Introduction topicality

2.3 Problems with teaching listening in English classes
Listening is one of the most important types of speech activity used in English classes. Listening is a type of receptive speech activity that involves the perception, comprehension, and processing of information contained in an oral speech message.
Listening is thought to be the most difficult type of speech activity because it makes understanding the audio text and applying the information heard difficult. One of the primary goals of the training is to teach students how to understand sounding speech.
Texts for listening should be interesting and informative, or they should stimulate the imagination. Listening texts should also reflect students' ages and levels of foreign language proficiency, include a specific problem of interest to listeners, and demonstrate various forms of speech (monologue, dialogic).
The pace of speech, the presence of pauses, and the volume of the perceived text are all important factors in ear perception of speech. As a result, the slower the pace of speech and the smaller the volume of text should be, and the number and duration of logical pauses, on the other hand, should be greater.
Listening has recently been considered not only in terms of comprehension, but also as a method of language learning. Because listening can provide the majority of the input required to understand foreign language speech and the data that students receive when learning a language, an important question is how paying attention to the language that the listener hears aids in second language learning. This raises the issue of conscious awareness of the language form, as well as how an individual function like "noticing" can be part of the process by which students incorporate new word forms and structures into their developing foreign language communicative competence [17].
There are several strategies for incorporating strategies into listening skills development classes. The following is the most common and understandable scheme for teaching listening in a foreign (English) lesson:
Step 1: Pre-listening. Students work in groups to predict possible words and phrases they may hear. They document their assumptions. They are able to write a few words in their native tongue.
Step 2: Begin by listening. Students highlight or circle the words or phrases (including equivalents in their native language) that they correctly predicted while listening to the text. They also take notes on new information they hear.
Step 3: Have a pair discussion. Students compare what they have learned and explain how they learned it in pairs. They mark the parts of the text that they did not understand or hear during the first hearing and mark the parts of the text that require attention during the second hearing.
Step 4: Listen again. Students pay attention to the parts they didn't understand or hear before, and they take notes on any new information they hear.
Step 5: Have a discussion with all of the students. The teacher leads a discussion to ensure that the students have correctly understood the text.
To sum up we can say, various studies and theories have forced us to reconsider the approaches to listening when learning a foreign language, as well as the teaching of listening itself, in recent years. Based on a cognitive understanding of the nature of listening, the method determines how listening is based on various types of knowledge - both linguistic, cultural, and contextual - and emphasizes the importance of assisting students in understanding and using ascending and descending processes in learning listening, as well as effective listening strategies. Effective approaches to teaching listening should distinguish between teaching and testing and provide students with guided practice of using appropriate listening skills for specific listening purposes based on their needs and level of proficiency [18].