Education of the republic of uzbekistan denou entrepreneurship and pedagogy the faculty of philology

1.2 MOST COMMON DIFFICULTIES IN LISTENING
The comes about of this ponder shown that auxiliary school understudies have a assortment of tuning in issues. The foremost unmistakable ones are being ignorant of tuning in rules, being bored with tuning in, not tuning in to the lesson, not understanding what one tunes in to, having moo inspiration for listening, making an exertion to precise oneself, not tuning in to the speaker, not tuning in to futile data. concluded that, these issues basically stem from speakers in imminent teachers' conclusions with respect to tuning in issues. Concurring to tuning in problem studies, other components influencing tuning in incorporate the audience, the subject and the environment. Concurring to Keray Dinçel's discoveries, the issues experienced by auxiliary school understudies amid Turkish lessons are the environment, tuning in writings, tuning in exercises, Turkish instructors and understudies. On the other hand, Bayram found that the larger part of tuning in issues happen amid the pre-listening organize and can be talked about beneath the titles of understudies, instructors, writings, situations, among others. Concurring to Underwood (1989), the most tuning in issues are failure to control of speaker's talking rate and dreary tuning in, listeners' constrained lexicon, disappointment to recognize signs correctly, interpretation issues, failure to concentrate, and set up learning propensities. Parallel to this, Underwood (1989) accepted that there's a coordinate connect between these issues and the students' contrasts in foundation. Understudies whose culture and instruction are centered around story-telling and verbal communication are for the most part more competent at tuning in comprehension than understudies whose culture and instruction are centered around perusing and book-based instruction research, listening comprehension troubles are related to errand and movement, message, speakers, and audience members. In addition, Renukadevi (2014) expressed that in spite of progressions in innovation within the field of instruction, understudies proceed to battle with the act of listening. These issues stem from a need of time went through on moving forward students' tuning in abilities, as well as from the use of incapable techniques within the learning environment, tuning in materials and physical environment. There are a few unmistakable comes about within the family-related perspectives of students' tuning in issues, counting “traditional family structure, families' need of instruction, families not having sufficient time to hone the essential listening handle with understudies, lack of interest of the family, families not being the proper part demonstrate for the understudies, not being tuned in of the understudies by their families. The foremost frequently repeated code among the approaches utilized by instructors to unravel these issues is raising mindfulness of the families approximately tuning in. The foremost unmistakable elective proposals are; Illuminating guardians approximately the significance of tuning in to understudies, giving tuning in instruction to the understudies within the family from early ages, guaranteeing school – family participation and making a sound environment with school-family participation.
As recommended by Maden (2013), it may be useful to supply families with trainings on intra- family communication, raising children and the importance of tuning in. Need of situations in which understudies can exhaust their vitality, noise and portability within the course, swarmed lesson, and gradual loss of persistence due to speeding up the life through web are critical codes that stem from tuning in issues within the topic of environment. Başkan and Deniz (2015) reminded us that physical lacks of the classroom and the commotion in the classroom environment have a negative effect on students' ability to tune in to the course. Steady with this, Keray Dinçel (2018) detailed that commotion caused by environment is one of the foremost genuine listening problems. This is parallel to the contention of Emiroğlu (2013) that imminent instructors who participated within the think about expressed that being hot, stuffy, boisterous of the environment conjointly being parcels of boosts and clutter within the environment where the discourse was made caused tuning in issues. Imhof, Henning & Kreft (2009) declared that in the event that the outside commotion got to be delicate or loud in the natural environment, consideration and tuning in execution would be ruined. This consider inspected the sorts of issue- understanding approaches utilized by instructors to address the problems arising from the environment. It was found that they endeavored to handle issues by advertising understudies a differing run of extracurricular exercises and empowering all understudies to maintain mentally dynamic through the use of innovation within the classroom. In expansion, teachers suggested that understudies be taken to the theater, that suitable listening environments be created, which the appropriate creative and scholarly situations be made for the understudies to fathom the problems.
Apart from that, restricting students' time went through on mechanical gadgets by families, and instructing understudies how to appropriately utilize media are other noteworthy codes that instructors recommended as options. The foremost striking and rehashed codes in the subject of availability are not being able to adapt to the beginning and finishing hours of the lesson, no prepared breakfast for understudies (being hungry), not paying attention to students' sleeping time, over the top course hours (5th and 6th grades), starting of the lessons at early hours and need of lexicon (tuning in and comprehension). Concurring to Bayram's (2019) think about, the result of the students' low level of readiness due to the issues caused by the understudy earlier to the tuning in action is seen as a result that addresses the subject of readiness. Teachers clarified that they used various problem-solving approaches such as spurring understudies for tuning in and planning exercises which progress understudy lexicon. In expansion to that, instructors emphasized on the significance of planning listening exercises that are appropriate for understudy age, doing works out which make strides student vocabulary, and perfect course measure usage. In terms of the speaker, the most striking codes that contribute to auxiliary school students' tuning in issues are addressing in a dull tone of voice, not advising students about the advantage of the subject, not advising understudies around the advantage of the subject and teachers' clothing inclinations. This fits with the discoveries of Başkan and Deniz (2015) that instructors who consistently utilize the same story procedures have a negative effect on students' tuning in comprehension. Other than, Keray Dinçel (2018) described problems such as teachers speaking in quietly and not addressing Turkish courses easily. Moreover, Bayram's (2019) discoveries pointed out that a few issues stem from instructors, such as not informing the understudies approximately the points, not being able to propel the understudies to listen to the lesson and not making any association between the subject and the genuine life within the pre- listening category. In addition, according to the results of an test consider conducted by Anderson and Lynch (1998) with Iranian people learning English as a moment dialect, the gather that listened to the native teachers whereas perusing by changing the pitch in the local dialect was more successful in terms of making inductions, choosing the rectify clue and listening comprehension.
This circumstance emphatically influenced the capacity to learn deducing in a moment dialect. This result is parallel to our study's findings, indicating the critical role of tone of voice in tuning in. Teachers' problem-solving approaches for the determination of issues that stem from the speaker are seen as the codes of speaking empathetically (to support tuning in), tending to multiple senses and paying consideration to stretch and sound. When the instructor points of view on the elective suggestions for the issues were inspected, utilizing signal and facial expression viably, giving significance to what instructors wear, explaining the topics agreeing to the student level, utilizing accounts, figures of speech, etc. whereas talking, being modern and neighborly are the codes emphasized as elective recommendations. These contentions are parallel to discoveries of Bayram's (2019) study. Turkish instructors who taken part to his think about suggested that teachersincorporatea assortment of exercises tokeep lessons curiously and pleasant both for themselves and their colleagues, while also paying attention to individual differences of understudies and keeping up students' consideration. In expansion, Çiftçi (2001) emphasized how the teacher's demeanors and behaviors, the strategies and methods he employs, as well as his proficient information, skills and capacities are all have an impact on the listeners. Turkish planned instructors met for Emiroğlu's (2013) think about emphasized the importance of paying consideration to the talking fashion and body dialect, as well as accurately and fittingly utilizing ones voice, sound and stress. Keray Dinçel (2018) stated in her consider that the students' desires of Turkish teachers include making the lesson as pleasant as conceivable, speaking loudly whereas instructing, having compelling classroom management and using the innovation. Comparative to Emiroğlu (2013), Marley (2000) found that audience members pay consideration to not as it were verbal behavior but also non-verbal components (body stances, body developments, motions, eye contact) in the social setting in which tuning in takes place (as cited in Martínez-Flor &Usó-Juan, 2006). Nearly all of the members who were auxiliary school understudies recognized not tuning in to the speaker and a need of listening mindfulness codes as the source of the problems within the subject of the audience. Concurring to Başkan and Deniz (2015), students accepted that lessons were easy, and that exams could be passed effortlessly which they did not need to listen to the lessons and were not curious about the lessons when they found them so easy. Separated from tuning in to the lesson, teachers' states of mind toward students were more effective than the course itself. When teachers' approaches to problem-solving are inspected, it is clear that making understudies dynamic whereas listening, making understudies active while listening, involving tuning in exercises based on compassion, making students realize importance of tuning in and managing with understudies separately are the most prominent problemsolving approaches. On the other hand, when elective arrangements were evaluated, it is obvious that making understudies realize the significance of listening, making understudies realize the convenience of information, creating environments which offer assistance understudies create compassion and using drama techniques are vital arrangement suggestions. Parallel to this considering, Bayram (2019), made a few recommendations for understudies to offer assistance them unravel their tuning in issues such as being physically prepared for tuning in preparing, taking notes whereas tuning in, and having eye-contact with the speaker. The recommendations that emerged in Bayram's (2019) consider vary from the suggestions made by the instructors in this consider. Goh (2000), on the other hand, recommended the following strategies for increasing student awareness about learning to tune in:
organizing course time for talks and reports on tuning in issues and valuable techniques, encouraging the understudies to think aloud after completing the listening assignment, extending and the scope and giving openings for person reactions by listening to the journals. The foremost frequently cited sources of the auxiliary school students' tuning in problems are need of fitting exercises for dynamic tuning in, troublesome substance of educational modules for student level, swarmed classes, lack of course materials and insufficient vocabulary of students within the topic of instruction. Agreeing to Aşılıoğlu's (2009) study findings, not making an environment that enable understudies to participate to the lesson successfully is one of the fundamental tuning in impediments. In addition, the discoveries such as making boisterous commotion by the companions in the class, having a expansive number of lesson size, and being disturbed by the friends are crucial tuning in deterrents that are comparable to Keray Dinçel's (2018) discoveries in their think about. When the problem-solving approaches for tuning in issues within the theme of instruction were inspected, utilizing materials which appeal to more than one sense organ, making environment for understudies to tune in to one another, explaining the tuning in rules before the listening movement, and making a difference students comprehend almost how to listen viably are the foremost prominent approaches set by teachers. Furthermore, when teachers' suggestions for settling tuning in problems were inspected, planning the exercises which make understudies active, organizing shorter and more attractive activities, giving obligations and duties to the students in the course, barring language structure themes from the educational programs, building Turkish lessons totally on perusing comprehension, decreasing the lesson measure, methods that keep student attention alive, and making situations for learning by doing are the significant codes that risen as alternative proposals in the theme of education. Within the theme of tuning in material, not being curiously of the substance, not being fitting of chosen writings for student level, not being curiously of tuning in content, not being curiously of the movement and having numerous, long, boring activities were emphasized on as the most significant sources of tuning in issues. Başkan and Deniz (2015) contended that understudies have trouble with