Of uzbekistan tashkent state pedagogical university named after nizami foreign languages faculty

2. During listening

This is the execution phase. Actions that are carried out as we listen, such as formulating hypotheses, creating mental images, observing and supporting the speaker’s gestures and movements, analysing and using cognitive skills in the process.

3. After listening

This is the assessment phase. This phase is about determining whether what was heard was understood by making summaries, forming questions, etc.
All of this forms a cognitive level of learning, including memory and listening skills.
The following listening comprehension skills are distinguished

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  Recognition: connecting, recognizing the components of a message (sounds, words, linguistic elements such as pronouns, verbs, among others).
  
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  Selection: select the most important words in the message (names, verbs, key words among others), then group the selected details in level of importance.
  
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  Interpretation: is the understanding of the information that was heard. This means knowing the intention and purpose of the message, its main ideas and the importance of the most significant part of the message the speaker is giving.
  

The message is then related when it is listened to carefully as details and their relationship to the sender / speaker’s discourse can be captured. Detecting with the understanding of the listening the importance of the message or the most relevant thing.
The positive and effective use of strategies affects learners’ self-concept, beliefs, and attitudes towards listening comprehension. This paper indicated the significant roles of teachers, listening strategies, and techniques on improving the learners’ listening comprehension. Through this paper, the researchers believed that if learners want to improve their listening skill, they should practice it a lot in the target language.
The review of literature indicated that learners should be provided with appropriate materials and activities in which they can learn how to understand the English language. Teachers should give learners the opportunity to listen to native speakers’ speech, should choose listening texts that are uttered by non-native speakers so that they can develop their listening skills and do not get disappointed. When learners have developed their listening skills to a specified level, teachers can choose texts spoken by native speakers as teaching materials and activities.
Suitable teaching in listening comprehension can decrease listening apprehension and provide a good basis for becoming independent learners who can effectively use the listening process for learning. Finally, it can be concluded that guiding learners in the process of listening provides them with the knowledge by which they can successfully complete a listening activity and puts them in control of their learning.