Of uzbekistan ferghana state university foreign language faculty

5.2. How and how often listening materials were used in the case study school.
The third research question related to finding out about how and how often listening materials were used. It should be noted first that the researcher had an impression that the teachers coordinated their lessons with listening materials with one another. Firstly, the teachers themselves said that they collaborated with each other as far as the listening materials were concerned and borrowed them from one another. Secondly it became clear from the interviewes that the teachers almost always used in the same listening materials when studying a particular topic across the classes. Tha fact that the teachers had a tendency to collaborate with each other strengthens the suitability of the listening materials for classroom use. Many researchers and educators such as Stefen support the idea that lessons with listening materials should be supplied with pre while and post viewing activities in order to make them more effective. Based on the lesson observations the teachers followed different ways of using activities. Botir used only post viewing activities when discussing the listening materials with the class after showing it and asking the pupils to write an essay about it. Moxinur in contrast made use of a range of activities in her classroom. In fact she employed all the three stages of activities by discussing basic information about the states of America before listening the audios by discussing the plot and characters of the audios while listening it.and by asking the pupils to produce an essay after watching the whole audios. Therefore it seems that the teachers made the pupils experience audio-listening lessons as a part of their education , rather than more entertainment.
Another important aspect in connection with how the listening materials were used is the issue of vocabulary pre-teaching as it is one of the most debated issues in ELT. While some educators insist on pre teaching vocabulary others see more disadventages than adventages in this respect. None of the three teachers lessons were observed taught the pupils the vocabulary from the listening materials beforehand and when interviewed the teachers stated that they did not usually preteach vocabulary when teaching with listening materials.


5.3.A lot of studies have been conducted to discuss the problems facing the uzbek
learners when speaking English, but still the problem is getting worse. Most of these problems hinder the process of teaching and learning English in general and spoken English in particular. After analyzing the data collected through the questionnaire, the results can be seen clearly through the following analysis table(Appendix 1)