Of uzbekistan ferghana state university foreign language faculty

2.7.Speaking difficulties of Children’s Language Learning
Research has demonstrated that adults spend 40-55% of communication time listening⁸ but the importance of listening in language learning has only been recognized relatively recently⁹. Since the role of listening exercises in language studying was taken for granted, it merited little research and taking into pedagogical consideration. Although listening comprehension played an important role in audio-lingual methods, learners only listened to repeat and improve a better pronunciation (for speaking). Beginning in the early 69s, work by Asher, Postovsky, Winitz and, later, Krashen, pay attention to the role of listening as a tool for comprehending and a key factor in facilitating language syudying. Listening has emerged as an important component in the process of second language acquisition¹⁰. This investigation base supplies support for the pre-eminence of listening exercises in instructional methods, mainly in the early stages of language learning.
Listening is an invisible intellectual process, making it hard to describe. Listeners must discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intention, retain and interpret this within the immediate as well as the larger socio-cultural context of the utterance ¹¹ understands listening, in its broadest sense, as a process of accepting what the speaker really says (receptive orientation); building and representing meaning (constructive orientation); negotiating meaning with the speaker and answering (collaborative orientation); and, composing meaning through involvement, imagination and empathy (transformative orientation). Listening is a complex, nonpassive process of translation in which listeners match what they hear with what they already know.
There are two difference processes involved in listening skill. Listeners use 'top-down' processes when they practise initial knowledge to understand the gest of a message. Initial knowledge can be knowledge of the story, the listening context, the text-type, the culture or other information stored in long-term memory as schemata (typical sequences or simple situations around which world knowledge is organized). Listeners use included words and contextual evidence to form hypotheses in an exploratory fashion. On the other hand, listeners also practise 'bottom-up' processes when they use linguistic knowledge to know the meaning of a message. They create meaning from lower stage sounds to words to grammatical relationships to lexical meanings in order to get at the final message. Listening comprehension is not either top-down or bottom-up processing, however an interactive, interpretive process where listeners use both initial knowledge and linguistic knowledge in realising messages. The degree to which listeners practice the one process or the other will depend on their knowledge of the language, familiarity with the story or the aim for listening. Such as, listening for gist involves primarily top-down processing, whereas listening for particular information, as in a weather broadcast, involves mainly bottom-up processing to understand all the desired materials.
Investigation from cognitive psychology has shown that listening skill is more than extracting meaning from incoming speech. It is a process of matching speech with what listeners already know about the story. Therefore, when listeners know the context of a text or an utterance, the process is facilitated considerably because listeners can activate prior knowledge and make the appropriate inferences essential to comprehending the message ¹² Therefore, teachers have to aim learners organize their ideas, to activate appropriate background knowledge for comprehending and to make predictions, to prepare for listening. This importantly reduces the burden of comprehension for the listener.

Listeners do not pay attention to everything; they listen selectively, according to the aim of the task. This, in turn, determines the type of listening required and the way in which listeners will approach a task. ¹³distinguishes between an interactional and a transactional aim for communication. Interactional practise of language is socially oriented, existing mainly to satisfy the social important things of the participants; e.g., small talk and casual dialogs. Therefore, interactional listening is the best contextualized and two-way, involving interaction with a talker. A transactional practise of language, on the other hand, is more message-oriented and is used initially to communicate information; e.g., nowelties newspapers and lectures. In contrast with interactional listening, transactional listening demonds accurate comprehension of a message with no possibility for clarification with a talker (one-way listening). Learning the communicative aim of a text or utterance will help the listener indicate what to listen for and, therefore, which processes to do. As with the advantages of learning the context, comprehending the aim for listening also hugely reduces the burden of understanding since listeners know that they have to listen for something very specific, instead of trying to comprehand every sentence.

Listening is aimful. The way you listen to something will accord to your aim. You listen to every text in different ways. In your life, you especially know why you are listening. You have a question and you search to know the respond. You are usually aware of how the news programmers on TV or organized – usually a fast title followed by details. You know the sports outcomes follow the chief news events, so if you want to listen the sports outcomes, you wait until it is time. You do not listen to all words of the news events. When you know incident or a game, it is different. You start at the beginning and know to the end. In academic listening, you should be adabtable when you listen – you should listen carefully at the beginning to know what is going to come, then listen less clearly until you hear what you want to listin. General usefull listening strategies for example scanning to know the right part of the lecture, skimming to take the gist and careful listening of significant passages are important as well as learning about how texts are structured in your subject.
The best way to develop is to listen to English lots of. There's no style around it; you must spend hours and hours listening to audio materials speaking English. Listen to objects that interest you. If you don't like something, it's going to be difficult for you to carry on. You'll get bored and don’t want.
A lot of listening that you do is the most significant thing. But you can also develop the quality of your listening activity. The following some things to think about:

• 
  Interactive listening is the most important. In other words, it's better to make communication with somebody than just to listen to a recorded TV show, radio program, or podcast. When you make dialog people, you listen more carefully, and you also think about how you're going to answer.
  
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  Don't just talk to the same sort of English all the time. Don't just listen to the nowelties, or only watch TV serials. demonstrate yourself to a variety of different sorts of situations and stories.
  
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  Prefer main English words to subtitles in your native language. When you learn subtitles in your language, it keeps your memprise locked into "native language mode". English subtitles are significant, though. They assistance you to match words that you learn with their natural pronunciations.
  
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  Try learning to English in different ways. Check out our big list of different styles to use listening to English.
  

The five most vital ways to develop your English listening skill (in order!)
These are listed in order:

1. 
   Live and work in a overall English-speaking environment.
   
2. 
   Do some kind of individual activities, hobbies, or other activities with a group of English talkers.
   
3. 
   Talk one-on-one with an English-speaking tutor a few times a day.
   
4. 
   Watch cinemas, TV programms, and videos in English (with English captains or without subtitles).
   
5. 
   Listen to English podcasts on a story that's interesting to you.
   

Demonstrate learners to different ways of processing information: bottom-up vs. top-down.
To realize how speakers make sense of the stream of sound we all hear, it is helpful to think about how we process the input. A wonderful metaphor sometimes used to explain reading but equally applicable to listening is “bottom-up vs. top-down processing,” proposed by Rumelhart and Ortony (1977) and expanded upon by Chaudron and Richards (1986), Richards (1990), and others. The difference is based on the way students effort to know what they read or hear. With bottom-up processing, learners begin with the component parts: words, grammar, and the like. Top-down processing is the front. Learners start from their background knowledge, either content schema (general information based on previous learning and life experience) or textual schema (awareness of the kinds of information used in a given situation)¹⁴
Bottom-up and top-down processing
The concept shown in Figure 1 is, might be, better understood by a metaphor. Think a brick wall. If you are standing at the bottom learning the wall brick by brick, you can easily see the details. It is hard, however, to get an overall view of the wall. If, on the other hand, you’re standing on the top of the wall, you can lightly see the landscape. But, because of distance, you will miss some information. And, of course, the view is very kind. Many learners—mainly those with years of “school English”—have learned by methods that stress the “parts” of English: vocabulary and grammatical structures. It is not amazing, therefore, that these students try to process English from the bottom up.
It can be heavy to practise what beginning-level students go through. It is mainly challenging to realize what they experience when listening to an article which you are reading. But, a reading exercise can be used to know the nature of bottom-up processing. From there you can think the first challenge of trying to make gist out of aural input. Try reading here from right to left you as, time a at word two ,slowly English process you When individual each of meaning the take to easy is it ,now doing are
the of meaning overall the understand to hard very is it .
Listening is an interactive event – it is a two-way process. As a listener you are not passive but participant. This means you need to work at creating the meaning from the sounds heard by your ears, which you practise as necessary. You create the gest using your knowledge of the language, your subject and the world, continually predicting and assessing. You have to be active all the time when you are listening. It is useful, couse of this, before you begin listening to try to actively remember what you know, and do not know, about theme and as you are listening to, to formulate questions based on the information you heard. Title, sub-titles and introduction can help you plan question to keep you interacting.