Introduction chapter 1 what is the listening

CONTENT
INTRODUCTION
CHAPTER 1 WHAT IS THE LISTENING

1. 
   The researches and significance of listening in lesson
   

1.2 Establishing reasons for listening
1.3 The main stages of listening
1.4 The process of Pre-listening
CHAPTER 2 THE METHODS OF TEACHING HOW TO IMPLEMENT PRE-LISTENING SKILLS
2.1 The fundamental methods and criterias of Pre-listening
2.2 Strategies to prepare for Pre-listening
2.3 Activities of Pre-listening
2.4 The main difficulties during listening of listener
CONCLUSION
SUMMARY
GLOSSARY
REFERENCS

INTRODUCTION

Today, while implementing the third phase of National program of preparing cadres, all new specialists undergoing the higher educational system are required to know one or several foreign languages. In connection with this, huge tasks are set before teachers of English language; teachers became one of the main subjects of educational reforms. Therefore, if a teacher is open to welcome new pedagogical innovations, he can provide goal-oriented introduction of innovative ideas into educational process. Lately, range of significant official acts were issued on accelerating and developing the foreign languages teaching.
My theme is about the largely stages of listening: pre-listening, while listening and the last one is post-listening. Main theme of my is the first sate of listening is pre-listening .I have illustrated and exemplified adequate info and data about this process. Here is given importance of listening stages, reasons for establishing listening, fundamental methods and criterias , activities,and in last there are given the main difficulties,obstacles namely bareers in practicing or doing the general listening. This type course works can contribute to the development of learning foreign languages and distribute it to the learners who are generation of us. Because this course work has done by researching on foreign language learners that assist them to reach their point easily. For this reason some laws are introduced which are about perfecting to learn and teach foreign languages.
During independence years, more than 200 laws, decrees, enactments and other legislative documents were issued on the protection of social, economic, legal, political, medical, spiritual and educational interests of the youth. For the purpose of further development of learning foreign languages, improving the level and quality of highly trained professional teachers for secondary schools, professional college and academic lyceums, and higher educational institutions, another new Decree the President of the Republic of Uzbekistan I. Karimov (PD – № 1971) on May 23, 2013 “On Measures to Improve the Activity of Uzbekistan State University of World Languages” (Uzbekiston Respublikasi qonun hujjatlari tuplami, 2013 y., 22-son, 279- modda)
On 10 December, 2012, President of the Republic of Uzbekistan issued Decree “On further enhancement of measures on foreign language learning system” (O`zbekiston Respublikasi Prezidentining “Chet tillarni
urganish tizimini yanada takomillashtirish chora-tadbirlari to`grisida”gi Qarori, 11.12.2012, 240 (5660)-son).
It is indicated in the Decree, that:
– “throughout the Republic, learning foreign languages, particularly English, shall be started as games and verbal communication in the first year classes of secondary schools, and step by step alphabet, reading and grammar from should be taught from second year;
– some special subjects, particularly technical and international specialties are taught in foreign languages in higher educational institutions;
– students and teachers of general secondary, secondary special, vocational education institutions shall be provided with textbooks and teaching materials in foreign languages; these materials shall be published according to determined periods and funded by Republic targeted book Fund under the Ministry of Finance of the Republic of Uzbekistan”.
Analysis of the active system of organizing the foreign languages’ learning shows that today’s educational standards, programs and textbooks on foreign languages, particularly English do not quite meet the modern requirements, particularly use of advanced information and media-technologies. Education is still practiced on traditional ways. In all levels of educational system, organization of continuous learning of foreign languages, professional training of teachers and providing pedagogical process with modern educational-methodological materials are necessary.
And we can give a prime example from some laws of the second President of The Republic of Uzbekistan Shavkat Mirziyoyev has signed a majority of laws which are related to the teaching and conducting lessons and work with children in a induvidial form or group form at school, and we can say this kind development is not appearing only in secondary education but also the mainly it connects with higher education (institutes,universities,academies).And also it can be exemplified with CEFR (Common European Framework of Reference) it also includes wit its structure because there are four main skills : speaking,reading,writing, and basicly Listening is relevant to my course work.

CHAPTER 1

1.1 THE RESEARCHES AND SIGNIFICANCE OF LISTENING
Listening is the ability to accurately receive and interpret messages in the communication process. Listening is key to all effective communication ,without the ability to listen effectively messages are easily misunderstood. Listening is one of the most important skills you can have. And also it is not secret that listening is included in examination as well as skill. An active process of getting information ,ideas. `` Listening is the process of receiving , constructing meaning from , and responding to spoken.
The literature of the language skills is very dense, and as a result, an intense
amount of sources dealing with the importance of speaking, writing and reading exists.However, the skill of listening had been neglected in the L2 literature until recently. L2 researchers considered Listening an ability that could be developed without assistance, and a deep investigation into the history of language learning reveals this lack of attention to the skill of listening (Chiang & Dunkel, 1992; Morley, 1984; Moyer, 2006; Mendelsohn, 1998; Schmidt-Rinehart, 1994). The neglect of the listening skill was accompanied with an ongoing debate about which of the four language skills (speaking, listening, reading, and writing) is the most crucial for the learning and acquisition of a second language. However, past research has thus far revealed that a large proportion of the L2 research findings indicates that listening is the most important skill for language learning because it is the most widely used language skill in normal daily life (Morley 2001; Rost 2001), and it develops faster than the three other language skills, which in turn suggests that it can facilitate the emergence of the other language skills (Oxford, 1990). Listening comprehension as an independent and essential component of language learning has come into focus after a significant debate in the L2 literature about its importance. In the 1970s, more attention was paid to listening comprehension, and the status of listening changed from being incidental and peripheral to a status of most importance. Listening is not just about being quiet while someone else is speaking . Listening is with the Mind. Hearing with the senses. Listening is conscious . To improve our interpersonal or oral exchange.
The importance of listening in language learning was brought into attention when
Gary (1975) stated that focusing on listening comprehension, especially in the early phases of second language learning/ teaching, creates four different types of advantages: cognitive, efficiency, utility, and affective.