Thе ministry of highеr еducation, sciеncе and innovations of thе rеpublic of uzbеkistan samarkand statе institutе of forеign languagеs coursе work thеmе: improving listening skill to pre-school and primary education students

CHAPTЕR II. ANALYSIS OF IMROVING LISTENING TRAINING AT PRE-SCHOOL AND PRIMARY SCHOOL
2.1 The method of teaching listening by N.V.Elukhiva “Snowball”
The initial stage of mastering a foreign language is rightly considered more difficult for students. The fact is that students who do not possess the necessary language stock and the skills to use it in speech, as well as due to the lack of formation of speech skills, cannot yet use language as a means of communication. In addition, language acquisition during this period is associated with great difficulties due to the powerful interfering influence of the native language and lack of experience in the language being studied. As a result, the student moves forward slowly and he has to spend a lot of time and effort on mastering language material, which can lead to a decrease in enthusiasm for the subject. Therefore, it is especially important at this stage to intensify the learning process in every possible way, thereby ensuring the speedy achievement of such a level of language proficiency that would allow using it as a means of communication. It is no less important that the training at the initial stage has a clear communicative orientation. In this case, a faster formation of speech skills would be provided, which would contribute to the preservation of enthusiasm for the language being studied.
As it is clear, the specifics of training at the initial stage is that during this period the perceptual and articulatory base of types of speech activity is laid, auditory-pronouncing and spelling skills and speech hearing are formed, sound-letter and letter-sound connections are installed, and a little-needed stock of language material is acquired. At the same time, the basis for the development of all types of speech activity is being laid, which is expressed in the formation of basic skills and abilities. The latter provision does not need to be confirmed, since it is well known that "the main purpose of training and the essence of the entire educational process is the formation of skills and abilities, which requires significant time." But until recently, due to the lack of elaboration of this issue and the methodology of teaching listening, specifically the lack of a list of skills and, as a result, specific techniques for their formation, the development of skills was insufficiently specific and purposeful. As a result, listening skills were formed spontaneously in the process of performing certain activities. Of course, a similar path slows down the formation of skills and, accordingly, the development of this type of speech activity. The validity of this provision is confirmed by practice. Those common shortcomings in listening skills that can be monitored at advanced stages, such as, for example, the inability to understand the logic of events and their relationship and, as a result, fragmentary, fragmentary understanding or inability to highlight the main idea, leading to a misunderstanding of the author's plan, are explained by the awareness of the relevant skills. Therefore, it is necessary that mastering the basic basic listening skills be carried out purposefully and from the first years of training (in the 5th grade of mass and 3-4 grades of school with teaching a number of subjects in foreign languages), after the perceptual base is laid and a small stock of language material is acquired.
When the level of formation of these skills and their set will be sufficient to express their own and understand other people's thoughts, naturally, within the strictly limited limits provided by the program for this stage, we can talk about achieving the initial level of proficiency in speech activity.
Of course, this is only the first step in mastering the types of speech activity, and it takes a lot of time and effort for the student to fully master speaking, listening, reading and writing, i.e. for language to become a means of communication.
The process of development of speech activity is progressive, because at first it is poor and primitive, and then, as a result of systematic practice, it uniformly becomes richer, more correct and perfect. This process can be represented as a "snowball". Like a snowball, which for its own growth must have an initial core, i.e. it cannot appear from "nothing", foreign language speech activity for its own development must have a core of certain skills and abilities, which is its initial level. Knowledge of this initial level, i.e. the skills and abilities that make up it, and their purposeful formation at the initial stage, i.e. in grades 5 of a comprehensive school and in grades 3-4 of schools with teaching a number of subjects in foreign languages, would be very useful for the methodology, as it would significantly rationalize and intensify training during this period.
The article attempts to establish the initial level of listening as a type of speech activity and create recommendations for its formation.
Before that, it is necessary to establish which specific skills constitute the initial level of listening. To solve the problem, we conducted an experimental cross-section aimed at testing the following hypothesis.
The initial level of listening proficiency, i.e. the level when the student has already acquired the ability to understand by ear an ordinary speech message (text), new in content, is achieved by mastering a set of basic skills.
For this purpose, scientific research in the field of listening teaching methodology was analyzed [26, 52], in which the authors distinguish listening skills, and on this basis, an initial list was compiled, including 68 skills. Then the list was reduced by introducing the following selection criteria:
- Skills that are common to listening to speech of all styles. Special skills needed to understand, for example, only scientific speech were excluded from the list.
- a more elementary version of one skill. For example, from the options to understand speech at a slow, medium and rapid natural pace — the ability to understand speech at a slow natural pace is selected.
- Taking into account language experience and language stock. For example, understanding the speech of strangers with different voices asks for meaningful language experience, understanding dictation in movies asks for a meaningful language stock that beginners do not possess.
- Exclusion of skills, the presence of which cannot be established by analyzing the speech messages of the trainees. For example, the ability to predict the meaning of the received message.
As a result of the implementation of these criteria, the following list of skills was established, which presumably constitute the initial level of proficiency in listening:
1. Divide the text into semantic pieces, determine the facts of the message.
2. Establish logical connections between text elements.
3. Separate the main from the secondary and keep the main in memory, highlight semantic milestones, determine the semantic center of the phrase.
4. Determine the subject of the message.
5. Highlight the main idea.
6. Perceive the message to the end without omissions.
7. Take speech at a natural slow pace.
8. To perceive and retain in memory a message presented once. English is a communicative language
Thus, the formation of eight skills was tested in the environment.
The experimental section was conducted in adult and children's classrooms, and with adults who started learning a new language, and do not continue to study the old one. The choice of different audiences (adult and children) and different learning conditions is determined by the need to establish whether the discovered skills of the initial level of listening are common to all students or their set is specific to different audiences and learning conditions.
The results of the cut confirmed the hypothesis put forward by Yelukhina. Indeed, the initial level of listening proficiency is provided by a set of certain skills, and the absence of any of them has a negative impact on the reception and understanding of a speech message.
The results of the cross-section confirmed the presence of all hypothetically allocated skills in the subjects who reached the initial level of listening proficiency. Accordingly, the initial level of listening assumes that the trainees have eight skills. Moreover, the influence of individual skills on the process of receiving a message and on its outcome, i.e. on the understanding of the text, is not the same. There are skills that define communication, i.e. in their absence, communication will not take place, and there are skills that have only a certain impact on communication, i.e. the message can be understood better or worse depending on their formation. Naturally, first of all, those skills that determine the success of the act of communication must be formed. These include the following skills: to separate the main from the secondary and retain the main in memory, i.e. to highlight semantic milestones and determine the semantic center of the phrase; to determine the topic and facts of the message; to perceive the message to the end without spaces, to accept speech at a natural slow pace, to perceive and retain a message presented once.
The analysis of the results of the slice also allowed us to establish simple and hard-formed skills, as well as compare these data in children and adults. The following skills were simply formed: to understand the subject of the message (100% of adults and 72% of children understood), to establish logical connections between the elements of the text (adults — 80%. children — 71%), highlight the main idea (adults — 60%. children - 77%).
The following skills turned out to be more difficult to form: to determine the facts of the message (76% of adults and 52% of children did not transmit all the facts), to perceive the message to the full without gaps (75% of adults and 41% of children do not accept the message until the end), similar results were obtained with respect to the ability to perceive the message at a natural pace and with a single presentation. Of course, maximum attention should be paid to the formation of heavy skills, since their lack of formation leads to an unsatisfactory understanding or complete misunderstanding of the text.
It can be noted that the level of proficiency of individual skills in adults and children is different. So, those skills that were qualified as easy, i.e. showed a higher percentage of formation, are better developed in adults than in children, and on the contrary, complex skills that showed a smaller percentage of formation cause enormous difficulties in adults. In general, children's skills are better formed. But whether this fact is a consequence of mental characteristics and the ability to teach children or different learning conditions or both, it does not seem likely to establish. Nevertheless, the social trend: the presence of a complex of the same skills, the presence of simple and hard-formed skills can be traced in both audiences. This gives the right to talk about the validity of established patterns for at least some audience and for different learning conditions.
The results of the experimental section allow us to make certain recommendations regarding the organization of listening instruction at the initial stage (grade 5 of a general education school and grades 3-4 of a school with teaching a number of subjects in foreign languages).
In addition to the above tasks of the initial stage, which, in relation to listening, are reduced to creating a perceptual base (capturing sound images of language units, recognizing them in the flow of speech, recognizing prosodic parts, developing speech hearing, etc.), During this period it is necessary to develop skills that make up the initial level of mastery of this type of speech activity. Moreover, sharing the point of view of S.K. Folomkina, who considers it expedient to form each skill separately, if it is possible [4, 98]. This provision in no way contradicts the communicative orientation of learning, since speech skills are developed with the help of speech exercises based on the material of a coherent text, new in content. The fact that the object of the work is one skill, and not their complex, as is the case traditionally, does not change the communicative nature of the work, since in this case it is focused on understanding the meaning of the text. The consistent formation of skills and the graduated nature of training facilitate the mastery of speech activity, make the work more purposeful and allow the teacher to control the formation of each skill. All this should contribute to increasing the effectiveness of teaching listening at the initial ethane.
Based on the existing work experience and compliance with the principle from easy to difficult, it is possible to propose the following sequence of formation of the skills of the initial drop listening:
1. Separate the main from the secondary and keep the main in memory, highlight semantic milestones, determine the semantic center of the phrase.
2. Determine the subject of the message.
3. Divide the text into semantic pieces, determine the facts of the message.
4. Establish logical connections between text elements.
5. Highlight the main idea.
6. Receive a message at a certain pace, a certain duration, sounding to the end without missing.
Three skills should be formed at once, because, as the research has shown, they are interrelated and interdependent. As for the ability to perceive a message with a single presentation, it is formed during the entire work, since, basically, all the exercises performed to form the listed skills must be performed with a single presentation.
It is recommended to form the listed skills in the specified sequence, observing the "snowball" principle, i.e. to develop each new skill on the basis of already formed ones. In this case, students will not only work on a new skill, but also improve previously formed ones. At the same time, the maximum time must be allocated to the formation of difficult skills for communicating. Such a way of mastering basic skills is obliged to ensure the strength of acquired skills and the rapid achievement of the initial level of proficiency in speech activity. Ego is especially important at the initial stage, when children, constantly facing difficulties, from time to time lose faith in their own strength. The constant positive results of the acts of activity will serve as an incentive to work on the language in the future.
The following system of work on the formation of the skills of the initial level of listening is proposed:
1. To separate the main from the secondary, i.e. to highlight the semantic milestones and the semantic center of the phrase
Based on the material of several phrases, the teacher indicates how to highlight semantic milestones, looking for answers to the questions who? / What is doing? /What's going on? How? And also from time to time where? when? For what purpose?
After students learn to identify semantic milestones and repeat the phrase in a compressed form, similar exercises should be performed on the material of a group of phrases related to the meaning. Work on the development of this skill, as well as all subsequent ones, is completed when all students complete the appropriate tasks (in this case, they highlight semantic milestones and repeat the semantic center of the phrase) correctly and at a fairly rapid pace.
2. Determine the subject of the message
The work is carried out on the microtext material. The teacher explains that the answer to the question is about what? It is contained in the subject of the message, and indicates 2-3 microtest disclosure of the topic. Then the students, after listening to the microtext, choose from the three proposed options the wording of the topic appropriate to this text, determine the topic themselves and, finally, invent a title reflecting the topic of the text. In parallel, semantic milestones are highlighted in each text.
3. Divide the text into semantic pieces, determine the facts of the message
As is traditional, at first the teacher himself highlights the facts, explaining the course of his own actions. It should be explained to students that in order to highlight the facts, it is necessary to find answers to questions about what in the text? So what?
Students are invited to perform the following tasks based on the material of various sounding texts: divide the text into semantic pieces and count their number, list the facts of the text, putting questions to each of them, arrange the points of the plan in accordance with the sequence of facts in the text, bring the plan in line with the facts of the text (remove unnecessary, add missing, correct incorrect) and finally, make a plan yourself, reflecting in it all the facts of the text. At the same time, the subject of the text is determined, and keywords are highlighted.
4. Establish logical connections between text elements
To master this skill, you should use a holistic sounding microtext. "The teacher tingles on the example of a specific text of his composition: the beginning, the main part, the ending. He hides the logic of the presentation by posing questions to each subsequent phrase. It is recommended to perform the following exercises: arrange phrases in a logical sequence (no more than 5 small sentences), swap phrases in accordance with the logic of the presentation, replace a phrase that violates the logic of the presentation, bring the description of the plot picture / series of paintings in accordance with the logical sequence of events. Make a plan of the plot text, observing the sequence of facts.
5. Highlight the main idea
It should be explained to students that the main idea reflects the author's plan and answers the question for what purpose the author told about something. Then it is necessary to consider the main idea, which is expressed explicitly in the text, later the students themselves are obliged to find the main idea in the text, then choose from the three proposed options the main idea that corresponds to the meaning of the listened text, and, finally, construct the main idea themselves.
6. Receive a message at a certain tempo (in this case, a natural slow one), a certain duration of sound (1.2—2 minutes) to the end without missing. The formation of these skills is advisable to carry out immediately. The conducted cross-sections showed that difficulties associated with a certain pace of presentation of the message and with its length, as a rule, have a greater impact on the reception of the end of the message (approximately 30 last seconds in small texts).
The teacher should tell the students that they do not have to strive to fully understand the beginning of the text, since in this case they will get tired and will not remember the end well. They should, focusing on skills 1 and 3, try to understand the main content of the entire text and especially listen closely to the end, since often the most fundamental information is contained at the end.
Then students are invited to listen to the text, briefly convey the beginning and middle, and reproduce the end FULLY and ACCURATELY according to their ability. You can use the following method of work: a weak student retells the end of the text, an average student repeats what he said and adds what he missed, and finally, a powerful student reproduces the end of the text fully and accurately.
These are briefly the techniques by which during the initial stage it is possible to form basic listening skills and reach its initial level. The criterion for the formation of all these skills is the ability of students to fully and accurately understand a small text with new ordinary content, accessible in language form (not containing the latest linguistic phenomena and clusters of forms difficult to perceive), presented by the teacher once at a natural slow pace without visual support in the form of paintings.
So, the possibility of intensifying listening training in the formation of basic skills of this type of speech activity at the initial stage after the creation of the perceptual listening base. It is clear that purposeful and graduated development of skills requires less time and effort of students than spontaneous and complex, and gives favored results. In addition, carrying out this work at the initial stage (traditionally, such tasks are solved at an advanced stage) is obliged to ensure a more uniform and consistent development of listening and will allow you to avoid spending time on overcoming problems associated with the lack of formation of these skills at advanced stages.
The way of learning listening proposed by Yelukhina at the initial stage is obliged to give the pedagogical process a huge communicative orientation, since in this case the center of gravity of the work will be transferred to speech exercises performed on the material of coherent texts.

2.2 The system of exercises for teaching listening in the EMC “RainbowEnglish” at the initial stage

There are two ways of learning listening in the general methodology. The first way offers listening training in the process of performing special exercises, i.e. listening acts as a learning goal. Supporters of the second way point to the need to combine listening exercises with elements of speaking, reading, and writing. I.e. listening here acts as a means of teaching other types of speech activity. Many modern Methodists combine these two ways. The compilers of the EMC (Educational and methodical complexes) “RainbowEnglish” suggest teaching listening as a goal, and then as a means, and therefore they believe that the system of exercises for teaching listening should include both special and non-special speech exercises.
The system of exercises is understood as the organization of interrelated actions arranged in order of increasing language and operational difficulties, taking into account the sequence of formation of speech skills and skills in various types of speech activity.
Preparatory exercises.
The purpose of the preparatory exercises is to remove linguistic or psychological difficulties beforehand (before listening to the text), which allows students to focus their attention on the perception of the content.
Taking into account the factors affecting the perception of speech messages, two groups can be distinguished in the preparatory exercises:
1) exercises aimed at removing linguistic difficulties
2) exercises aimed at overcoming psychological difficulties.
As a result of the exercises of the 1st group, the following skills are formed [9,77]:
1) isolation of unfamiliar phenomena from speech messages, their differentiation and understanding;
2) correlation of sound samples with semantics;
3) determining the meaning of words (using word-formation guesswork);
4) definition of the contextual meaning of various lexical units and grammatical constructions;
5) recognition and comprehension of synonymous and antonymic phenomena, etc.
The second group of preparatory exercises promotes the development of:
1) predictive skills;
2) the volume of short-term and verbal-logical memory;
3) the mechanism of equivalent replacements;
4) speech hearing;
5) the ability to curtail (reduce) internal speech, etc.
Speech exercises
contribute to the development of skills to perceive speech messages in conditions approaching natural speech communication. They teach:
a) identify the most informative parts of the message;
b) eliminate gaps in understanding by predicting at the text level;
c) correlate the text with the communication situation;
d) divide the audio text into semantic pieces and determine the main idea in each of them;
e) record the main part of the information in writing.