Technology of teaching listening in english lessons ashuraliyeva Nilufar Keldibekovna

Key words: listening, speaking, receptive speech activities, speech activity,
content, efficiency of teaching, tasks, listening activities.
In the methodology of teaching foreign languages teaching listening is of great
importance with its requirements from the student maximum attention, and from the teacher - consistent preparation for the development of this type of speech activity.
Therefore, a methodical correct organization of the process of learning to listening is necessary, which means that the method of teaching foreign languages has the task of properly organizing and planning this process so that the level of formation of students' learning skills meets the needs of modern society.
Listening is a receptive type of speech activity, which is a simultaneous
perception and understanding of speech by ear and as an independent has its goals,
objectives, subject and result. It is closely related to other speech activities: listening and reading are aimed at perception and semantic processing of information, and this explains the generality
of speech mechanisms serving receptive speech activities.
Listening and speaking are two sides of a single phenomenon, called oral
speech.
Types of listening:
Educational listening - acts as a learning tool, serves as a way to introduce
language material, create durable auditory images of language units, is a prerequisite for mastering oral speech, the formation and development of communicative listening skills.
Communicative listening is a receptive speech activity, aimed at perceiving and
understanding oral speech at one-time listening. In foreign and domestic methodsф, it is customary to distinguish types of communicative listening depending on the communicative attitude (learning task) and the relationship with expressive oral speech.
Depending on the communicative attitude, orienting to what should be the
breadth and depth of understanding, stand out:
• Skim listening- listening with an understanding of the main content;
• listening for detailed comprehension - listening with full understanding;
• listening for partial comprehension - listening with selective information of
information
• critical listening - listening with critical evaluation.
Preliminary exercises in listening:
Here are some examples of preparatory exercises:
• raise your hand when you hear ... (animal name, word on a topic ..., a plural
noun, an action that happened in the past, etc.);
• listen and raise your hand, if the sentence is correct, applies to you;
• listen, remember the list of commands (sequence of actions on the pictures)
and perform these actions / arrange the pictures in the desired sequence;
• Listen to 2 sentences and determine how they differ;
In many of the exercises proposed above, words, phrases, sentences can be
grouped by both lexical and grammatical features.
The material for teaching listening should also meet the following requirements:
1. Correspondence to the age characteristics of students and their speech
experience in their native and foreign languages.
2. Should contain new and interesting material for students.
3. Should represent of different forms of speech.
4. Should present redundant elements of information.
6. The ability of the material to cause a response emotional response.
7. It is desirable to have educational value.
N.I. Bykova pays great attention to the process of listening in teaching FL. “In
my classes, students regularly work with audio recordings in the classroom and at
home. They constantly hear the speech of native speakers, which should contribute to the formation of adequate pronunciation.”
During the presentation of audio text, it is advisable to use supports. Visual
supports include pictures, photos, maps, diagrams. Verbal supports can be presented in the form of keywords, a plan, as well as tasks that are sent directly to the test of understanding (since they are usually given out to students already at the stage of listening to audio text).
At this stage, the information obtained by the students is processed, rethought
and used for the further development of communicative skills. As a rule, at this stage, the development of productive types of speech activity - speaking and writing. Students discuss the content of the text in a monologue or dialogic form, express an evaluative attitude towards it, develop ideas touched upon in the text, perform creative, practical tasks based on the information received. At this stage, it is advisable to use (as well as at the first) pair, group and collective forms of work, as well as the implementation of a differentiated approach.
Based on the above objectives, content and technology of teaching listening,
we can develop communicative and personal skills of students.


References:


1. Nechaev E.N. Listening in high school.- Kirov, 2006.
2. Rogova G.V. "Methods of teaching foreign languages in high school." - M.:
"Enlightenment", 1991.
3. Galskova N.D. Modern methods of teaching foreign languages: A manual for
teachers. - 3rd ed., Pererab. and add. - M.: ARKTI, 2004. P.175 - 181