0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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HOW TO IMPROVE LISTENING SKILLS
Gulrukh Bekniyazovna Tashniyazova
Student, Chirchik state pedagogical university nodirtoshniozov@gmail.com Scientific adviser: Mavluda Abduvaliyevna Komiljonova An EFL teacher, Chirchik state pedagogical university mavlyudadiurayeval @gmail.com
ABSTRACT
This article examines students" listening difficulties and the factors that lead to students" comprehension related difficulties. The article also provides some strategies and methods to help students analyze key problems in their listening skills and improve their listening skills.
Keywords: foreign languages, structural methods, modern textbooks and manuals.
INTRODUCTION
Listening, or listening comprehension, is the first and most important skill that language learners must learn in learning a new language. This is a receptive skill, meaning that newcomers to language learning learn new words from what they hear or listen to. The ability to receive affects the ability to produce. If only they knew how to listen; as a result, they understand effective skills, i.e. speaking and writing, and even have good speech. To be a good listener, students need to think actively while listening. Listening is an activity in many language learning processes, both in and out of the language classroom participates. Improving listening skills is the basis for developing other language skills.
For many years, listening comprehension skills were not a priority in language teaching. Educational methods emphasized productive skills, and it became clear that the relationship between receptive and productive skills was not well understood. Until recently, the nature of second language listening comprehension was ignored by applied linguists, and it was often assumed that listening skills could be acquired through exposure but not actually learned. This position was replaced by an active interest in the role of listening comprehension in second language acquisition, and the development of strong theories about the nature of language comprehension. Sometimes people think of listening as a passive skill. In fact, the ability to listen requires the active participation of the listener. The listener must actively incorporate
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
knowledge from linguistic and non-linguistic sources to reconstruct the message the speaker is trying to convey. Listening is an active process in which the receiver takes responsibility. It also requires a response from the listener. Actions, facial expressions and applause can be the answer. Listening is very important in learning English. Anyone who wants to learn English well should be able to master listening comprehension as one of the English language skills. By learning listening skills, people can learn English faster than before. Listening also plays an important role in conversation because people can respond after listening to the speaker. Since listening is important for understanding the spoken message, listening skills cannot be neglected in teaching English. Developing teaching and learning strategies for teachers to help students develop listening skills. Listening practice is probably the most reliable way to lead to real communication, because the speaking skills of students can be considered weak, because they do not know how to express their feelings and thoughts during listening, conversation, communication. In fact, listening to English is very useful for all students to deepen or improve their language skills.
LITERATURE ANALYSIS AND METHODOLOGY
From the point of view of linguistics, the following factors can interfere with the understanding of a foreign language: the speed of speech, the complexity of language structures and vocabulary, phonological features (for example, dialect or foreign accent, different speakers), the absence of visual effects, background noise and occasional difficulty concentrating or hearing. From the point of view of the subject (content), the basic knowledge of the subject is very important. If the listener is not familiar with the topic, it can make the comprehension process difficult - the cognitive load that the material presents is too high possible Listening material in a language class usually challenges students' language knowledge and skills and rarely affects cognitive skills, while material in a content class is concerned with thinking processes and specific content. requires the exception of related terms. During a language lesson, students usually listen to recorded real-life situations that show, for example, how a foreign language is used. an excerpt from a story, dialogue, debate, film or radio show. The listening material in the subject lesson focuses on the academic context, the focus is on information, and the speaker is often of secondary importance. In addition, the main source of listening is the teacher himself. Another common resource is explainer videos that show aspects of a topic that can't be shown otherwise. During the language learning process, language learners face several challenges; most of them can occur during the listening comprehension process.
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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Listening as understanding is a traditional way of thinking about the nature of listening. In fact, in many methodical manuals, listening and hearing are synonymous. This view of listening is based on the assumption that the primary function of listening in second language learning is to facilitate comprehension of spoken language. Some scholars offer the following views:
The first principle of improving listening is to choose appropriate resources for students at different levels and according to their different needs. There is a wide variety of listening material we can use: videotapes, films, BBC news, songs, recorded tapes and even 'live' material. In addition, it is easy for teachers to prepare well for the audition before coming to class. But teachers should listen to the materials themselves before bringing them into the classroom, because teachers need to know where students might be having trouble and when to pause and explain. In addition, Underwood says that by not seeing the speaker while listening, students must focus on what they hear instead of relying on paralinguistic cues to infer the meaning of what is being said.
The second principle of improving listening skills is how to plan appropriate tasks, exercises or activities for students. When designing listening exercises, we need to consider the following factors. First, keep in mind the real-life situation we are preparing for the students, and the specific challenges they may face and need practice to overcome, and one of the teachers' goals in teaching listening is to teach students to listen with goals and expectations. should be. By setting a listening goal, students listen more attentively and thus listen more successfully because they can listen selectively without having to memorize every detail of what they hear. Second, we need to plan activities or activities according to the characteristics of the classroom, such as class size, number of students, or availability of equipment. Third, and most importantly, try to increase students' interest and motivate them. Student motivation is a critical factor in successful learning, so if a student can successfully complete simple tasks, he or she will have more confidence to practice other skills. Rather, tasks that are difficult to understand given students become demotivated because they cannot complete the assignments. Failure to complete tasks may even lead to the formation of one of the habits of passive and unsuccessful listening can occur, where listeners equate "listening" with sitting back and swallowing a largely meaningless sequence of sounds. Choosing topics should not be too difficult or too easy. If teachers provide adequate support to students prior to listening, students can selectively attend to relevant parts, thereby reducing the amount of information processing and memorization. Pre-listening support for students allows students to achieve higher levels of achievement and thus build confidence. Listening exercises
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
are designed to help students develop the skills to extract information from spoken speech. Teachers can use listening exercises to give students an opportunity to practice their ability to predict, compare and interpret what they have learned from listening to their language. Good listening activities can help students move through the listening text based on pre-listening expectations, but they should be fun and something most students can do, as failure to complete the task can lead to demotivation.
CONCLUSION
In conclusion, listening is a complex skill that must be developed through practice. Teachers should provide opportunities for their students to reflect on their listening processes and practices. The role of the teacher is very important, because the teacher not only guides students in the process of listening, but also motivates them and allows them to control their knowledge. Most English programs do not focus on listening comprehension. Listening is a difficult process. Listening comprehension strategies should be used simultaneously. When we listen to a text, we need to understand it, retain the information in memory, integrate it with the next one, and make sense of what we heard through previous knowledge and subsequent information.
REFERENCES
1. Komiljonova M. A. et al. Content and language integrated learning (clil) method and how it is changing the foreign language learning landscape //o'zbekistonda fanlararo innovatsiyalar va ilmiy tadqiqotlar jurnali. - 2024. - T. 2. - №. 26. - C. 2633.
2. Djurayeva, M. A. (2023). Developing note-taking skills in consecutive interpreting. Academic Research in Educational Sciences, 4(4), 232-236.
3. Djurayeva M. Delving into note-taking technique in consecutive interpreting //Models and methods in modern science. - 2022. - T. 1. - №. 17. - C. 43-49.
4. Krishnaswamy, N., and Lalitha Krishnaswamy, N. Teaching English: Approaches, Methods and Techniques, Macmillan India Ltd.
5. Buck, G. (2001). Assessing Listening. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511732959
6. Underwood, M. Teaching Listening. New York: Longman Limited.1997. 11p. 10. Brown, H. D., 1994. Principles of Language Learning and Teaching. 3rd edition. 104 p.
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