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

2.2. The while-listening stage
The second necessary part of listening process is the while-listening stage, includes exercises that are used while the students listen to the passage. This type of stage follows the pre-listening stage. According to Pokrivčáková (2010) the while-listening is the stage in which student's observation is focused on the listening topic. Rixon (1993, p.68) claims that, „the sort of exercise that is often used during the while-listening phase helps students by indicating the overall structure of the argument." In the while-listening stage students should be given to listen to a text at least twice. Occasionally students will need three or four listenings to understand it. The first listening should allow learners an universal imagination about the text. They shouldn't be inquired to complete any understanding exercise before their first listening In conclusion, the while-listening stage is the next, considerable part of listening process in which, the teacher checks the listening activity and learners concentrate to the listening passage.
The purpose of while-listening activities
During the while-listening stage learners do the while-listening exercises during or proximately after the time they are listening, so it is important to choose appropriate exercises. While-listening activities are what learners are requested to do during listening to the passage. The aim of while-listening activities is to help students develop the skill of eliciting messages from spoken language .
There are other reasons why learners need to listen to the language they are studying. The main aim being to learn to recognise how it sounds so that they are able to use what they hear as a model for their own speech . According to Rixon (1993) necessary aim of while-listening activities is to take in the important notice contained in the passage of the listening. While-listening activities have to be chosen carefully, when developing the skills of listening for comprehension is the aim. On the other hand activities for instance producing of right or wrong answers can discourage all but the most enthusiastic student. Underwood (1989, p.46) claims, to help non-native listeners learn to apply these skills, which they have and use when listening in their own languages, we must have listening activities which give practice in prediction, interpretation and matching.
While-listening activities, which are good, help students find their way through the listening passage and construct on the expectations raised by pre-listening activities . Hence, in the while-listening stage students are asked to do the while-listening activities during or directly after the time they are listening, due to it is considerable to prefer suitable activities.
The while-listening activities
This chapter presents a selection of ideas for while-listening work such as:
Marking/checking items in pictures is the first of a number of activities in while-listening stage. Students can identify people and things, marking items mentioned by the speaker, marking errors, checking details, marking choices .
Storyline picture sets is the third activity. In this activity are presented several pictures to the learners. They listen to the story, either read by the teacher and try to decide which set of pictures represents the story .
Putting pictures in order. In this type of activity a number of pictures are presented to the learners. They listen to the story and they have to put the pictures into the right order .
Completing pictures. Having looked at the basic outline of the picture, the learner is asked to follow the instructions and draw in various items .
Picture drawing. Teacher can describe a room to his students for instance the tables, chairs, how many windows and doors there are. Learners can be asked to draw the room as was described by the teacher .
Carrying out actions. „Simply instructing the class to do a series of actions produces good listening practice, and this can be made more motivating by turning in into some sort of game." (Underwood, 1989, p.55)
Making models items in patterns. Each learner is given items with which to build the model or make the pattern. Teacher can then give the instructions and play them from a tape and the learners have to try to produce the model .
Following a route. Students listen to directions from point A to point B and they mark the route on a map .
Completing grids. The teacher provides learners to draw, a grid with each column and row labelled. Learners then enter their answers in the correct boxes on the grid, depending on what they discover from the listening passage .
Form completion. The students have application forms which they complete according to what they hear. For example someone giving their address, date of birth .
Labelling. Learners label diagrams to enable them to learn and remember the various parts of leaf .
Using lists. A popular while-listening activity consists of making a list, often a shopping list or a list of places to visit .
True/false. It is important that this type of exercises are designed in such way as to avoid the dangers. It is also important that the teacher check through true/false activities in published materials carefully before using them with classes, noting particularly any where responses can be a matter of interpretation rather than fact . In this kind of activity students are asked to choose whether the narration are true or false (Ur, 2007).
Multiple-choice questions can cause the same types of problems as true/false exercises. However, well-designed multiple-choice questions can help guide learners through the text just as ordinary open questions can .
Text completion – gap-filling is another variety of information transfer exercise. It is harder activity as learners often have difficulty in keeping up because they are not able to read as fast as the speaker speaks .
Spotting mistakes. Activities centred round identifying the criminal by the mistakes he makes when giving evidence can be devised by teachers or learners .
Predicting is much more accurate activity, concerned with predicting the exact words to be spoken or the type of response which might be expected .
In brief, this part shows a wide range of while-listening exercises which can be used in the while-listening stage.
The post-listening stage
The post-listening stage is the last stage of listening comprehension, following earlier two stages, is achieved proximately after listening to the passage. Pokrivčáková (2010, p.65) claims that „the teacher can use post-listening activities to check comprehension, evaluate development of listening abilities or the practical use of selected listening strategies." According to Underwood (1989) activities in the post-listening stage cover all the work described to a special listening text. They are done after the listening is finished. Rixon (1993) claims that in this type of stage, learners grasp the information they have achieved from the listening text. They improve it for another intention. It means that learners having taken notes from a passage, they can re-form their notes into a written description, they can summarize the information orally (Rixon, 1993). In other words, this final listening stage, attending previous two stages, is completed directly after listening to the text.