CC BY
16
UDK 37.013.2
Mamatkulova N. F.
UzSWLU Tashkent
REQUIREMENTS TO THE SELECTION OF LISTENING TEXT
Abstract: Teaching a foreign language is a responsible and demanding profession. In methodology of English teaching listening is a big and crucial part. In the current article some new requirements to the selection of listening text are discussed as one of the main aspect of language teaching.
Key words: listening skill, requirement, text, comprehension, speech exercise;
Listening is a form of communication and is an active process. When you listen you must get meaning from what's being said before you can respond. (BBC, 2011) It is very important to make and choose the text. It should be interesting and be adequate to learner's age. If the learner is interested in the text, he/she will read it with pleasure. Activities in this stage would be interesting and easy including face to face interaction, using visual and tangible topics, clear description of the listening procedure, minimum use of written language, and immediate and ongoing responses and etc. So that learners can easily keep pace with the text and activity.
Listening to short chunks, music image, personal stories, teacher's talk, small question - answer, and interview may be applied in this stage.
The main source of getting information by listening is teacher's speech, tape recorder, radio; in any case, recording must be authentic. Recording two to three times is preferred in order to avoid rewind that may discrete attention of the listeners, films, filmstrip, TV program and many others.
Psychologists stress that mechanism to understand speech is the first step. This mechanism is closely connected with the mechanism of listening memory, while understanding speech it helps to understand a part of speech automatically. J.J. Jalolov, G.T.Makhkamova, Sh. S. Ashurov (2015) English Language Teaching Methodology
Our ability to process more information than what comes from one speaker or source creates a barrier to effective listening. While people speak at a rate of 125 to 175 words per minute, we can process between 400 and 800 words per minute.Owen Hargie, Skilled Interpersonal Interaction: Research, Theory, and Practice (London: Routledge, 2011), 195. This gap between speech rate and thought rate gives us an opportunity to side-process any number of thoughts that can be distracting from a more important message. Because of this gap, it is impossible to give one message our "undivided attention," but we can occupy other channels in our minds with thoughts related to the central message. For
example, using some of your extra cognitive processing abilities to repeat, rephrase, or reorganize messages coming from one source allows you to use that extra capacity in a way that reinforces the primary message.
The difference between speech and thought rate connects to personal barriers to listening, as personal concerns are often the focus of competing thoughts that can take us away from listening and challenge our ability to concentrate on others' messages. Two common barriers to concentration are self-centeredness and lack of motivation.Judi Brownell, "Listening Environment: A Perspective," in Perspectives on Listening, eds. Andrew D. Wolvin and Carolyn Gwynn Coakley.
The requirements to the speech exercises for teaching LC are as follows: they should provide proper drill in LC with the regard of its psychological and linguistic nature as a language activity (limited time of comprehension, tempo of speech), peculiarities of different language activities (dialogue, monologue); they should have educational character, i.e. they should help learners to overcome grammatical, lexical and structural difficulties of LC not in isolation, as it takes place in language exercises, but in connection with speech; they should provide the development of listening skills step by step in accordance with the level of learners' command of the target language, the character of the text etc.
Exercises in comprehension includes working on the language form, meaning and function (lexical, grammatical, phonetical material of an audio text).
Such exercises should provide intuitive comprehension of language material, which can be made possible if: a) well-set auditoiy images of language phenomena are created; b) long-term and short-term auditory memory are developed; c) inner speech in the target language is developed, but it has a broken character.
Aim of the preparatory exercises is to prevent or overcome linguistic and psychological difficulties before the presentation of an audiotext, so that the listener could concentrate his/her attention on comprehension of the content.
For example: listen to a pair of words and say what sounds are the same in them; try to recognize a new word among the familiar ones (clap your hands...); name nouns which are most often used with the following adjective; define the function of a word (is it a verb, noun or adj.).
The aim of the speech exercises is to develop skills of comprehension of speech. Via this type of exercises we teach students to divide an audiotext into parts, to find the main idea of a text, to extract new information from the text. Speech exercises are differentiated according to the developing auditory subskills in a dialogue and a monologue.
Ways of checking up understanding. You can control LC:
a) oral and in the written form;
b) in the mother tongue or in the target language depending on the language performance level of students;
c) extralinguistic and linguistic ways - draw, underline, perform an
action. Pupils are supposed to know the requirements of listening to particular text (e.g. the number of details).
- Multiple choice tests'(choose the correct answer out of 3-4);
- Fill in the blanks in the graphic variant;
- Answer the questions;
- Choose a suitable picture;
- Underline the correct answer (or raise your hand when...);
- Make up an outline of the story;
- Perform an action;
- Retell the text according to the plan/ key-words;
- Put the pictures in the logical order, described in the story;
- Colour the picture according to the content of the text;
- Draw a picture of...
Factors to consider when selecting listening materials A. Learner's language proficiency level and the linguistic demands of the listening text
Teachers need to bear the following questions in mind: Is the critical vocabulary in the recording (words central to an understanding of a topic) likely to be familiar to the listener?
1. To what extent does the task rely upon the ability to decode the linguistic content?
2. To what extent can the task be achieved without a full understanding of the linguistic content?
Learner level is an important factor in selecting authentic listening materials. According to Driven, spontaneously spoken language is too complex to be introduced in the classroom in the first stage of foreign language learning, but in the second or intermediate stage of foreign language learning, all the factors of the spontaneously spoken language come into action. So for the lower level learners, we should provide easier materials such as the short headline type reports, audio and radio advertising, or short news broadcasts or children's songs.
Listening is an important communication competence that includes complex cognitive processes like understanding and interpreting messages, affective processes like being motivated to pay attention, and behavioral processes like responding with both verbal and nonverbal feedback.
Used literature:
1. J.J. Jalolov, G.T.Makhkamova, Sh. S. Ashurov (2015) English Language Teaching Methodology
2. How to Teach Listening by J J Wilson (2008-05-15)
3. Owen Hargie, Skilled Interpersonal Interaction: Research, Theory, and Practice (London: Routledge 2011)
4. https://www.cambridge.org/elt/blog/2016/01/15/teaching-listening-5-listening-strategies/
5. https://www.learning-english-online.net/listening-comprehension/listening-strategies/
