Til bo’yicha bilimlarni baxolash turlari va me’zonlari

The aims of the teaching programme

All assessment starts (or should start) from a consideration of the aims of instruction. With listening skills, as with reading skills, however, it is notoriously difficult to identify specific skills which are linked to specific purposes. An argument can almost always be made that the following are key macro listening skills whatever the setting, whatever the purpose and whatever the topic and text type:

1. 
   Listening to locate specific data is required:
   
   1. 
      by general listeners to locate items of interest in, e.g., announcements and news programmes
      
   2. 
      for academic purposes to locate the part of a lecture or address or programme which focuses on what needs to be learned
      
   3. 
      in the workplace to make the identification and absorption of heard data efficient and focused
      
2. 
   Listening to obtain the gist is needed:
   
   1. 
      by general listeners who simple want to get the gist of a text and don't need detailed understanding
      
   2. 
      by students to judge whether a comment or section of a lecture is relevant to their studies and current concerns
      
   3. 
      by busy people in their occupations so they can judge whether something they are hearing is relevant or ignorable in part or whole
      
3. 
   Following directions and instructions:
   
   1. 
      by general listeners needing to know what to do or where to go in response to an enquiry which may be as simple as Where's the toilet? or much more complicated
      
   2. 
      by students to find what to do, what to read and when to submit work
      
   3. 
      by people in the workplace to allow them to follow an instruction and organise their working time
      

Underlying these three macro skills are a number of micro listening skills without which few texts can be properly understood. These will include, for example:

1. 
   Recognising the sounds of English, especially those which are allophones in English but full phonemes in the learners' first language(s) and vice versa
   
2. 
   Identifying lexemes and word boundaries
   
3. 
   Using context and co-text to infer meaning (including visual information)
   
4. 
   Understanding intonation a recognising attitude
   
5. 
   Recognising the communicative functions of utterances: questions, instructions, responses, initiations etc.