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
w 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.