the burden of comprehension. Listeners can use both
bottom-up processers (linguistic knowledge) and top-down processes (prior knowledge) to
comprehend. Teachers should play an important role in teaching learners strategies and how
to apply them into the listening task. They can help students develop sound strategies for
comprehension through a process approach to teach listening. These are some suggestions to
overcome the challenges in listening as well as to upgrade the listening skills of students.
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