Andijon davlat chet tillar instituti

Lecture-4
Modern technologies in teaching listening
Plan
1.The system of exercises specific to the formation of various mechanisms of listening.
2.Stages of working with audio-texts.
3.The system of exercises in teaching listening.
4.Modern technologies in teaching listening.


Key words: listening comprehension, bottom-up and top-down models of processing, cognitive mechanism, kind of memory, linguistic/language skills, acoustic perception, teaching listening, listening practice, sounds discrimination, multiple skills, audio text,


Techniques the teacher uses to develop listening skills.
1. Conducting a lesson in a FL gives the teacher an opportunity to develop pupils’ abilities in listening, to demonstrate the language as a means of communication, to provide favorable conditions for the assimilation of the language.
2.The teacher uses drill and speech exercises to develop listening comprehension.
3.The teacher organizes activities in listening to texts

G.V.Rogova suggests the following “steps” for developing listening skills

Step 1. Pupils listen to short easy texts from the teacher supported by visuality.
Step 2. Pupils learn to aud short easy texts from the teacher without visual «props»
Step 3. They learn to aud short easy texts in the recording without visual «props» — таянчлар
Step 4. Pupils learn to aud from the teacher longer texts supported by visuality.
Step 5. They learn to aud from the teacher easy longer texts without visual «props»
Step 6. Pupils learn to aud easy longer texts in the recording supported by visuahty.
Step 7. They learn to aud easy longer texts in the recording without visual «props».
Step 8. Pupils learn to aud texts containing unfamiliar linguistic material from the teacher supported by visuahty.
Step 9. They learn to aud texts containing unfamiliar linguistic material from the teacher withoud visual «props».
Step 10. Pupils learn to aud texts containing unfamiliar linguistic material supported by visuality (sound film strips and films of educational value and amusing) in the recording.
Step 11. Pupils learn to aud texts more difficult for perception containing unfamiliar linguistic material in the recording.

There are a number of orthodoxies propagated about the teaching of listening and the treatment of listening on teacher training courses. These include:

1. 
   Use plenty of recorded material.
   
2. 
   Prepare the learners for listening by setting the scene, introducing the characters, pre-teaching vocabulary etc.
   
3. 
   Before the learners listen, set a listening task which directs them to an overall 'gist' understanding of the passage.
   
4. 
   Check the answers to this task, playing the recording again if necessary.
   
5. 
   Set a further task, or tasks, which direct learners to a more detailed understanding.
   
6. 
   Only use the tapescript (if there is one!) as a last resort.
   
7. 
   Make the recording, and the tasks, as 'authentic' as possible.
   

1. plan & organize your talk clearly and use vocabulary precisely.

2. use gestures, tone and facial expressions so that your talk becomes interesting.
3. organize your ideas and give them in a logical order.
4. express your thoughts clearly.
5. talk confidently and fluently.
6. simplify your language to suit your students’ level.
7. make regular comments and ask questions.
8. listen carefully to other views, accept all suitable and relevant ideas even if they are opposite with yours.
9. concentrate on the main points of the lesson.
10. make notes of common errors.
11. involve as many students as possible.
12. check students’ comprehension all the time.
13. care for giving and receiving authentic language.

Presenting a listening activity goes in three stages . In each stage there are some steps that should be followed:

#1. Pre-listening stage: 
* Prepare pupils for the listening activity by:
1- Introduce the topic of listening; say the title of the topic.
2- Activate pupils’ existing knowledge; lead discussion around the topic to elicit what pupils already know about the topic and what they need to know or what information they anticipate to listen to.
3- Build prior knowledge; provide appropriate background information about the speakers, the topic, concepts and vocabulary embedded in the text and motivate pupils’ interest to listen.
4- Define a purpose for the listening activity; ask a pre-question pupils think of its answer while listening or identify a task for pupils to complete during listening.


#2. During listening stage:
* Pupils listen to the text at least twice:
1- The first time allows pupils to answer the pre-question, get a general idea about the topic and verify the accuracy of their predictions.
2- The second time and subsequent times help pupils to derive the information they need to complete the tasks identified in pre-listening stage.