Еducаtiоn оf thе rеpublic оf uzbеkistаn chirchik state pedagogical institute

1.2 Global perception involves the perception of the text

Global perception involves the perception of the text as a whole, when, under certain circumstances, it is enough for the listener to determine (more or less extensively) what was discussed in the statement, what is its main idea. Teacher questions such as: so what was the lesson today (or: I spoke at the lesson)? What is the main thing I wanted to say (prove, explain, tell)? What does the text say? How can you title the text (statement)? etc. develop precisely the global perception that we encounter in life, when it is important for us to comprehend only the topics of radio and television programs, to understand the main thing in the statements of our interlocutor (or interlocutors).

When a teacher, practicing any grammatical and spelling skills, draws on a text that has educational and educational value, after reading it in its entirety, he will certainly check whether the students understood the main thing: what is the writer talking about? What does the story teach? How can you title the read text (for example, the text for a dictation)? Etc.
If we keep in mind the educational aspect, then the language teacher should talk with children about everything that they perceive outside the classroom, what worries them, how they live. This task explains the need to conduct conversational five-minute (or ten-minute) sessions on the topics “Review of interesting radio programs” or “Did you listen on the radio that ...” and “Do you know that. . . ”, “Briefly about interesting things”. Completing a task with the intent to write what was reported on the radio (on television) today on the topic “Today in the morning broadcast” also serves this purpose.


1.3. Detailed perception of the work
Detailed perception implies, as the name implies, the awareness of if not all, then, of course, the most important semantic blocks of the text - depending on the setting that is given by the speaker or that the listener sets himself. Such an attitude accompanies a detailed retelling (exposition). And if the student retells the story, he must feel the sequence of actions underlying it, their temporal, causal relationships, etc. to clearly understand what is explained or proved, and the explanation-proof itself or a number of them, when the explanatory-proof part contains several justifications.
A detailed perception of the text by ear is required when such a type of work is carried out as a retelling (presentation) of the heard (spoken or voiced) text; retelling the teacher's explanation; when you need to remember several tasks (if the teacher does not write them down) in order to complete them all in the specified sequence; when there is a discussion, debate.