Oriental Renaissance: Innovative, educational, natural and social sciences

Oriental Renaissance: Innovative, 
educational, natural and social sciences 
 
VOLUME 2 | ISSUE 10 
ISSN 2181-1784 
Scientific Journal Impact Factor
 
 SJIF 2022: 5.947 
Advanced Sciences Index Factor 
 ASI Factor = 1.7 
716 
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www.oriens.uz
October
2022
 
As we know, any language is learnt in four directions: writing, reading, speaking 
and listening. One cannot be the best learner without any of them. At first, letters then 
words after then phrases and sentences create in one's mind. 
DISCUSSION AND RESULTS 
Using audio cassettes, prepare recordings, two to three minutes in length, of 
foreign accents; this can be done individually or in pair or groups. The recordings 
should consist of short interviews with speakers who are not very proficient in the 
target language. In a country where the target language is not locally spoken, it makes 
sense to use as interviewees natives of this country, but other accents may be use in 
addition. 
It is, of course, much easier just to ask people to read aloud in order to make the 
recording, but resist the temptation! There are various reasons for this: someone 
reading aloud has time to think consciously about how they are speaking, and we are 
looking for «intuitive» pronunciation; the reading passage may include words the 
interviewee does not know; and perception of spelling affects pronunciation. 
Improvised speech produces much better samples, which may later, incidentally, be 
used to examine lexical and grammatical errors. If you find it difficult to think of 
questions for an interview, the interviewee can be asked to describe a picture, or retell 
a well-known story. If you have not made such recordings before, make a brief trial 
recording of a few seconds and play it back in order to check that you have the 
distance, volume, microphone and so on properly adjusted. Begin the actual interview 
only when you are sure getting a clear recording. 
Within the dialogue-pattern drill, approach the teacher can take following steps 
to emphasize listening comprehension: 
1. Present the dialogue as a story, in the foreign language, using simple 
language. Explain the meaning of some of the new words and expressions that will 
appear in the dialogue through gestures, visual aids, use of synonyms, paraphrasing, 
etc. The idea, at this point, is not to teach the exact meaning of every new linguistic 
element in the dialogue, but rather to convey the general idea of the content in story 
form. Further, in order to provide additional listening comprehension practice, 
embellish the story by making up facts about the characters, which are not in the 
dialogue, using only previously learned vocabulary. 
2. Present the dialogue orally, acting out the various roles. Point to stick figures 
on the chalkboard, drawings, or cutouts on a flannel board to make clear to students 
at all times which character is speaking. Stop to get across meanings of new words 

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