Education of the republic of uzbekistan termez state university foreign philology faculty

3. The methods of enhancing teaching listening
skills through internet
Currently, the study does not focus on any other similar websites in order to get more reliable and specific results. Furthermore, other skills such as grammar were not examined. The researchers suggest that further studies should be conducted on other similar websites such as esl-longue.com for the listening skills. Furthermore, other skills should be examined along with other skill-related websites. For instance, coca, english-corpora.org can be investigated for the writing and the grammar skills. Also, dreamreader.net can be investigated for listening. Active Listening In eLearning: What eLearning Professionals Should Know “I have learned a great deal from listening carefully. Most people never listen.”, Ernest Hemingway once said. More than a half-century later, little has changed; indeed, most people don’t listen, despite listening being one of the most important human skills. The way we listen can have a major impact not only on our personal relationships, but also on our professional lives and job performance.
A good listener has the ability to better understand and process information; a great listener has the ability to use this information to negotiate, influence, and avoid misunderstandings and conflicts. But what does it take to become a great listener? Only one thing, actually: Practicing and improving your active listening skills. Having active listening skills means that you are able to communicate effectively and create deeper connections with others. ⁶Active listening is an essential quality all learners should have, as it can greatly improve their communication skills and help them build strong relationships. In this article, I'll delve into the basics of active listening that every eLearning professional should know in order to develop eLearning courses that enhance learners' active listening skills, so that you will be able to help your learners to engage both mentally and emotionally in every conversation, and achieve long-term success in their personal and professional lives.
While “hearing” and “listening” are two words that are often used interchangeably, there are many contrasts between them. While hearing is the involuntary act of perceiving sound, listening actually requires some effort. The individual must first choose to concentrate, and then, the brain has to process this information to add contextual meaning. During active listening, our minds focus on the information just received and process it accordingly; this is when truly amazing learning experiences take shape. This also explains why active listening is not just listening to what is being said, but also absorbing it. It involves focusing on the subject matter, processing it, and comprehending the concepts. To best illustrate the idea of active listening think back to a time when you sat in on a lecture or meeting and remembered absolutely nothing that was discussed after the fact. This is a perfect example of hearing instead of active listening. You may had been present, but your mind was not. ⁷
As far as the cognitive processes involved are concerned, while you are actively listening, your brain goes through a variety of different tasks. It must first understand the context of the eLearning content presented, then pair it with personal feelings, experiences, or previous knowledge. While actively listening, your mind also takes subtle nuances into account, such as gestures, expressions, colors, images, and body language. Even the pitch of someone’s voice or their tone plays an important role in the process. Only after all these factors are taken into consideration, your brain can then begin to absorb the information.
When the process of information recall takes place, learners are triggering their memory schemata, which improves comprehension and helps them identify which eLearning content is useful and relevant and which can go by the wayside to make room for really valuable data. Thus, they are able to absorb the key takeaways of the eLearning course and commit them to their long-term memory, rather than being overloaded with all data that is flowing into their mental pathways. Active listening is so crucial in online learning environments because it distinguishes learners who are actually participating from those who are merely going through the eLearning course material. When learners are actively listening during the eLearning course, they are able to more effectively process the information and engage with the subject matter, instead of merely being passive observers. They can also access knowledge that they’ve previously acquired to make connections with new concepts or ideas, and decide how to apply this information in real world settings. Having active listening skills means that you are able to communicate effectively and create deeper connections with others. Active listening is an essential quality all learners should have, as it can greatly improve their communication skills and help them build strong relationships. In this article, I'll delve into the basics of active listening that every eLearning professional should know in order to develop eLearning courses that enhance learners' active listening skills, so that you will be able to help your learners to engage both mentally and emotionally in every conversation, and achieve long-term success in their personal and professional lives. ⁸
While “hearing” and “listening” are two words that are often used interchangeably, there are many contrasts between them. While hearing is the involuntary act of perceiving sound, listening actually requires some effort. The individual must first choose to concentrate, and then, the brain has to process this information to add contextual meaning. During active listening, our minds focus on the information just received and process it accordingly; this is when truly amazing learning experiences take shape.
This also explains why active listening is not just listening to what is being said, but also absorbing it. It involves focusing on the subject matter, processing it, and comprehending the concepts. To best illustrate the idea of active listening think back to a time when you sat in on a lecture or meeting and remembered absolutely nothing that was discussed after the fact. This is a perfect example of hearing instead of active listening. You may had been present, but your mind was not. As far as the cognitive processes involved are concerned, while you are actively listening, your brain goes through a variety of different tasks. It must first understand the context of the eLearning content presented, then pair it with personal feelings, experiences, or previous knowledge. While actively listening, your mind also takes subtle nuances into account, such as gestures, expressions, colors, images, and body language. Even the pitch of someone’s voice or their tone plays an important role in the process. Only after all these factors are taken into consideration, your brain can then begin to absorb the information. When the process of information recall takes place, learners are triggering their memory schemata, which improves comprehension and helps them identify which eLearning content is useful and relevant and which can go by the wayside to make room for really valuable data.
Thus, they are able to absorb the key takeaways of the eLearning course and commit them to their long-term memory, rather than being overloaded with all data that is flowing into their mental pathways. Active listening is so crucial in online learning environments because it distinguishes learners who are actually participating from those who are merely going through the eLearning course material. When learners are actively listening during the eLearning course, they are able to more effectively process the information and engage with the subject matter, instead of merely being passive observers. They can also access knowledge that they’ve previously acquired to make connections with new concepts or ideas, and decide how to apply this information in real world settings.
Active listening skills can be difficult to master and therefore it takes time, determination, and patience to become an excellent active listener. In order for your learners to enhance this excellent communication skill, consider the following tips: Include interactive scenarios, simulations, and presentations that grab the attention of your audience and make it virtually impossible for them not to actively listen to the subject matter. If your learners are engaged in the learning process and feel as though you are creating a connection with them, they are more likely to focus on the eLearning content and not be distracted by outside stimuli. Use bright colors and graphics to draw attention to key concepts or special fonts to make the takeaways stand out on the page.
Design the Best Learning Experience for your Learners with the Most Engaging Branching Scenarios. Discover, choose and compare the top eLearning Authoring Tools with Branching Scenarios Functionality. Shortly is one of the most effective ways to encourage active listening among your learners. Provide them with a summary at the end of each eLearning unit that gives them a quick overview of the main takeaways, so that they can focus directly on what they need to know and trigger their active listening abilities. Include exercises and eLearning activities that encourage your learners to access previously learned knowledge so that they can create that all-important connection. When they are able to associate new concepts to what they already know they are more likely to actively listen, as they are already familiar with the subject matter and the new information sounds more meaningful to them.
By integrating tests and exams at the end of each lesson you gain the ability to assess whether or not your learners are actively listening. If they can correctly answer the questions and show a mastery of the topic, then you can rest assured that they are actually paying attention to the eLearning content presented. This also prompts them to pay closer attention in future online lessons, as they are aware of the fact that they will be tested at the end.
Create brief pauses in between online lessons to give your learners the opportunity to reflect upon the subject matter and tie it to real world challenges or ideas. You can also use this time to ask them questions that encourage reflection, such as expressing their thoughts about a particular story you have shared or ask them to identify trends out of the eLearning material just presented.
Traditionally, listening in the language classroom has been a model for speech production, but recent developments in research and education policy has pushed it to more of an end in itself. This shift reflects Kelly’s finding that language learners have trouble distinguishing sounds in the foreign language when their native tongue does not have the same sounds. Furthermore, language learners also struggle with understanding vocabulary and idioms if no cognate exists. In order to assimilate, the learner must experience the sounds in a variety of contexts and situations. Technology, especially the internet, is useful to this end because it provides myriad settings and because listening and viewing comprehension are interrelated. Visual cues such as body language, facial expression, posture.
Because most human knowledge of the world is based upon scripts, it is important to be aware that the main obstacle for language learners to comprehend aural messages is lexical ignorance. While native speakers incorporate an average of 3,000-5,000 words in daily communication, upper-intermediate language learners are said to be cognizant of approximately 500 words. Therefore, pre-listening activities should include an introduction to the topic that invites students to share personal experiences and should incorporate related vocabulary and phrases that provide either strategies for interpreting the listening sequence or understanding necessary background information. A recording should first be used for finding the main idea or gist, and again two or three more times, each time focusing on a different micro-skill. Evaluation activities can include matching, transcribing, predicting, extending, condensing, and answering.
In order to reduce their anxiety and improve specific listening skills that would advance their comprehension from the beginner to the intermediate level, research was conducted on the effectiveness of three websites: www.learnto-speakenglish-esl.com, www.esl-lab.com, and www.americanrhetoric.com. Utilized for identifying tone, style, and idiomatic expressions, www.learnto-speak-english-esl.com incorporated audio clips and songs into lesson plans. They helped students use background knowledge, understand gist, and express the main idea with a variety of audio clips. Similar to traditional classroom lectures, featured audiovisual presentations to help students understand the structure of speech in interpersonal communication and formal orations. After daily, two-hour sessions for five months, students reduced their anxiety by more than 50% and significantly improved their targeted micro-skills.
To determine if internet technology helps 6-year-olds in Spain improve their listening comprehension and literacy in both English and Spanish, Verdugo and Belmonte studied the use of digital stories in both languages. Students listened to a portion of the story while viewing on-screen text and images, and then were instructed to click on a specified on-screen image in order to continue.
The embedded assessment drew participants’ attention to both vocabulary and grammatical syntax. Students had high motivation, received instant feedback on their performance, and were able to work at their own pace. Having explicit strategies is key to dealing with new listening materials because most authentic listening materials don’t come with handy vocabulary lists or warmup materials or comprehension questions. Learners have to figure out for themselves what they’re listening for! Learners often get the advice to just turn on the TV or radio and do their best, but that constant stream of hard-to-contextualize language gets overwhelming quickly. Explicit learning strategies can be integrated at several points in the process, including: Pre-listening expectation and goal setting, followed by assessment. Metacognitive awareness of comprehension. Research strategies for understanding new vocabulary or grammatical structures. Social strategies for getting understanding from other people. Recording and reflecting on progress over time
Self-awareness is a key part of this process as well. Learners need to make sure that they’re in the right mindset while listening. It can help to set a goal for comprehension that is less than 100% so that there’s less stress to catch every word or pressure to listen to it dozens of times. Throughout the listening process, they need to check in with themselves to make sure that they’re sitting squarely in the zone of proximal development, where the material is challenging enough to be understood, but with some effort.
Giving learners a picture of how this process works is key. Doing an in-class walkthrough of this process can be valuable, especially with the instructor modeling and thinking aloud throughout. I like to do think-aloud demonstrations to show metacognitive process with exaggerated gestures and facial expressions to show how an expert listener engages with new materials so that the learners have something that they can mimic. Here is a walkthrough of the process that I use with students as they’re encountering new listening materials so that they’re prepared to do it on their own: Preview it (look at the title, context, source, etc. and brainstorm the topics, vocabulary, and information you might be about to see.⁹
Also, as you listen, check in with your emotional state. Is this getting stressful or is it going smoothly? Adjust the listening materials (speed, pause and restart, add captions, or choose something new) to make sure you’re being challenged, but not too much. After you’ve listened to it a couple of times, make a plan for how you’ll fill in the gaps. How will you find the vocabulary that you didn’t know? How will you understand points that you missed?This process can be very effective, and using technology can greatly augment it. Using the tools that people already prefer to use in their daily life is a great way to help learners develop an easy, comfortable routine to their language development. Podcasts, online video, and media outlets that offer audio or video versions of their stories have some of these same features, but I’ll focus here on YouTube. YouTube offers a few excellent features that give learners a lot of support in their language development: You can adjust the speed of a video. 75% is usually the best for making speech understandable, but not too distorted. You can do this by clicking the Settings button. You can add closed captions for many videos by clicking the “CC” button.