Andijan state institute of foreign languages

Global Listening:

When the students listen to something and try to understand it in a more general way, it is known as Global Listening or the listening for gist.

In our classrooms, this often involves tasks such as identifying the main idea, noting a sequence of events and the like. It could involve very general questions like ‘What’s the main topic?’ or if more task support is needed, giving the learners a few choices (friends, sports, the weather) and having them choose the main topic.
Global listening occurs when we simply want to get the main point of what we are listening to. We might only want to know the topic of a conversation, radio or TV programme, or we might be vaguely following it at the same time as doing other things like driving or cooking. Native speakers do this type of listening frequently and automatically because they need pay little attention to get the general idea. Learners of a language may find it more difficult. They may feel the need to understand every word, and give up completely if they don’t, and they may be disturbed by distractions such as noise and poor sound quality, which are not generally a problem for native speakers.
In this type of listening, the listener is usually required to have developed the first and foremost level of listening which includes the following components:

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  Sound Recognition: Obviously a student will be unable to make any sense at all of what he hears if he cannot recognize the distinctive sounds.
  
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  Recognizing and identifying the different intonation patterns.
  

Many listening comprehension passages especially the longer ones to be found in published course material, are suitable for other types of work, too, e.g. structure practice. In cases like this, many of the techniques for presentation and practice on reading comprehension can be adopted to listening, so if a text is too long, it can be divided up and global pre-questions can be set, followed by more specific post-questions.