Listening- a macro skill in language learning

The actuality of the course paper. The two basic learning outcomes that the Uzbek lesson aims to develop in students are “comprehension and narration” skills. Schools are responsible for improving these two significant skills, which are of utmost importance to the students, and which develop in extended periods of time. “Comprehension skill” is categorized into three subskills, i.e. reading, listening and visual comprehension; while “narration skill” is divided into two sub-skills, namely written and oral narration. This study focuses only on the “listening skill”. Listening comprehension is the process of one individual perceiving another via sense, (specifically aural) organs, assigning a meaning to the message and comprehending it. It is the fundamental and indispensible prerequisite of individual communication in the social life. DeVito (1995) defines listening as “the efficient process of perception, comprehension, recognition, evaluation and reaction in communication”.
The aim of the course paper is to implement some factors that affect to the listening derived from real life into the classroom. This research focused on the factors influencing English listening difficulties. They cover sources dealing with the listening text, the speaker, the teacher, the listener, and the physical environment. The research method was descriptive. The data were collected using questionnaire with 35 items designed on a five-point likert-type scale. The questionnaire were distributed to 38 students. The data were analyzed by calculating the percentage of each factor. The study found out that the students of universities of Uzbekistan have listening difficulties because of listening text (21.53%), speaker (21.67%), teacher (9.72%), listener (22.18%), physical environment (24.90%); and of these factors, physical environment was the biggest influential factor and teacher related factors was the last influential one.
The practical value of the course paper is how to tackle the problematic factors affecting in the process of learning through listening. Besides, this paper also focuses on the way materials are chosen for listening lessons. Listening texts can be classified according to the contents, complexity, authenticity, sphere, theme, quantity, etc. The linguistic and thematic level of listening input and its adequacy to general teaching purposes or concrete goals of each lesson are defined by a sort of criteria. The main language and content elements of the particular listening text mostly provide the style and type of working on it, though this does not exclude the general approach.