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

Thе actuality of thе coursе work is that listening at the initial stage of learning is one of the most relevant topics in the modern methodology of teaching English, since speech communication is impossible without listening.
Thе main aim of thе study is a search and description of the conditions for learning listening at the initial stage.
Thе objеct of thе study is improving listening skills at pre-school and primary education students.
Thе subjеct of thе study: thе procеss of improving thе listening skills to schoolchildren.
Thе structurе of thе study. Thе coursе work consists of an introduction, two chaptеrs, a conclusion and a list of sourcеs usеd..
Thе introduction contains a justification of thе rеlеvancе of thе rеsеarch topic, thе main charactеristics of thе coursе work (problеm, objеct, purposе, subjеct, tasks and rеsеarch mеthods) arе givеn.
Thе first chaptеr tеlls about listening as a speech activities, difficulties in understanding speech by ear.
Thе sеcond chaptеr hеlps to gеt acquaintеd with the method of teaching listening by N.V.Elukhiva “Snowball” as well as the system of exercises for teaching listening in the EMC “RainbowEnglish” at the initial stage.
Thе conclusion contains thе rеsults of thе work, conclusions and rеcommеndations for improving work on this problеm.

CHAPTЕR I. THЕORЕTICAL FOUNDATIONS OF IMPROVING LISTENING SKILLS TO PRE-SCHOOL AND PRIMARY EDUCATION STUDENTS

1. 
   Listening as a speech activity
   

The purpose of teaching a foreign language is the formation and development of foreign language communicative competence, i.e. the ability and willingness to communicate with native speakers of the studied foreign language in oral (speaking and listening) and written (reading and writing) forms of communication, taking into account the speech capabilities and needs of the student.
Since listening is part of the foreign language speech competence, we will consider this type of activity in more detail.
The term "listening" itself means "listening with understanding" or "understanding speech by ear"[8, 183].
Teaching listening, as well as other types of speech activity, we aim to develop speech, language, socio-cultural, compensatory, educational and cognitive competencies. Within the framework of speech competence, communicative skills in listening are developed; language competence - mastering new language means (phonetic, spelling, lexical, grammatical) in accordance with the topics, spheres and situations of communication selected for primary school; mastering knowledge about the linguistic phenomena of the language being studied; socio-cultural competence implies familiarizing students with the culture, traditions and realities of the countries/countries of the foreign language being studied within the framework of topics, spheres and situations of communication that meet the experience, interests, psychological characteristics of primary school students at its various stages; compensatory competence is the development of skills to get out of the situation in conditions of a shortage of linguistic means when receiving information; educational and cognitive competence is the further development of general and special educational skills related to listening for self-study of languages and cultures, including the use of new information technologies. The federal component of the state educational standards of primary general, basic general and secondary (full) general education [17, .20].
Listening is the basis of communication, and the mastery of oral communication begins with it. It consists of the ability to differentiate perceived sounds, integrate them into semantic complexes, keep them in memory during listening, carry out probabilistic forecasting and, based on the communication situation, understand the perceived sound chain.
Teaching students to understand spoken language is one of the most important learning goals. It is almost impossible to form only one speech or language skill in the lesson. Working with audio texts, we simultaneously practice lexical, grammatical, phonetic skills. Mastering listening makes it possible to realize educational, educational and developmental goals. It allows students to learn to listen attentively to the sounding speech, to form the ability to anticipate the semantic content of the utterance and thus foster a culture of listening not only in a foreign language, but also in their native language. The educational significance of the formation of the ability to understand speech by ear, which at the same time have a developing effect on the child, lies in the fact that it has a positive effect on the development of the child's memory, and above all, auditory memory, which is so important not only for learning a foreign language, but also any other subject.
Listening contributes to the achievement of the educational goal, providing children with the opportunity to understand statements, no matter how elementary they may be in the language of another people. Listening is also a powerful means of teaching a foreign language. It makes it possible to master the sound side of the language being studied, its phonemic composition and intonation: rhythm, stress, melody.
Listening can be considered both as an activity and as a skill. As an activity, listening is closely related to speaking, as it requires a constant counter-thought process. Listening is not an isolated type of speech activity. In addition to speaking, it is also closely related to reading and writing. Moreover, listening, like reading, refers to receptive types of speech activity, while speaking and writing are productive. Reading is the translation of a graphic language into a sound one. Reading aloud or to himself, a person hears the perceived text. And in the process of graphic design, i.e. letters, a person pronounces and hears what he writes.
In addition, it can be argued that speaking and listening are two sides of the same phenomenon - oral speech. Listening prepares speaking, speaking helps to form the perception of speech by ear.
Thus, being closely related to other types of speech activity, listening plays an important role in learning a foreign language and especially in communicative-oriented learning [20, 123].

1.2. Features of teaching listening to young children

In this section, we will consider the features of teaching a foreign language and, in particular, the use of listening as a means of teaching a foreign language in primary schools.
In accordance with the state educational standard, the main objectives of teaching a foreign language and the results of mastering the basic educational program in primary school are:
1) acquisition of initial communication skills in oral and written form with native speakers of a foreign language based on their speech capabilities and needs; mastering the rules of speech and non-speech behavior;
2) mastering the initial linguistic concepts necessary for mastering oral and written speech in a foreign language at an elementary level, expanding linguistic horizons;
3) the formation of a friendly attitude and tolerance towards native speakers of another language based on familiarity with the lives of their peers in other countries, with children's folklore and accessible examples of children's fiction.
Following the above goals of teaching a foreign language, it should be noted that at the initial stage, one of the most important functions should be considered the formation of skills and abilities to communicate in a foreign language at an elementary level, the ability to recognize and perceive foreign speech by ear, to get an idea of a foreign language as a means of communication, allowing to achieve mutual understanding with people who speak / write in learn a foreign language, learn new things through sounding and written texts[21, 35].
Therefore, it is necessary to start learning a foreign language with listening, since this is the first skill that a child begins to learn. Through listening, at the initial stage, the lexical side of the language and its grammatical structure are assimilated [2, 38].
Learning occurs mainly due to what the child hears in class. In this sense, listening is extremely important for primary school students, as it provides children with rich language material and speech patterns, which they will then use to construct their own utterance. The more the teacher speaks English in class, the better the students' pronunciation skills will develop [24, 70].
In the first year of study, students must master the oral form of communication, i.e. learn to understand foreign speech by ear and respond to it correctly. The oral beginning helps to move faster, because children at the age of 8 years easily perceive what they have heard, easily assimilate not only individual words, but also whole speech chains, they skillfully possess some vocabulary in their native language in order to use it creatively, have a rich imagination and imagination, understand the difference between reality and fiction, can work in a group and learn from others. While their reading and writing skills are not yet very well developed in their native language.
Intonation, gestures, facial expressions, facial expressions - all this helps children understand unfamiliar words, and sometimes phrases. They have a well-developed long-term memory: what they have memorized, they remember for a long time. But it is difficult for children of primary school age to engage in the same type of activity for a long time, and especially for foreign speakers, since they have a short period of attention and concentration. The teacher needs to diversify the types of work. The most important thing is not to overload students with work during the audit [3, 17].
There are several reasons why an early age is preferable for studying a foreign language. The younger the child, the smaller his vocabulary in his native language. But, at the same time, his speech needs are also less: a small child has fewer spheres of communication than an older one; he does not yet have to solve complex communicative tasks. So, mastering a foreign language, he does not feel such a huge gap between the possibilities in his native and foreign languages, and his sense of success will be brighter than that of older children.
However, when teaching children to listen, we must be prepared for some difficulties associated with age, mental and individual characteristics of perception. Primary school students have different degrees of individual perception of information, different levels of communicative and linguistic abilities, different styles of language cognition and different levels of mastery of educational material. When teaching children to listen, it is necessary to take into account these factors and understand that standard methods of teaching a foreign language, unified approaches in particular to language acquisition through listening, may often not bring the desired results due to the individual characteristics of students.
Listening remains the most difficult and least favorite aspect of English language teaching among students. Understanding is often more difficult than speaking. Working on listening causes a child huge mental and mental costs. For students, the perception of English speech by ear, even if it contains most of the words that they are familiar with from reading texts, an oral introductory course, a practical oral speech course, seems to be a kind of barrier, since, as a rule, any listening requires performing any tasks, and this increases responsibility and leads to overstrain. Many students lose their inner motivation when the first difficulties arise.
For effective listening training, it is also important to repeat (or repeatedly) the presentation of the same speech message and the duration of its sound, the number of words or sentences. For the initial stage of training, texts consisting of 3-6 sentences are intended, at the middle stage this number increases to 10-15, and by the end of school - up to 20-25.
The volume of a speech message depends on many factors and is not a stable value. You can only talk about the minimum or maximum size of the audio text and determine it not by the number of words or sentences, but by the duration of the sound. This measurement is convenient for planning classes, for the correct allocation of time for various types of speech activity. As for the work in the classroom, the average size of texts measured by the duration of the sound should be one minute for the initial stage, two or three minutes in the fifth and sixth grades, and three to five minutes for the older ones. A text of up to three minutes of sound is considered optimal, since it does not exceed the ability of students to retain information (if it needs to be transmitted in a form close to the original text) and allows them to develop predictive skills at the text level.
As for choosing the right audio text, taking into account aspects of the psychology of younger schoolchildren, the following main criteria for the selection of listening materials can be distinguished:
• The length of the text for listening
• The speed of reading the text by the speaker
• Text content
• Language level of students
• Subject of texts
• Age of students
• Clarity of pronunciation by the speaker
• External noise
• Clear studied models
Do not forget that students need to listen to texts read in different voices, preferably by their peers (in order for the task to be more close to real life and have a communicative orientation), and with different pronunciation, since one of the goals of listening is to help students cope with the difficulties of listening in real life in the future [5, 85].
It is also known that teaching children a foreign language is easiest in the game. Play is the natural state of babies. Therefore, play activity is leading for younger children.
It is known that children are happy to do what they are interested in. The most important driving force that can arouse a child's interest in learning a foreign language and stimulate listening is the game situation. It is in the conditions of a game situation that captivates a child that such age-related features as vivid imagination, love of imitation and the desire for motor activity are easily realized. It is established that if several organs of perception (hearing, vision, movement) are involved at once in the process of foreign language speech activity, then the child remembers the language material much better and faster and reproduces it with great desire. All this should be taken into account when selecting listening tasks [6, 104 ].

Conclusion on Chaptеr I

So, listening is a very important skill, without mastering which learning in a language is unthinkable. "Like any skill, it relies on certain skills. The main groups of listening skills are:
A) skills of subconscious recognition of grammatical forms of speech at the morphological and syntactic level (anticipating structures) and their correlation with a certain meaning (grammatical listening skills);
B) skills of direct understanding of words and phrases (lexical listening skills);
C) skills of subconscious perception and discrimination of the sound side of speech: sounds, sound combinations, intonation."[1, 10].
The success of listening depends, on the one hand, on the listener himself (on the degree of development of speech hearing, memory, on the presence of attention, interest, etc.), on the other hand, on the conditions of perception (temporal characteristics, quantity and form of presentation, duration of sound) and, finally, on linguistic features - linguistic and structural and compositional complexities of speech messages and their correspondence to the speech experience and knowledge of students.
An important role is played by the features of auditory memory, its "volume", i.e. its ability to hold a text (sentence, paragraph) of a certain length and depth (syntactic complexity) in the listener's mind.