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

1.4 THE PROCESS OF LISTENING COMPREHENSION
Listening comprehension is theoretically viewed as an active process in which individuals focus on selected aspects of auditory input, form meaning from passages, and associate what they hear. with existing knowledge. Cognitive psychology defines understanding as the process of processing information. Schemas are structures that guide the understanding process. Schema is described by Rumelhart (1980, p. 34) as “a data structure for representing general concepts stored in memory. It can be used to demonstrate our knowledge of all concepts: those basic objects, situations, events, sequences of events, actions, and sequences of actions. According to cognitive comprehension theory, "schema" refers to an abstract textual structure that listeners use to understand the given text. Listeners use language and situational cues as well as their expectations of new entry to evoke patterns. Once a pattern has been elicited, it becomes a directional structure in understanding. If the incoming information matches the pattern, then the listener has successfully understood the text; if they are not compatible, the information or schema will be deleted or modified. The schema principle leads to two basic modes of information processing: bottom-up and top-down processing. These two treatments intersect to develop an interactive treatment. Therefore, listening process models are divided into three categories. Bottom-up processing (model-first type) is triggered by incoming new data. The characteristics of the data are passed to the system through the most appropriate lower-level schemas. The diagrams are hierarchical, from the most specific at the bottom to the most general at the top. It recognizes that listening is a process of decoding sound, from the smallest meaningful units (phonemes) to the entire text. Thus, phonological units are decoded and linked together to build words, words are linked together to build sentences, sentences are linked together to build utterances, and utterances are linked. together to build a complete and meaningful text. That is, the meaning is achieved at the last step in the process. An incoming sequence of sounds triggers hierarchical patterns in the listener's mind – phonological knowledge, morphological knowledge, lexical and syntactic knowledge (knowledge of syntax helps to analyze sentence structure). Thus, listeners use their “knowledge of words, syntax, and grammar to find form” in bottom-up processing (Rubin, 1994, p. 210). This process is tied to the listener's linguistic knowledge. However, bottom-up processing has its weak points. Understanding a text is an interactive process between the listener's pre-existing knowledge and the text. The ability to understand effectively associating text material with the brains of listeners does not depend solely on their linguistic knowledge. Top-down processing (the second type) is explained as using basic knowledge to make sense of a message. Carrell and Eisterhold (1983) show that in top-down processing, the system makes general predictions based on "higher-level, common patterns and then looks for input information to match those patterns." This high-ranking is almost satisfied". In terms of listening, the listener actively constructs (or reproduces) the original meaning of the speaker using the new input as a signal. In this reconstruction, listeners use pre-existing knowledge of the context and situation in which listening takes place to understand what they are hearing. Context and situation involve such things as knowledge of the subject, speaker or speakers, and their correlation with the situation, as well as with each other and with previous events. We must realize that if the information arrives that the listener is not familiar with, then they cannot conjure up their patterns and they can only rely heavily on their LC language skills. Also, although the listener may trigger a pattern, it may not have the exact pattern the speaker expects. Therefore, relying solely on top-down processing can lead to misunderstandings (p. 557). Interactive processing (the third type) overcomes the disadvantages of bottom-up processing and top-down processing to increase comprehension. In the early 1980s, the trend was that only top-down processing was known to improve L2 (second language) listening comprehension. However, it is now more widely accepted that top-down and bottom-up listening processing should be combined to improve LC. Complex and simultaneous processing of background, contextual, and linguistic information facilitates understanding and interpretation. Once the content of the document is familiar to the listener, he will simultaneously use his background knowledge to make predictions that will be justified by the new entry. Conversely, if the listener is unfamiliar with the content of the listening text and lacks linguistic competence, they can only rely on their linguistic knowledge, especially lexical and syntactic knowledge, to understand information. From a cognitive point of view, Anderson (1985) determined that comprehension includes perception, analysis, and use. Perceptual processing is the encoding of an audio or written message. When listening, this includes the discrete phonemes of a continuous stream of speech (Anderson, 1995, p. 37). During this stage, an individual pays attention to the input and sound stored in the echo memory. While the input is still in the echo memory, an initial analysis of the language code can begin, and the encoding process can transform some of the input into meaningful representations (Anderson, 1985). . It appears that the same perceptual processing elements that process auditory material to the exclusion of other competing stimuli in the environment also selectively process certain key words or phrases that are important in the context, temporarily. sound stops and accents can give a segmented signal. and meaning, or pay attention to contextual factors that may be relevant or aid in the interpretation of meaning, such as listener goals, speaker intent expectations, and type of voice interaction included (for example, a conversation or a conference). During the second LC - parsing, words are converted into a mental representation of the combined meanings of those words. The basic unit of LC is the proposition (Anderson, 1985). Complex clauses can be differentiated into simpler clauses that listeners can group together to create new sentences without the basic meaning changing. Thus, through parsing, a meaningful representation of the original word string can be stored in short-term memory; This representation is an abstraction of the original word strings but can be used to reconstruct the original strings or at least their intended meaning. The size of the unit or segment (or "block") of information to be processed will depend on the learner's knowledge of the language, their general knowledge of the subject, and how the information is presented. display. The primary indicator of segmentation in LC is meaning, which can be represented syntactically, semantically, phonologically, or by any combination of these. Second language listeners may have difficulty understanding spoken language at typical native speaker conversation speeds if they do not know the rules of segmentation, although they may be able to understand each word when heard on its own. . Research results with second language learners show that the retention time for the input target language is shorter than for the native language (Call, 1985). Complex input documents can be especially difficult to understand in a second language because they require a combination of segments to be analyzed during comprehension, putting an additional load on the STM (short-term memory) that can be overloaded the unencoded elements of the new entry . The third prepare, utilization, is composed of partner a mental representation of the sound-related meaning with existing information. Existing information is held in long-term memory as suggestions or schemata. Associations between the unused input meaning and existing information take put through spreading actuation in which information in LTM (longterm memory) is actuated so that it is related with the unused implications in STM. Comprehension happens when input and information are coordinated with each other. Recognition, parsing and utilization stand for distinctive levels of handling. Of the three levels of handling, recognition is the least. All three stages are recursive and associated closely, and can happen at the same time amid a single tuning in occasion. Coakley & Wolvin (1986) recommend that tuning in comprehension in a L2 (moment dialect) is the method of getting, centering consideration on, and allotting meaning to aural boosts. It incorporates a audience, who brings prior information of the subject, phonetic information and cognitive forms to the tuning in assignment, the aural content, and the interaction between the two. Fischer and Farris (1995) respect tuning in comprehension as a prepare by which understudies effectively shape a mental representation of an aural content concurring to earlier information of the subject and data found inside.