Zamonaviy ta‟lim tizimini rivojlantirish va unga qaratilgan kreativ g„oyalar, takliflar va yechimlar

Literature Review 
Without a doubt, listening is an essential skill for learning a second language. Despite 
their importance, listening problems are only now being investigated. To achieve success in 
listening, problems with listening in a second language must first be identified. When we 
look at the common listening problems in ELT identified by researchers in this field, we can 
see that they are classified into groups. It is critical to identify the problems that students 
face and to find solutions to these problems. According to Goh (1999), the most common 
listening problems experienced by students are, in order of frequency, quickly forgetting 
what is heard, not recognizing the words they know, understanding the message but not the 
intended message, neglecting the next part while thinking about meaning, and being unable 
to form a mental representation from words heard. Goh also emphasizes the problem of 
concentrating and missing the beginning of the text. Goh also suggests conducting 

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“ZAMONAVIY TA‟LIM TIZIMINI RIVOJLANTIRISH VA UNGA QARATILGAN KREATIV G„OYALAR, 
TAKLIFLAR VA YECHIMLAR” MAVZUSIDAGI 37-SONLI RESPUBLIKA ILMIY-AMALIY ON-LINE 
KONFERENSIYASI 
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additional research on learners' attitudes toward their listening problems and how they deal 
with them. 
Underwood (1989) categorizes the major issues as follows: 

inability to control the speed at which speakers speak, 

inability to get things repeated, 

the listener's limited vocabulary, 

failure to recognize "signals," 

interpretation problems, 

inability to concentrate, 

established learning habits 
Field (2003) emphasizes the following listening problems: Learners know the word 
but get the wrong sense. They were misled by a phonetic variation of a word. (reduction, 
assimilation, elision, cliticization, and resyllabification). Learners understand the written 
version but not the oral version. Learners struggle to remember the word from a connected 
speech, such as a dialogue. 
According to Yiching (2005), some barriers, such as belief barriers, material barriers, 
habituation barriers, information processing barriers, English proficiency barriers, strategic 
barriers, and affective barriers, cause problems in listening. He mentions forgetting to 
activate strategies, viewing strategies as additional burdens to information processing, being 
challenged by the complexity of the strategy, having difficulty carrying out the proper 
strategies, and even being unable to comprehend the text after applying strategies. 
Kurita (2012) makes different recommendations for advanced and low level listeners. 
She recommends dictation, particularly for young learners, and believes that reducing 
anxiety is beneficial to both learners. 
Method 
The study was conducted in Turkan Soray Primary School in Istanbul, Turkey, among 
4th grade students aged ten to eleven, in order to shed light on the problems of young 
learners with listening and offer solutions to the problems in listening. 
This study was carried out in three different classes in order to compare the results and 
improve the study's reliability. One of the groups (4-A) is made up of nineteen students, 
seven of whom are girls and the rest are boys. The other group (4-B) has nineteen students, 
ten girls and nine boys. There are ten girls and eight boys in 4-C. In the study, a 
questionnaire with four options was used because it was easier for young learners to be 
objective and provide precise answers. The students were asked to circle the problem or 
problems that they experienced while listening. 
The most frequently asked question demonstrates that there are issues with teaching 
the correct sounds in listening. It falls under the category of phonology-based problems. 
Despite the fact that this issue related with only teachers, it is more dependent on correct 
and efficient phonetics instruction. Unfortunately, "phonetics" is a component of listening 
instruction that is frequently overlooked by teachers in Turkish public schools.