Specialised education of uzbekistan the uzbek state world languages university the english teaching methodology department

LECTURE 19. THE TECHNOLOGIES OF TEACHING LISTENING (1-6 FORMS)

1. 
   Listening as a part of speech
   
2. 
   Aims of Teaching Listening
   
3. 
   Psycho-phisiological mechanisms of Listening
   
4. 
   Difficulties in Teaching Listening
   

What is listening?

Listening comprehension is the receptive skill in the oral mode. Hearing is physical. Listening is following and understanding the sound---it is hearing with a purpose.Listening is more than merely hearing words. Listening is an active process by which students receive, construct meaning from, and respond to spoken and or nonverbal messages (Emmert, 1994).
Types of listening.
Comprehensive (Informational) Listening---Students listen for the content of the message.
Critical (Evaluative) Listening ---Students judge the message Appreciative (Aesthetic) Listening---Students listen for enjoyment.
Therapeutic (Empathetic) Listening---Students listen to support others but not judge them .
Contrasting Effective and Ineffective Listening Habits
Start listening without thinking Build their background about subject knowledge on subject before listening
Have no specific purpose for Have a specific purpose for listening and have not considered listening and attempt to ascertain speaker’s purpose speaker’s purpose
Do not focus attention Tune in and attend

Create or are influenced by Minimize distractions distractions

Actively listening is:

• 
  When a person who incorporates listening with concentration;
  
• 
  Method of responding to another that encourages communication. Listening: Top down and bottom up
  

In’real-life listening, our students will have to use a combination of the two processes, with more emphasis on ‘top-down’ or ‘bottom-up’ listening depending on their reasons for listening.
Top-down listening
This refers to the use of background knowledge in understanding the meaning of the message. Background knowledge consists of context, that is, the situation and topic, and co-text, in other words, what came before and after.
Bottom up listening
The ability to separate the stream of speech into individual words to recognize.

A List of Bottom Up Skills

(This list has been compiled from a number of sources: Peterson (1991 , and Brown (2001). They are are listed in a rough order of conceptual difficulty):

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  discriminating between intonation contours in sentences
  
• 
  discriminating between phonemes
  
• 
  listening for word endings
  
• 
  recognizing syllable patterns
  
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  being aware of sentence fillers in informal speech
  
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  recognizing words, discriminate between word boundaries
  
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  picking out details
  
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  differentiating between content and function words by stress pattern
  
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  finding the stressed syllable
  
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  recognizing words with weak or central vowels
  
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  recognizing when syllables or words are dropped
  
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  recognizing words when they are linked together in streams of speech
  
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  using features of stress, intonation and prominence to help identify important information
  

A List of Top-Down Skills
By using their knowledge of context and co-text, students should either be able

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  to guess the meaning of the unknown word, or
  
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  understand the general idea without getting distracted by it,
  
• 
  putting a series of pictures or sequence of events in order,
  
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  listening to conversations and identifying where they take place,
  
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  reading information about a topic then listening to find whether or not the same points are mentioned, or
  
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  inferring the relationships between the people involved
  
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  A framework for planning a listening skills lesson
  
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  The basic framework on which you can construct a listening lesson can be divided into three main stages.
  
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  Pre-listening, during which we help our students prepare to listen.
  
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  While listening, during which we help to focus their attention on the listening text and guide the development of their understanding of it.
  
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  Post-listening, during which we help our students integrate what they have learnt from the text into their existing knowledge.
  

Pre-listening
There are certain goals that should be achieved before students attempt to listen to any text.These aremotivation, contextualization, and preparation.
Motivation.It is enormously important that before listening students are motivated to listen, so you should try to select a text that they will find interesting and then design tasks that will arouse your students‘ interest and curiosity.
Contextualization.Listening to a tape recording in a classroom is a very unnatural process. The text has been taken from its original environment and we need to design tasks that will help students to contextualize the listening and access their existing knowledge and expectations to help them understand the text.

need.
Preparation.Prepare specific vocabulary or expressions that students will

While listening

For our students to really develop their listening skills they will need to

listen a number of times – three or four usually works quite well.

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  1^st–to get a general understanding of the text
  
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  2^nd–ticking or some sort of graphical response.
  
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  3d – checking their own answers from the second task or could lead students towards some more subtle interpretations of the text.
  
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  ‗Breathing‘ or ‗thinking‘ space between listening –get students to compare their answers between listening as this gives them the chance not only to have a break from the listening, but also to check their understanding with a peer and so reconsider before listening again
  

Post-listening

• 
  Reactions to the content of the text – discussion as a response to what we‘ve heard – do they agree or disagree or even believe what they have heard? – or it could be some kind of reuse of the information they have heard
  
• 
  Analysis of the linguistic features used to express the content – This is important in terms of developing their knowledge of language, but less so in terms of developing students‘ listening skills. It could take the form of an analysis of verb forms from a script of the listening text or vocabulary or collocation work.
  

Assessing Listening Proficiency –use post-listening activities to check comprehension, evaluate listening skills and use of listening strategies, and extend the knowledge gained to other contexts.
In order to provide authentic assessment of students‘ listening proficiency, a post-listening activity must reflect the real-life uses to which students might put information they have gained through listening. It must have a purpose other than assessment. It must require students to demonstrate their level of listening comprehension by completing some task.

REFERENCES
Jalolov J.J. ―English language teaching methodology‖ T. 2015.Pp. 111-125 Akhmedova L.T. Normuratova V.I. ―Teaching English Practicum‖ T. 2011.Pp. 60-66
Jalolov J.J. ―Chet til o‘qitish metodikasi‖ T. 2012.Pp.145-167

Comprehensive (Informational) Listening---Students listen for the content of the message. Critical (Evaluative) Listening ---Students judge the message Appreciative (Aesthetic) Listening---Students listen for enjoyment. Therapeutic (Empathetic) Listening---Students listen to support others but not judge them . Contrasting Effective and Ineffective Listening Habits

Listening: Top down and bottom up In 'real-life' listening, our students will have to use a combination of the two processes, with more emphasis on 'top-down' or 'bottom-up' listening depending on their reasons for listening. Top-down listening This refers to the use of background knowledge in understanding the meaning of the message. Background knowledge consists of context, that is, the situation and topic, and co-text, in other words, what came before and after. Bottom up listening The ability to separate the stream of speech into individual words to recognise.