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 
717 
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www.oriens.uz
October
2022
 
and expressions through gestures, visuals, paraphrasing, etc. As a last resort, provide 
an English equivalent Time spent in paraphrasing and acting out meanings is not 
wasted as listening comprehension is concerned as long as the student is hearing 
authentic language. 
3. Go through the dialogue again, without stopping, to give students a feel for 
how the entire conversation sounds at a normal rate of speed. If a recording of the 
dialogue is available, play it, using several voices for this presentation. 
4. Have a programmed learning true -false activity based on the dialogue inorder 
to 
insure 
comprehension.The 
teacher 
presents 
one 
or 
two 
lines 
of 
thedialogue,followed by question or a statement .The students make a written "yes"or 
"no" response. The teacher checks the students’answers, by a show of hands,and then 
immediately provides the students with the correct response. Thus, the teacher is also 
receiving feedback regarding the students' comprehension. If a number of students 
have difficulty with the item, the teacher may wish to reread that illustrates the 
correct response or take other action to insure comprehension. 
5. 
Have a role -playing activity. Assign roles from the dialogue to 
individual students’ phrase question in the foreign language to which students will 
make "yes" or "no", or shot responses, according to their assigned roles. Then have 
the students play themselves or other people, such as famous personalities, or other 
people, such as famous personalities, using the same technique. This provides further 
listening practice with the same linguistic elements. The change in roles and the 
corresponding changes in answers provide variety and prevent boredom. 
6. Have students hear the entire dialogue again, with their eyes closed, without 
interruption, but this time at slightly faster than normal rate of speed. To make this 
presentation of the dialogue challenging, inform students that it will be at a faster 
speed and that will be at followed by a listening comprehension test. It will be even 
better if still another tape can be used of the same test but with voices unfamiliar to 
the students. 
7. Give a listening comprehension text. 
8. At this point, periodically, recombination listening comprehension practice 
can be given, using dialogues from other courses of study, motion pictures or any 
type of recorded materials which contain, for the most part, language elements 
previously learned by the students. 
It is worth noting also that listening activities based on simulated real -life 
situations are likely to be more motivating and interesting to do than contrived 
textbook comprehension exercises. 

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