The ministry of higher and secondary special education of the republic of uzbekistan termiz state university course work theme: different types of activities

Types of listening
There is a wide variety of types of listening. Each of them has its own specific functions and manifests itself in different ways in different areas of training. In foreign and domestic methods, the types of listening are divided depending on 1) the communicative attitude (educational task); and 2) the relationship with expressive oral speech. Regarding the communicative setting, which focuses on what should be the volume of speech perception by ear, the following are distinguished:
- au and training with the extraction of basic information (skim listening);
– listening with a full understanding of the content and meaning (listening for
detailed comprehension);
– listening with selective information extraction (listening for partial
comprehension);
– listening with critical assessment (critical listening).
As for the relationship with expressive oral speech and its form, perceived by ear, the following types of listening are used here:
- listening as a component of oral-speech communication (interactive listening);
– listening comprehension and understanding of a dialog or polylogue (listening to
interaction);
– listening comprehension and understanding of monological speech (transactional
listening).
In addition to the above types of listening, equally important types include Communicative Listening and Guided Listening.
Technology of teaching listening skills in English
The main component of listening as a type of speech activity is the text, so it is natural that all technologies of teaching listening in a foreign language are based on the perception of the text. When listening in a foreign language, working with the text usually takes place in three stages:
- pre-text stage;
- text-based;
- post-text
The pre-text stage is:
1) an introductory conversation to identify the superficial knowledge of students;
2) elimination of linguistic, phonetic-lexical-grammatical and content difficulties of the text;
3) setting the task for the students before listening to the text.
At the text stage, an important point is to determine the number
of times the text is listened to during the lesson. In the modern methodology, there is no consensus on this issue.
The post-text stage is the control of understanding of the listened text, and also includes the classification of control methods, which are usually divided into two large groups: “speech” methods and “non-speech” methods.
When listening to a text in English, the teacher can use the
following non-speech control methods:
- raise a hand if you hear…;
– raise a hand if the sentence doesn't correspond to the picture/text;
– execute commands;
– testing;
– collect a schoolbag, place furniture (in a doll house, pictures on a magnetic
board and etc.), dress a doll and etc., according to the heard text;
– draw, make the table or the diagram, according to the text’s content.
Speech control methods when listening to a text in English
can be such as, for example:
- answer the questions;
– listen to and repeat only those sentences which correspond to the text’s content;
– ask each other;
– agree or object;
– make the sentences not corresponding to the text’s content, and address to classmates;
– guess the riddle: about whom, what city, writer, literary hero, book, country, what’s the question;
– choose the suitable proverb (from several offered);
– explain the choice.
In addition to the methods of control, a special place in teaching listening in a foreign language is occupied by the actions of the teacher in the lesson, which can be classified as follows:
- setting a specific task when teaching speech perception by ear;
- the choice of the text taking into account the requirements of the thematic planning of the lesson, as well as certain learning conditions and interests of students;
- analysis of possible difficulties in the perception of the text;
- definition of specific conditions at the time of listening to the text;
- development of goals and objectives for working at the pre-text stage;
- determine the actions of students before listening to the text, including the number of auditions;
- development of speech or non-speech ways to control the understanding of the text.