CC BY
15
SELF-PERCEIVED STRATEGIES IN LISTENING
COMPREHESION Samiyeva Z.I. Email: Samiyeva683@scientifictext.ru
Samiyeva Zuhra Ilhom qizi - Teacher, DEPARTMENT OF INTEGRATED LANGUAGE SKILLS, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this cross-sectional survey aims at investigating English-major university undergraduates about their self-perceived listening comprehension strategies they employ to comprehend listening texts. Uzbek version of the questionnaire was administered to randomly select male and female English major university undergraduates studying at foreign languages department during their regular teaching session to generate data. English language teachers should provide their students with appropriate skills of how to listen, retrospect on listening process and concentrate on practicing metacognitive and socio-affective strategies during their listening tasks.
Keywords: strategy, comprehension, verbal aptitude, metacognition, collaboration, skimming, acquisition.
СТРАТЕГИИ САМОПОЗНАНИЯ В ПОНИМАНИИ НА СЛУХ
Самиева З.И.
Самиева Зухра Илхом кизи - преподаватель, кафедра интеграции языковых навыков, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: этот кросс-секционный опрос направлен на изучение английских студентов-магистрантов крупных университетов, их самоощущаемых стратегиях понимания аудирования, которые они используют для понимания аудируемых текстов. Узбекская версия анкеты была введена для случайного отбора мужчин и женщин, изучающих английский язык на факультете иностранных языков во время их регулярной учебной сессии для получения данных. Преподаватели английского языка должны дать своим ученикам соответствующие навыки того, как слушать, ретроспективно взглянуть на процесс слушания и сосредоточиться на отработке метакогнитивных и социально-аффективных стратегий во время выполнения заданий по аудированию.
Ключевые слова: стратегия, понимание, вербальные способности, метапознание, сотрудничество, скимминг, приобретение.
UDC 81-139
Introduction. It has too been detailed that in spite of these endeavors, English dialect instructing has not appeared the required comes about and Uzbek EFL learners fall flat to attain the required capability within the target language including verbal aptitudes [1]. A developing mass of investigate has suggested that disappointment of accomplishing the required capability in verbal abilities by college students is caused by components just like the frail school graduates who join universities, unseemly educational program, defective educating strategies, non-supportive environment and need of inspiration on learners' portion etc. It is additionally detailed that in expansion to the above-mentioned variables, need of utilizing suitable tuning in comprehension procedures by EFL learners is another reason for their powerless verbal aptitudes.
Literature Review. Vandergrift has expressed that out of the four fundamental dialect aptitudes, tuning in is the foremost troublesome to think about and hence the slightest caught on. In spite of the fact that appropriate comprehension of this expertise is exceptionally vital for effective English dialect learning because it encourages ESL/EFL learners to internalize different dialect components when they are uncovered to adequate dialect input through tuning in aptitudes. Rost has expressed that "a key contrast between more fruitful and less fruitful acquirers relates in huge portion to their capacity to utilize tuning in as an implies of acquisition". O'Malley, Chamot, and Kupper have detailed that "listening comprehension is a dynamic and cognizant handle in which the audience develops meaning by utilizing signals from relevant data and from existing information, whereas depending upon numerous key assets to fulfill the errand prerequisite" [5].
In this manner, it happens that tuning in could be a complicated movement that's not one or the other simple to work neither out nor conceivable without broad mental effort. It has been found out that tuning in comprehension methodologies are the educational exercises and methods which play an imperative part in making strides the comprehension of tuning in input and its review. Agreeing to Vandergrift, tuning in comprehension procedures "refer to the procedures that audience's members deliberately or unknowingly utilize in arrange to get it, analyze, and decipher a text". It has been encourage expressed that successful use of suitable tuning in procedures encourages understanding tuning in writings particularly within the early stages of learning a dialect; hence, making dialect learning prepare more important and curiously to the learners [6]. Survey of significant writing uncovers that tuning in procedures have been classified into three sorts; i.e., "cognitive (mental exercises for controlling the dialect to achieve a assignment), metacognitive (mental exercises for coordinating dialect learning), and socio-affective (exercises including interaction or full of feeling control in dialect learning)" [3]. It has been detailed that cognitive techniques are misused to way better get it etymological input and have total data almost information. One illustration of cognitive methodology is to figure the meaning of obscure words from the setting. The cognitive procedures offer assistance the learners to get it the tuning in writings and store input in brief term memory for prompt utilize or indeed keep it in long-term memory for afterward get to. In this procedure, downplaying starts with the gathering of tuning in substance which is at that point analyzed by misusing the organization-sounds and words as a handle of translating. It has been expressed that this kind of technique is essentially a problem-solving procedure utilized by ESL/EFL learners to productively bargain with the tuning in writings and increment its comprehension. Redundancy, speculating, memorizing, summarizing and piecing together of subtle elements are the cases of cognitive procedures. Metacognition has been characterized as 'thinking around one's claim thinking'. Vandergrift has set that metacognitive procedures are utilized twofold by the progressed audience members as compared to basic audience members. Metacognitive procedures keep the learners cognizant amid the tuning in errands. It has been proposed that these procedures encourage tuning in comprehension by arranging, checking and evaluating the data collected related to the tuning in content as pre-listening exercises [6].
A major good thing about these techniques is the upgraded capacity of learners to realize their consideration back in the event that they lose it whereas tuning in to the text. Nelson and Conner have clarified the execution of these methodologies with the assistance of a relationship. For case, there's a learner who finds trouble in setting up joins between different concepts of a story. The utilize of a few realistic organizer like a mind map or concept drawing to connect different concepts of the story will be the misuse of metacognition to achieve the tuning in assignment successfully [4].
Concurring to him "skimming content for key data includes employing a cognitive technique, whereas evaluating the viability of skimming for gathering literary data would be a metacognitive strategy". Bingol, Celik, Yildiz, and Bazaar have expressed that 'socioaffective strategy' "ensures and advances positive enthusiastic responses and point of view of dialect learning" [2]. Vandergrift has characterized socio-affective methodologies as
the ones employed by audience members within the shape of collaboration with peers and companions, to confirm comprehension and to play down uneasiness to guarantee way better tuning in comprehension. The case of socio-affective techniques is "to select to practice a phone discussion in L2, with another understudy in arrange to create confidence, or remunerate them with a donut when they effectively total a few assignments within the target language" [6].
Habte-Gabr has moreover repeated that these methodologies incorporate fortifying learning by building way better learning relationship among the instructors and learners. Moreover, it is additionally vital for learner to know how to decrease the uneasiness, appear improved certainty and keep tall inspiration to maximize tuning in comprehension [3].
Conclusion. It is exceedingly prescribed that instructors ought to give their understudies with this certainty and mettle to conversation around their tuning in issues as well as the methodologies they have utilized to handle those issues. An artless dialog and sharing of their victories and disappointments in this respect will moreover offer assistance Uzbek learners select suitable and reasonable techniques. It moreover appears imperative that instructors ought to empower their understudies to share their criticism with their course mates to assist minimize these issues and improve conceivable outcomes of progressed tuning in comprehension.
References / Список литературы
1. Bacon S.M., 1992. The relationship between gender, comprehension, processing strategies, and cognitive and affective response in foreign language listening. Modern Language Journal, 76 (2). 160-177.
2. Bingol M.A., Celik C.B., Yildiz C.N. & Mart C.T., 2014. Listening Comprehension difficulties encountered by students in second language learning class. Journal of Educational and Instructional Studies in the World. 4 (4). 1-6.
3. Habte-Gabr E., 2006. The Importance of Socio-affective Strategies in Using EFL for Teaching Mainstream Subjects. The Journal of Humanizing Language Teaching. 8 (5).
4. Nelson S., & Conner C., 2008. Developing self-directed learners. Retrieved January 15, 2008.
5. O'Malley J., Chamot A. & Kupper L., 1989. Listening comprehension strategies in second language acquisition. Applied Linguistics. 10. 418-437.
6. Vandergrift L., 2007. Recent developments in second and foreign language listening comprehension research. Language Teaching. 40. 191-210.
ФОРМИРОВАНИЕ НАЦИОНАЛЬНОГО ВЗГЛЯДА У БУДУЩИХ
УЧИТЕЛЕЙ (НА ОСНОВЕ НАРОДНОГО ФОЛЬКЛОРА) Кадирова Х.А.1, Кадирова Н.А.2 Email: Kadirova683@scientifictext.ru
1Кадирова Хуршида Абдихалиловна - преподаватель; 2Кадирова Надира Абдихалиловна - студент, кафедра педагогики и менежмента, Чирчикский государственный педагогический институт, г. Чирчик, Республика Узбекистан
Аннотация: в данной статье раскрывается узбекская народная педагогика, которая впитала в себя вековые обычаи по воспитанию детей. Узбекский народ создал эпические поэмы, разнообразные сказки, песни, пословицы и поговорки, загадки и притчи, имеющие непреходящее познавательное и воспитательное значение. Народ -
