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

2.3. 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.
Purpose of post-listening activities
The post-listening stage is the last stage of listening comprehension, in which the post-listening work must be done immediately after learners finished a listening activity. The general form of post-listening activity has, in the past, been the answering of multiple-choice questions or open questions based on a spoken text. On the other hand it is quite difficult activity and depends not only on listening ability but also on reading skills, writing skills and memory .
Pokrivčáková (2010, p.65) claims that „the teacher can use post-listening activities to check comprehension, evaluate development of listening skills or the practical use of selected listening strategies." After finishing a listening activity by learners it is important to check the response (Lindsay and Knight, 2006). There are several purposes of post-listening work. One of these is checking if the learners have understood what they needed to understand and whether they have completed whatever while-listening task has been set successfully. The teacher should give the responds orally, by pairs checking each other's responds, by the teacher showing the answer on the overhead blackboard, by group discussion or by asking the learners to check against responds given in a book. It should be done proximately without paying attention to precisely how many responds learners have got correct or incorrect . According to Underwood (1989) while-listening activities shouldn't generally be used for giving marks as this discourages learners from making guesses.
Underwood (1989, p.75) claims that "another purpose of post-listening work is to reflect on why some students have failed to understand or missed parts of the message."
A third aim is to give learners the chance to consider the attitude and manner of the speakers of the listening text. At this stage, learners can attend the attitudes of the speakers and what it is that has conveyed those attitudes. All listening texts don't arrange the chance for this type of activity.
In post-listening work is important to develop on the topic or language of the listening text, and also transfer things learned to another context. Indeed, many activities which purport to be post-listening activities are of this type. They are not only speaking and listening activities. They are activities that can be linked to listening and are more general language learning activities.
Teachers should choose input that is easily handled by the group. The listening activity takes up too much time and effort from the main activity . In short, post-listening activities need to be done proximately after students end a listening work.
This part offers a selection of ideas for post-listening work, for instance:
Form/chart completion. It is best if post-listening chart completion does not depend on large quantities of information from the listening passage. Actually, a chart can have a section which provides a post-listening opportunity for the learners to respond to something noted in earlier sections at the while-listening stage .
Extending lists. The learners are requested to make a list while listening, and then to add to it after the listening is finished. It provides a way of collecting word sets and extending word sets already known to the learners .
Sequencing. The learners attempt to sort out the various items as they listen and then to complete the activity after they have heard the whole story. A list of more than about seven or more items is difficult and frustrating to handle as the learners have to make lots of alternations to their ordering .
Matching with a reading text. Firstly, it is best to start from the written word and use reading as the pre-listening activity. The obvious source of material for this is the news from radio and from newspapers .
Extending notes into written responses. The written text which is required can be anything from one-sentence answers to specific questions to long pieces of prose. It is a good idea for the students to listen again after the post-listening writing stage to check their work, as this helps them to make connections between how the language looks and how it sounds .
Summarising. This type of activity can be done by extending notes made at the while-listening stage. If learners are to depend on memory, it is generally best to use a story as the listening text, as the sequence of a story, and one hopes, the interest, make remembering easier .
Using information from the listening text for problem-solving and decision-making activities. Learners can be asked to collect information from a listening text, and other sources as well and apply the information to the solution of a problem or as the basis for a decision .
Jigsaw listening. In this activity a class of learners is divided into a small number of groups and each group listens to a different listening text, though all the texts are on the same topic and then the groups exchange information to build up the complete picture . In the same way learners do not hear the complete information so they try to solve the problem (Rixon, 1993).
Role-play and simulation are activities which can be based on a number of different stimuli. For instance role cards, stories etc. as well as listening passages. The attraction of using listening as an input is that it can provide the learners with a selection of language appropriate to the roles and situations which are to be developed . This chapter shows a number of post-listening activities, which can be used in the post-listening stage by the teacher.