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

1.5 TEACHING METHODS FOR LISTENING COMPREHENSION
A few of the instructing strategies for moving forward students' tuning in comprehension expertise are as takes after:
A. Developing Students' Tuning in Aptitudes Developing students' tuning in aptitudes is one of the foremost troublesome assignments for any ESL instructor. Typically since fruitful tuning in abilities are procured over time and with parts of hone. The requests of the assignment are regularly baffling for understudies since there are no exact rules, as in linguistic use educating. Talking and composing too have exceptionally particular works out that can lead to change. Be that as it may, there are very particular ways of moving forward tuning in abilities but these are troublesome to evaluate. Instructors must create students' miniaturized scale abilities of tuning in comprehension. Brown (1994) distinguishes seventeen tuning in comprehension smaller scale abilities. A few of the more imperative of these aptitudes are talked about here. For apprentices, the foremost important tuning in ability is segregation in English pronunciation, intonation and dialect stream. They have to be secure the vital aptitude of recognizing the most information. Wu Zhengfu (1991) recognizes that when understudies procure basic discrimination capacity, they can select and analyze the meaning of what they listen and get a handle on the most substance. Within the instructing handle instructors ought to develop students' capacity to choose fundamental data and taught understudies to control the common meaning of tuning in materials on the full. In lesson, for illustration, instructors can inquire understudies to listen to the common meaning of the section, and to entirety up key points and fundamental data. Prescient capacity is additionally an greatly critical tuning in smaller scale aptitude. In ordinary communication, individuals persistently make oblivious expectations around what speakers will say, and these expectations are made on the premise of their information of the setting in which the communication is made. The improvement of prescient capacity has numerous viewpoints. Some time recently tuning in preparing, instructors might inquire understudies questions related to tuning in materials, or present pertinent foundation information to illuminate students' considering to permit understudies a clear acknowledgment of the objectives and requirements of listening preparing. The capacity to figure the meaning of words is additionally an critical tuning in small scale aptitude. Listening comprehension does not cruel understanding every word, but a few words do play a vital part in tuning in comprehension. It could be a normal phenomenon not to get it each word that's articulated. In any case, understudies may figure the meaning of unused words on the premise of the point being examined and pick up a few understanding of the likely phonetic things on the premise of the setting of talks, the syntactic structure and the background knowledge of the subject.
B. Textbook-based Learning and Other Tuning in Settings Tuning in lessons require audience members to concentrate on the substance and make quick reactions to what is listened. In the event that understudies are detached and uncertain amid tuning in preparing, they will likely feel apprehensive and attentive of taking chances. Instructors have to be take a non-punitive approach and structure lessons that are changed, vivid and curiously. Instructors have to be select a wide run of materials to extend tuning in substance other than utilizing course readings. Understudies ought to listen to different levels of English in arrange to be uncovered to normal, exuberant, rich language, such as tuning in to English tunes, seeing films with English content. In these ways it is possible to raise students' eagerness, develop their listening interface, and accomplish the objectives of learning English.
C. Passing on Social Knowledge in Language Teaching Understanding that dialect is controlled by particular social encounters could be a need for the dialect learner. In the event that the social contrasts between the students' possess culture which of the dialect they are to memorize is intemperate, learners will as a rule keep a few remove from the target dialect in their endeavors to preserve their mental consolation level. As a consequence the working forms of memory and input will certainly be constrained (Cheng Huaiyuan, 1999). Thus teachers got to be mindful that breaking down the obstructions is a critical portion of social instructing and shapes an imperative perspective of the complete prepare of dialect educating. The angle of cultural knowledge transmission is an rise to portion of dialect improvement and advancement of work in tuning in improvement has the potential for accomplishing a capable impact on the definition of students' considering propensities and the application of remote dialect expressions. Social instructing, at that point, has coordinate and concrete impacts on intercultural communication. When understudies pick up an intimate knowledge of the culture of the target dialect they start to get it how the language is utilized to reflect the considerations, behaviors and customs of that society. In teaching English listening, teachers need to create students' awareness about intercultural communication and they require to energize students' capacity for wanting to engage with a different culture. Great care needs to be taken when selecting tuning in fabric and assistant writings, since these are a pivotal perspective of the social components in tuning in instructing. The determination of fabric related to British and American cultural foundation information is of specific significance, since these tend to be the center of much of the classroom time when students' considering capacity and intercultural awareness is being developed.
D. Combining “Intensive Listening” with “Extensive Listening”; Focusing on Tuning in Seriously tuning in requires understudies to understand the meaning of each talk and, eventually, to get it each sentence and word. Generally, seriously tuning in requires understudies to tune in to a content a few times, or partition the text into paragraphs and sentences to get it each one; or by doing correspondence word by word. The goal is for understudies to get it each sentence. Then again, broad tuning in does not require understudies to get it each sentence, and each word, instep, understudies are empowered to get a handle on the common meaning of the section. The key point of listening is to get it the substance. The reason of seriously tuning in is to build basic listening abilities, whereas broad tuning in is to strengthen and extend viability of intensive listening in order to improve by and large tuning in capacity. In listening teaching, both seriously and broad tuning in ought to be combined with cultivating students' basic aptitudes, the development of the profitable tuning in propensities of dynamic thinking and the capacity to get it the text. Therefore, instructors must energize understudies to lock in in intensive listening in class, requiring understudies to get it the common meaning conjointly to become familiarized with English articulation, pitch and the changes in language stream. In activities outside the class students have to be lock in in broad listening; listening to numerous distinctive assortment of dialect marvels and picking up more information through TV programs, radio, the Internet and as numerous other sorts of introduction to listening preparing they can discover. Introduction to demands of tuning in ought to incorporate angles of daily life, science and innovation, and scholarly addresses. Instructors must make language-learning situations that invigorate students' interface and raise students' energy and enthusiasm for learning English.
E. Combining Listening with Other Aptitudes According to dialect acquisition theory, human capacity for segregation between dialect purposeful and language substance could be a crucial step within the dialect procurement handle. Hence listening comprehensive ability plays an important role in acquisition and advancement of dialect aptitudes. Therefore, in tuning in educating, there's a require to combine the advancement of tuning in capacity with the advancement of other aptitudes such as perusing. In arrange to move forward tuning in capacity it is fundamental to tune in as often as possible to a educator perusing well, since it is exceptionally troublesome to create a high quality yield without appropriate input. Besides, understudies have to be hone perusing out loud among themselves. By such activity understudies will learn to combine the act of tuning in with reading. Students must be effectively locked in in creating dialect of tall quality if they are to progress their English capability levels. Additionally, by combining tuning in with composing, instructors can divide the work into two parts. To begin with, understudies might answer teachers' questions in written English after tuning in to spoken dialect fabric. It is moreover critical to keep in mind that good listening involves reviewing the quintessence of the fabric instead of the exact detail. Thirdly, instructors ought to combine tuning in exercises with speaking in ways that bring out the basics of oral communication. Unavoidably, listeners will lose the information resources without talking; talking will lose its objective without cautious tuning in and, as a result, speaking ability will not be acquired. Tuning in and speaking depend on each other and control each other. It is important to reinforce listening through speaking and to make strides talking through tuning in. Students need to retell and examine the fabric they have fair listened in arrange to synthesize their understanding. In this way they learn to combine tuning in with talking appropriately. Understudies who are able to do this are able to overcome their passive response to the circumstance and gradually they learn to feel secure when they react. In order for this to happen, a truly interactive and punishment free tuning in class is required. Teacher/student and students/student trades ought to be emphasized as openings for a free trade of suppositions when members can solidify their tuning in approaches and aptitudes amid the process of communication. Through a assortment of listening-reading, listening-writing and listening-speaking exercises, students can not as it were fortify their language abilities but moreover hone their interface and raise their motivation to move forward their learning effectiveness. Tuning in may be a highly-complex understanding exercises (Barnes, 1984) in which audience members interact with a speaker to build meaning, within the context of their experiences and information. When students are made mindful of the components that affect listening, the levels of listening, and the components of the tuning in process, they are more likely to recognize their claim tuning in capacities and lock in in activities that prepare them to be effective listeners. Karakas (2002) states that tuning in activities try to anticipate disappointment so that they can bolster the learner's elucidation of the content.
Tuning in exercises are more often than not subcategorized as pre-listening, while-listening, and post-listening exercises.
A. Pre-listening Exercises
Construction hypothesis gives solid prove for the adequacy of pre-listening exercises which incorporates the diagram for tuning in to the content and educating social key concepts. Tuning in instructor may select certain words, troublesome linguistic structures and expressions to be clarified through the talk approximately the subject , and may too inquire understudies to anticipate the substance or what speakers are reaching to say, based on the data they have as of now got. Prelistening exercises ordinarily have two essential objectives:
(a) to assist to enact students' earlier information, construct up their desires for the coming data; and (b) to supply the essential setting for the specific listening task. The educator might take after with a tuning in comprehension action, such as two individuals having a discussion approximately their way of life. Understudies must reply genuine or untrue questions based on the past tuning in movement. An case of a controlled hone action may well be. a penetrate action that models the same structure or lexicon (Karakas, 2002).
B. While-listening Exercises
Audience members who take part effectively within the tuning in involvement are more likely to build clear and precise meaning as they decipher the speaker's verbal message and nonverbal signals. Amid the tuning in encounter understudies confirm and reexamine their forecasts. They make elucidations and judgments based on what they listened. Tuning in instructor may inquire understudies to note down key words to work out the most focuses of the content. Understudies reply comprehension questions while tuning in to the content and select particular data to total the table given with the text. While-listening exercises more often than not have a few of the taking after purposes:
to center students' comprehension of the speaker's dialect and concepts; to center students' consideration on such things as the speaker's organizational patterns; to energize students' basic responses and individual reactions to the speaker's thoughts and utilize of dialect. An open-ended action might take after that permits understudies to have the freedom to practice tuning in comprehension within the lesson approximately their every day life and inquiring for advance data. Tuning in comprehension should begin with what understudies as of now know so that they can construct on their existing information and abilities with activities outlined on the same principle. A variety on the ―filling within the lost word tuning in activity‖ might be to utilize the same tuning in materials, but to set a match work action where understudy A and understudy B have the same worksheet where a few data things are lost (Karakas, 2002).
C. Post-listening Exercises
Post-listening exercises are imperative since they expand students' tuning in expertise. Post-listening exercises are most viable when done promptly after the listening experience. Well-planned post-listening exercises offer understudies openings to associate what they have listened to their possess thoughts and encounters, and empower interpretive and basic tuning in and intelligent considering. As well, post-listening exercises give openings for instructors to assess and check students' comprehension, and clarify their understandings; to amplify comprehension past the strict level to the interpretive and basic levels. Different comprehension questions can be doled out for understudies to examine after tuning in, understudies at that point swap data to total the ―whole lesson chart‖, correlating what each student has heard to reach at the big picture. In the event that there are any questions that stay unanswered amid the primary or moment tuning in, and after the data swap action, the full course can tune in to the tape once more. The understudies will at that point attempt to discover the reply to the questions that have not been already caught on, or maybe than the instructor giving the answers straight absent (Karakas, 2002).