Проблемы современной науки и образования

Ключевые слова: аудирование, занятия иностранного языка, студенты, учебный процесс, 
слуховые навыки, развивать, актуальный, восприятие, нефилологический, нефилологический.  
 
ISSUES ON TEACHING LISTENING TO STUDENTS OF NON 
PHILOLOGICAL HIGHER EDUCATIONAL INSTITUTIONS 
Dadakhonova Z.M. 
 
Dadakhonova Zulaykho Ma'murjohn qizi - Senior Teacher, 
DEPARTMENT OF FOREIGN LANGUAGES IN NATURAL SCIENCES, FACULTY OF FOREIGN LANGUAGES,
FERGANA STATE UNIVERSITY,
FERGANA, REPUBLIC OF UZBEKISTAN 
 
Abstract: the article under discussion considers issues of teaching listening in a foreign language 
classes to students of non-philological higher educational institutions. The author of article considers 
that studying of this question remains actual, because at the modern stage of development of a 
methodical science listening is considered as fundamental skill in teaching a foreign language which 
aims at mastering a foreign language as a whole. Observations of methodologists over the educational 
process have shown that students who are not specifically taught to the perception by hearing, 
listening skills are not developed. Obviously, the skills are not learned intuitively, they are formed 
through intensive listening practice in a foreign language classes. 
Keywords: listening, foreign language classes, students, learning process, auditory skills, develop, 
relevant, perception, non-philological. 
UDC 372.881.1 
Listening, the ability to distinguish and understand what others are saying, in the case of teaching 
in foreign language lessons, is the understanding of a foreign language speech during its passage. This 
includes understanding the speaker's accent, grammatical structures and vocabulary. The issue of 
teaching listening comprehension is one of the most important aspects of teaching a foreign language 
communication, and that is why it is crucial to develop listening comprehension technologies in order 
to meet the demands of time [1]. 
We encounter listening as a stand-alone speech activity in various real-life communication 
situations. This happens when we listen to: various announcements; radio and television news; 
various instructions and tasks; lectures; the stories of the people we talk to; performances by actors;
the interlocutor by phone, etc.
The objectives of listening training can be defined as follows: to develop certain skills; to develop 
certain speech skills; to learn how to communicate; to develop necessary abilities and mental 
functions; to memorize speech material; 
to teach students to understand the meaning of a single statement; to teach students to highlight 
what is important in the flow of information; to develop auditory memory; develop an auditory 
response. 

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When performing listening assignments, the speaker must demonstrate the following abilities:
predict what people will say; guess unfamiliar words and phrases without panic; use his previous 
knowledge as a basis for understanding; uderstand the speaker's attitude to the subject of 
conversation; have ability to take notes according to the time of listening; understand the intonation 
and accents; understand the ethical side of speaking, the rules of discussion, debate and other types 
of disputes [2]. 
Difficulties related to language aspects and difficulties related to speech characteristics.
Difficulties related to language aspects can be divided into three gro ups: 
1. Phonetic. Under this assumption, there is no clear boundary between sounds in the word and 
between words in the flow of speech. Two aspects of listening are distinguished: phonemic 
(perception of individual linguistic phenomena at the level of word s and structures) and speech, 
which includes the process of recognizing the whole in context. It should be noted that when 
learning to listen to authentic materials it is necessary to develop speech hearing. The individual 
manner of speaking can be very diverse and present difficulties for its perception and 
understanding. In the mother tongue, this difficulty is compensated for by extensive listening 
practice, but students have very limited experience listening to a foreign language speech. 
Naturally, any individual pronunciation feature, the timbre of the voice, a fairly fast pace and 
certain speech defects will make it difficult to understand. In order to overcome the difficulties 
associated with understanding native speakers' speech, it is necessary to l isten to their speech from 
the beginning of training, gradually reducing the number of teaching texts required by the teacher. It 
should also be remembered that the more native speakers (men, women, children) a learner listens 
to, the easier it is to adapt to the individual manner of speaking. It is therefore necessary to make 
extensive use of learning and authentic recordings, including the pragmatic materials we have 
highligted. 
2. Grammatic. A number of grammatical difficulties are connected first of all with the presence 
of grammatical forms, not peculiar to the Uzbek language. Perceiving a phrase, the student should 
divide it into separate elements, i.e. informative signs of the sounding phrase, which are physically 
expressed by corresponding speech qualities. There are three physically expressed speech 
parameters: intonation, pauses and logical emphasis. Thus, for successful understanding of a foreign 
language text, attention should be paid to the development of students' skills in adequate perception 
of intonation, pauses and logical emphasis. 
3. Lexical. It is the presence of many unfamiliar words that students point to as a reason for 
misunderstanding the text. We believe it is necessary to highlight this problem in more detail.
The main difficulty in perceiving a foreign language speech is that the language form has long 
been an unreliable support for semantic prediction, because it is the focus of the student's attention, 
although he or she cannot change it. Therefore, it is necessary to develop the ability to accept 
information even in the presence of unfamiliar linguistic phenomena, by filtering it, selecting it, and 
making a rough idea [3]. 
Students should be specifically taught to understand speech that contains unfamiliar vocabulary 
by listening. Unaccepted or misunderstood parts of a speech message (word, phrase, phrase) are 
restored by students through the action of probabilistic prediction (the ability to predict new things 
based on the already known), therefore, it is necessary to achieve pred icting the meaning of the 
statement when the form and content form a complete unity. 
The difficulties of the second group are sociolinguistic and sociocultural. 
Sociolinguistic competence means knowledge of norms of language usage in different situations 
and knowledge of situational variants of expression of the same communicative intention; 
accordingly, a listener should know these variants and understand the reasons for using one of them 
in the context of a certain communication situation. Sociocultural competence implies knowledge of 
the rules and social norms of behavior of native speakers, traditions, history, culture and social 
system of the country of the language being studied. Consequently, the learner must be able to 
perceive and understand oral text from an intercultural perspective, which requires background 
knowledge. Only with this knowledge a learner can correctly interpret the speech and non -speech 
behaviour of a native speaker [1]. 

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