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References:
1.Karamysheva T.V. Learning foreign languages using a computer. In questions and answers. - SPb .: Publishing House, 2001. - 192 p.
2. Korenkova M.M., Malinin I. A., "The use of multimedia tools for teaching English". Department of Foreign Languages, NRU HSE Nizhny Novgorod.
3. Krivenok O. "Multimedia technologies in the teaching of foreign languages" http://ito.edu.ru/2008/MariyEl/III/III-0-16.html
UDK 81-13
Kh. Umurova Senior teacher Bukhara State University Uzbekistan, Bukhara city COMMUNICATIVE APPROACH IN LISTENING
Summary: The following article discusses the strategies of listening and reveals some methods of using communicative approach in teaching listening.
Key words: communicative approach, interpersonal communication, pronunciation, dual dictation, memory quiz.
The main aim of learning a foreign language is to communicate with native speakers in different situations. To achieve this goal, taking communicative approach into listening training is necessary. There are particular features in applying communicative listening training and various strategies, activities can be selected in the classroom. Index Terms—communicative language teaching, listening training, strategies, methods communicative approach has been largely accepted by teachers in teaching foreign languages in classrooms. In order to apply it successfully in listening comprehension training, it's of importance for the teachers to discuss the features, strategies and methods of communicative listening training.
In modern times, the world has shrunk and in many cases interpersonal communication is now more vital than academic usage. It is now important for the learner to be equipped with the command of English which allows him to express himself in speech or in writing in a much greater variety of contexts. Learning to use a language thus involves a great deal more than acquiring some grammar rules and vocabularies and a reasonable pronunciation. It involves the competence to suit the language to the situation, the participants and the basic purpose. Conversely, and equally important, it involves the competence to interpret other speakers to the full. It is observed that language students are best motivated by practice in which they sense that language is truly communicative. The teacher's skills are moving them forward to a fuller competence. In the traditional ELT much emphasis has been put on the students' mastering vocabulary and grammar. Language form was regarded as the content of teaching. There are signs that linguists are turning language teachers' attention to the communicative properties of language and the functioning of language in social context. Influenced by these
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functional and social-cultural linguists, language teachers are paying more attention to the function of language. Listening skill has been ever neglected for a fairly long time in ELT in many countries. This led to that graduates who have been studying English for about 10 years don't have a satisfying proficiency on listening comprehension and speaking. Actually a person's speaking proficiency is directly related to his listening ability. Listening as an important way of getting information is getting more and more attention.
Ur also summarizes that most of our real-life listening activity is characterized by the following features:
1. We listen for a purpose and with certain expectations.
2.We make an immediate response to what we hear.
3.We see the person we are listening to.
4.There are some visual or environmental clues as to the meaning of what is
heard.
5.Stretches of heard discourse come in short chunks. 6.Most heard discourse is spontaneous and therefore differs from formal spoken prose in the amount of redundancy, " noise" and colloquialisms, and in its auditory character. Sometimes particular situations may lack one or more of these characteristics—when watching television we are not normally expected to respond, when listening to a lecture we may have to hear uninterrupted speech for a very long time indeed—but it is only very rarely that none of them is present at all. Classroom practice should usually incorporate such characteristics of real-life listening as those described above. Here below some practical advice how to use communicative approach in teaching listening:
Dual dictation. Ask students to get into pairs to write a dialogue. When student A is speaking, student B should write down what they are saying and vice versa. When they have finished the conversation, they should check what each other has written and put the two sides of the conversation together. You could then ask students to perform their dialogues again to the rest of the class, or to swap with other pairs.
This activity works best if you give students a theme or role-play, e.g. o A conversation between friends about holidays o An argument between siblings o An interview with a famous person o A scene from a film o Class memory quiz
Ask one student at a time to go to the front of the class. Ask the rest of the class to ask them any questions they like. e.g.
o What is your favourite colour/food/band? o What did you have for lunch? o Which country would you most like to visit?
Try to make a note of some of the answers. When all of the students (or half of the students, if you have a large group) have been interviewed, explain that you are going to hold a quiz about the class. Get the students into small teams and ask
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them to put their hand up if they know the answer to a question, e.g. Which student likes Oasis? What is Marie's favourite food? Which two students would like to be famous actors?
Award a point to the first team to answer correctly. This game can be a lot of fun, and encourages students to listen to each other.
With the thorough understanding of the features of communicative listening practice and the application of proper strategies and teaching methods, the teachers can effectively take communicative approach into the classrooms and the objectives of the class can be possibly achieved. It is obvious that more exploring work needs to be done concerning about the above and thus communicative listening approach could be developed.
In conclusion, unlike the traditional listening classes attended by the control group in this study in which the teacher only used listening activities to test the listening abilities of the students, emphasizing outcome and leading to anxiety and apprehension, teaching focused on the process by exposing students to a rich background knowledge and various effective and efficient listening strategies for approaching listening tasks of different types, opening up less frustrating routes to successful listening. These activities might become more relevant and interesting for the learners.
References:
1. Bacon, S.M. (1992). Phases of Listening to Authentic Input in Spanish: a descriptive Study. Foreign Language Annals,25-4.
2. Cohen, A.D., (1996). Verbal reports as a source of insight into second-language learner strategies, in Applied Language Learner, 7 (1).
3. Ur, P. (1984). Teaching Listening Comprehension. Cambridge: Cambridge University Press. [13] Vandergrift, L. (1997). The Listening Strategies of Second Language (French) Listeners: a descriptive Study. Foreign Language Annals,30-3
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