Effective techniques for teaching listening to the students of technical institutes on the material of scale up

EFFECTIVE TECHNIQUES FOR TEACHING LISTENING TO THE STUDENTS OF TECHNICAL INSTITUTES ON THE MATERIAL OF SCALE UP

Scientific supervisor: Baxriddinova Y.B

Group: 330

Student: Jo’rayeva Diyora

CONTENT
I.INTRODUCTION
II.MAIN BODY
1.The features of listening skill in FLT
2.Innovative methods of teaching listening
3.Effective techniques for teaching listening by using the material of Scale up
III.CONCLUSION
IV.REFERENCES
INTRODUCTION
Listening is so important that many top employers provide listening skills training for their employees. This is not surprising when you consider that good listening skills can lead to better customer satisfaction, greater productivity with fewer mistakes, and increased sharing of information that in turn can lead to more creative and innovative work.A greater number of friends and social networks, improved self-esteem and confidence, higher grades at school and in academic work, and even better health and general well-being.
“The time has come to create in Uzbekistan a new system of teaching foreign languages, which will become a solid foundation for the future. Since we set ourselves the goal of building a competitive state, from now on, graduates of schools, lyceums, colleges and universities must be fluent in at least two foreign languages. This strict requirement should become the main criterion for the work of the head of each education institution” , The president of Republic of Uzbekistan Shavkat Mirziyoyev said.
Listening means paying attention not only to the story, but how it is told, the use of language and voice, and how the other person uses his or her body. In other words, it means being aware of both verbal and non-verbal messages. Your ability to listen effectively depends on the degree to which you perceive and understand these messages.
Listening is not a passive process. In fact, the listener can, and should, be at least as engaged in the process as the speaker. The phrase ‘active listening’ is used to describe this process of being fully involved.
SCALE-UP classroom is an approach to classroom design that takes the focus off the teacher and makes learning much more student-centric. Based on discussion and critical thinking, students work in groups on in-class activities to reinforce materials learned in a setting more like a restaurant than a typical classroom. And the model has had some surprising benefits to students.
1.The features of listening skill in FLT
To listen is to give attention to sound or action. When listening, one is hearing what others are saying, and trying to understand what it means. The act of listening involves complex affective, cognitive, and behavioral processes. Affective processes include the motivation to listen to others; cognitive processes include attending to, understanding, receiving, and interpreting content and relational messages; and behavioral processes include responding to others with verbal and nonverbal feedback.
Listening can be a useful skill for different problems, but it is essential to solve conflict, poor listening can lead to misinterpretations thus causing conflict or a dispute. Other causes can be excessive interruptions, inattention, hearing what you want to hear, mentally composing a response, and having a closed mind.
Listening is also link to our memory, according to a study during a speech some background noises that were heard by the listeners could help listeners recall information by heard it again. For example, when we’re doing something like reading or following steps while hearing music, we can recall what that was by hearing the music again later.
Deciphering, the second level, describes detecting patterns when interpreting sounds. An example of this level is that of a child waiting for the sound of his mother's return home. In this scenario the child is waiting to pick up on sound cues (e.g. jingling keys, the turn of the doorknob, etc.) that will mark his mother's approach.
Understanding, the third level of listening, means knowing how what one says will affect another. This sort of listening is important in psychoanalysis , the study of the unconscious mind. Barthes states that the psychoanalyst must turn off their judgement while listening to their patient in order to communicate with their patient's unconscious in an unbiased fashion. This is the same way that listeners must turn off their judgment when listening to other.
All of the three levels of listening function within the same plane, and sometimes all at once. Specifically the second and third levels, which overlap vastly, can be intertwined in that obtaining, understanding and deriving meaning are part of the same process. In that the child, upon hearing the doorknob turn (obtaining), can almost automatically assume that someone is at the door (deriving meaning).
Active listening is an exchange between two or multiple people. When those people are active listeners, the quality of the conversation will be better and more clear. They connect with each other on a deeper level with each other in their conversations. Active listening can create more deep, and positive relationship between the individuals.
Active listening is important in bringing changes in the speaker's perspective. Clinical research and evidence show that active listening is a catalyst in a person's personal growth. The growth is specific with personality change and group development. A person will more likely listen to themselves if someone else is allowing them to speak and get their message across.
Zaripova stated that Several factors are activated in speech perception as phonetic quality, prosodic patterns, pausing and speed of input, all of which influence the comprehensibility of listening input. There is a common store of semantic information (single) in memory that is used in both first language and second language speech comprehension; however, research shows that there are separate stores of phonological information (dual) for speech. Semantic knowledge required for language understanding (scripts and schemata related to real-world people, places, and actions) is accessed through phonological tagging of the language that is heard.
In a study involving 93 participants about the relationship between second language listening and a range of tasks, there was a discovery about how listening anxiety played a big factor as an obstacle for the execution of the speed and explicitness of second language listening tasks. Additional research explored whether listening anxiety and comprehension are related, and as expected by the researchers it yielded negative correlation.
1. Hearing
A child’s sense of hearing starts to develop at a very early stage in life. Research has shown that babies develop the ability to hear within the womb and will respond within days of birth to their mother’s voice. The majority of children should be able to use this sense of hearing (although some do have a specific hearing impairment and others may suffer from intermittent hearing loss). However, just because a child can hear us that doesn’t mean that they are listening!
2. Listening
Babies start listening and reacting to noises, sounds and voices at a very young age. By the time they are four months old, a baby will turn towards the sound of a voice. As a child grows they learn to listen to different sounds and discriminate between them, and to recognise voices and sounds from the world around them. Eventually, children will develop the ability to detect, discriminate between and identify sounds, and understand them (in words and sentences). These skills are absolutely crucial for the development of speech, phonological awareness and, ultimately, reading.
● Single-channel attention with more flexibility, 2–3 years: children continue to focus on one activity and still find it difficult to shift their attention when spoken to. However, they do begin to respond to interruptions and distractions if their name is called or a visual distraction is offered. At this stage, children still find it difficult to pay attention to a visual and verbal task at the same time.
● Attention under voluntary control, 3–4 years: children begin to control their own focus of attention and can shift this between an activity and the speaker. However, children still have to look at the person speaking.
● Two-channelled attention, 4–5 years: children can now move their attention between an activity and a speaker without stopping to look at them. Their attention span may still be short, but children are now ready to pay attention within a group. Children can now attend to a visual and verbal activity at the same time.
● Fully integrated attention, 5 years onwards: children can now carry out a task, focus their attention in various sized groups, ignore distractions and maintain their attention for a reasonable length of time.
It is important to note that not all children will follow these stages rigidly. Also, as mentioned earlier, other factors can temporarily affect children’s ability to listen and attend.
2.Innovative methods of teaching listening
In today's high-tech, high-speed, high-stress world, communication is more important than ever, yet we seem to devote less and less time to really listening to one another. Genuine listening has become a rare gift—the gift of time. It helps build relationships, solve problems, ensure understanding, resolve conflicts, and improve accuracy. At work, effective listening means fewer errors and less wasted time. At home, it helps develop resourceful, self-reliant kids who can solve their own problems. Listening builds friendships and careers. It saves money and marriages.
Talking to someone while they scan the room, study a computer screen, or gaze out the window is like trying to hit a moving target. How much of the person's divided attention you are actually getting? Fifty percent? Five percent? If the person were your child you might demand, "Look at me when I'm talking to you," but that's not the sort of thing we say to a lover, friend or colleague.
According to Flowerdew, J. and Miller,The important thing is to be attentive. The dictionary says that to "attend" another person means to:
 be present
 give attention
 apply or direct yourself
 pay attention
 remain ready to serve
Mentally screen out distractions, like background activity and noise. In addition, try not to focus on the speaker's accent or speech mannerisms to the point where they become distractions. Finally, don't be distracted by your own thoughts, feelings, or biases.
Listen without judging the other person or mentally criticizing the things she tells you. If what she says alarms you, go ahead and feel alarmed, but don't say to yourself, "Well, that was a stupid move." As soon as you indulge in judgmental bemusements, you've compromised your effectiveness as a listener.
Listen without jumping to conclusions. Remember that the speaker is using language to represent the thoughts and feelings inside her brain. You don't know what those thoughts and feelings are and the only way you'll find out is by listening.
Children used to be taught that it's rude to interrupt. I'm not sure that message is getting across anymore. Certainly the opposite is being modeled on the majority of talk shows and reality programs, where loud, aggressive, in-your-face behavior is condoned, if not encouraged.
Interrupting sends a variety of messages. It says:
"I'm more important than you are."
"What I have to say is more interesting, accurate or relevant."
"I don't really care what you think."
"I don't have time for your opinion."
When listening to someone talk about a problem, refrain from suggesting solutions. Most of us don't want your advice anyway. If we do, we'll ask for it. Most of us prefer to figure out our own solutions. We need you to listen and help us do that. Somewhere way down the line, if you are absolutely bursting with a brilliant solution, at least get the speaker's permission. Ask, "Would you like to hear my ideas?"
4.Try to feel what the speaker is feeling.
If you feel sad when the person with whom you are talking expresses sadness, joyful when she expresses joy, fearful when she describes her fears—and convey those feelings through your facial expressions and words—then your effectiveness as a listener is assured. Empathy is the heart and soul of good listening.
To experience empathy, you have to put yourself in the other person's place and allow yourself to feel what it is like to be her at that moment. This is not an easy thing to do. It takes energy and concentration. But it is a generous and helpful thing to do, and it facilitates communication like nothing else does.
5.Give the speaker regular feedback.
Show that you understand where the speaker is coming from by reflecting the speaker's feelings. "You must be thrilled!" "What a terrible ordeal for you." "I can see that you are confused." If the speaker's feelings are hidden or unclear, then occasionally paraphrase the content of the message. Or just nod and show your understanding through appropriate facial expressions and an occasional well-timed "hmmm" or "uh huh."
For at least one week, at the end of every conversation in which information is exchanged, conclude with a summary statement. In conversations that result in agreements about future obligations or activities, summarizing will not only ensure accurate follow-through, it will feel perfectly natural. In conversations that do not include agreements, if summarizing feels awkward just explain that you are doing it as an exercise.
Listening strategies are techniques or activities that contribute directly to the comprehension and recall of listening input. Listening strategies can be classified by how the listener processes the input.
Top-down strategies are listener based; the listener taps into background knowledge of the topic, the situation or context, the type of text, and the language. This background knowledge activates a set of expectations that help the listener to interpret what is heard and anticipate what will come next. Top-down strategies include the following:
3.Effective techniques for teaching listening by using the material of Scale up
Effective, modern methods of teaching listening skills encompass everything from interactive exercises to multimedia resources. Listening skills are best learned through simple, engaging activities that focus more on the learning process than on the final product. Whether you are working with a large group of students or a small one, you can use any of the following examples to develop your own methods for teaching students how to listen well.
Interpersonal Activities
One effective and nonthreatening way for students to develop stronger listening skills is through interpersonal activities, such as mock interviews and storytelling. Assign the students to small groups of two or three, and then give them a particular listening activity to accomplish. For example, you may have one student interview another for a job with a company or for an article in a newspaper. Even a storytelling activity, such as one that answers the question “What was your favorite movie from last year?” can give students the opportunity to ask one another questions and then to practice active listening skills.
Group Activities
Larger group activities also serve as a helpful method for teaching listening skills to students. You can begin with a simple group activity. For the first part, divide students into groups of five or larger and instruct them to learn one hobby or interest of at least two other group members. Encourage them to ask clarifying questions during the activity, and you may allow them to take notes if helpful. However, as time passes and their skills grow, you should limit students to only writing notes after the completion of the first part of the group activity. For the second part, have the students sit in a large circle, and then have each individual student share the name and the hobby or interest of the group members that she or he met. This second part of the group activity can also lend itself to additional listening exercises. For example, you may ask students to name a number of the hobbies and interests identified during the sharing session.
Audio Segments
You can also teach listening skills through audio segments of radio programs, online podcasts, instructional lectures and other audio messages. You should model this interactive listening process in class with your students, and then instruct them to repeat the exercise on their own. First, instruct students to prepare for listening by considering anything that they will want to learn from the content of the audio segment. Once they have written down or shared these ideas, then play the audio segment, allowing the students to take notes if helpful. Once they have gained confidence and experience, repeat this activity but instruct students to not take notes until the completion of the audio segment. You can use shorter or longer audio segments, and you can choose more accessible or more challenging material for this type of exercise.
CONCLUSION
To sum up, listening is an important communicative skill. In fact, being an active listener is as important as being an effective speaker for the success of any human verbal exchange. Innovative methods of teaching listening through authentic materials to the technical learners is due to the fact that conversationalists doing either listening or speaking during an interaction have to keep track of context, pragmatics, intonation, shared knowledge, underlying agendas, stance displays, and pay attention to gaze orientation, facial expressions, hand gestures, displays of affiliation or disaffiliation among many other conversational features. Although listening has often been classified as a receptive skill due to the fact that it is a medium for language input, it is clear that listeners are in fact dynamic agents whose cognitive machinery is as busy as that of speakers during conversational exchanges. When it comes to listening in a second or foreign language, this skill becomes even more challenging. Some of these sounds may require extensive practice before they are mastered and easily recognized.
REFFERENCES
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