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FACTORS DETERMINING THE SUCCESS OF LISTENING TO A FOREIGN LANGUAGE SPEECH

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Gabiden Konisov at Karakalpak State University
Gabiden Konisov
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Abstract

The article presents arguments for an emphasis on listening comprehension in language learning and teaching. An explanation of how listeners can use different strategies to enhance the learning process is presented with a review of the existing research base on teaching listening in English classes.
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Science and Education in Karakalpakstan ISSN 2181-9203
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O‘zbekiston Respublikasi Вазирлар Махкамаси хузуридаги OAK Tartib-qoida komissiyasi qarori 24.05.2017 y., №5/ 2.
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Hydrogeological studies of underground waters of the Karakalpak
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Resolution of the Regulation Commission of the Supreme Attestation Commission of the Republic of Uzbekistan from 24.05.2017 y. №5/2.
© Karakalpak State University
№4/1 (28)
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Science and Education in Karakalpakstan. 2022 №4/1 ISSN 2181-9203
181
FACTORS DETERMINING THE SUCCESS OF LISTENING TO A FOREIGN
LANGUAGE SPEECH
Konisov G.U.
Karakalpak State University named after Berdakh
Summary: The article presents arguments for an emphasis on listening comprehension in
language learning and teaching. An explanation of how listeners can use different strategies to
enhance the learning process is presented with a review of the existing research base on teaching
listening in English classes.
Key words: perception, resourcefulness and ingenuity, subjective factors, a fixed attitude.
The success of listening depends, on the one hand, on the listener himself (on the degree of
development of speech hearing, memory, the presence of his attention, interest, etc.), on the other
hand, on the conditions of perception (the rate of oral characteristics, number and form of
presentation, duration of sound) and, finally, on the linguistic features - linguistic and structural-
compositional complexity of the speech and their correspondence to the speech experience and
knowledge of students.
It is believed that listening is associated with difficulties of some objective natural factors
which are independent from the listener`s skills. However, the success of listening depends on the
listener's ability to use predictions using transferable skills developed in their native language to a
foreign one. We should mention the great importance of such individual features of the student as
their resourcefulness and ingenuity, the ability to listen and respond quickly to all units of oral
communication (pauses, logical emphasis, rhetorical questions, phrases, linking verbs, etc.).[1].
These skills are developed in the process of teaching many subjects and in high school,
judging by literature classes, students are mostly proficient in the culture of speech both in terms of
its generation and perception. In a language high school, designed to prepare a highly qualified
teacher of a foreign language, already during the introductory-corrective course should be taught the
ability to listen and observe, to acquaint students with the functions and purpose of introductory
questions, with the role of brief comments, with the purpose of visualization and headings.
The process of listening comprehension is characterized by an active purposeful nature
associated with the performance of a complex thought-memory activity, the success of which is
facilitated by a high degree of concentration of attention. Attention occurs with the help of emotions
and develops through them, but human emotions are always manifested in unity with the volitional
processes.
The success of listening depends, in particular, on the need of students to learn something
new, to connect with the choice of future profession, on the presence of interest to the topic of the
message, on the awareness of the objective need to learn, to hold certain positions (good or
excellent student in the group, etc.), i.e. on the so-called "subjective factors" that contribute to the
emergence of the installation for cognitive activity.[2].
Thoughtful organization of the learning process, clarity and consistency of presentation,
maximum reliance on active thought activity, diversity of teaching methods, clarification of
perception tasks allows you to create an internal, direct students' attention to those moments that
will help program future, practical activity with the perceived material.
Depending on the goal setting that precedes listening, perception will be either passive or
active. In the latter case, the listener can more quickly engage in "searching activity", successfully
make hypotheses, check and correct them, and better remember the logic and sequence of the
presentation.
Science and Education in Karakalpakstan. 2022 №4/1 ISSN 2181-9203
182
On the nature of perception and memorization of content, a fixed attitude can have both
positive and negative effects, i.e., it can make perception more accurate or erroneous if the listener,
under the influence of expected, attributes to perceived phenomena non-existent features.
In this connection we could refer to two studies, the results of which confirm the influence
of attitude not only on probabilistic prediction, but also on memory activity. The English
psychologist D. Braque asked his students to listen and, if possible, write down a simple text
accompanied by loud music, which drowned out the content. In order to make it easier for them to
perceive it, the theme was “Sports”. The text was then presented a second time under conditions of
the same interference, but with the new theme. The experiment was repeated several times and all
students, more or less successfully coped with the task, i.e. understood the texts. At the end of the
class, the subjects were surprised to learn that they had perceived the same text the entire time.
In another experiment a group of teachers of English was offered to translate a meaningless
sentence "The pirot karolizes elatically", constructed according to L.V. Shcherba's "glokaya
kuzdra". Before the first presentation was called "From the world of birds," then the experimenter
apologized for the alleged error and called the new topic "From the field of aviation”. After a short
pause for reflection, the subjects were asked to analyze their train of thought.
In the first case, some subjects mistook the word "The pirot" for a bird they did not know,
while others thought they had misheard it; in the second case, "The pilot" was associated with the
word "Pilot”. In both cases, the strengthened morphological-syntactic connections helped "make
sense" of the sentence.
It is difficult to perceive on hearing and to keep the sequence of the statement when setting
on simultaneous performance of operations of distinction, grouping and selection. Here the factor
that testifies to the limited volume in the field of attention acts.[3].
The above stated indicates the difficulty of perception in extreme conditions (in the presence
of disturbances, in the wrong instruction, in the case of fatigue of students, etc.). Improvement of
receptive skills is possible due to the motivational factor, which has a positive impact on students'
performance and memory activity. Skillful combination in paired work of different students, various
and interesting forms of control, commenting estimates with an indication of a noticeable
improvement in listening perception of the group or individual students, etc. It will contribute to the
activation of mental activity, increase interest in the work as well as the sense of individual and
group responsibility.[4].
References:
1.Berman, M. Listening strategy guide. NY, 2003.
2.Goh,C. Metacognitive awareness and second language listeners. NY, 1998.
3.Higgins, J.M.D. Facilitating listening in second language classrooms through the manipulation of
temporal variables. Vancouver, 2001.
4.Rost M.. Listening in language learning. London: Longman. 1990.
Rezyume: Maqolada chet tilini o'rganish va o'rgatish jarayonida nutqni idrok etishga
e'tibor qaratish foydasiga dalillar keltirilgan. Ingliz tili darslarida tinglab tushinish bo'yicha
mavjud ilmiy adabiyotlarni ko'rib chiqish bilan birgalikda o'quv jarayonini takomillashtirishning
turli strategiyalari taqdim etiladi.
Резюме: В статье приводятся аргументы в пользу акцентирования внимания на
восприятии речи в процессе изучения/преподавания иностранного языка. Различные
стратегии для улучшения процесса обучения, представлено с обзором существующей
исследовательской литературы по обучению c использованием аудирования на уроках
английского языка.
Kalit so'zlar: nutqni idrok etish, topqirlik va zukkolik, sub'ektiv omillar, doimiy e'tibor
Ключевые слова: восприятие речи , находчивость и изобретательность,
субъективные факторы, фиксированное внимание.
Media technologies in the english lesson as a technical tool and media education
Article
  • Nov 2023
While presenting at English language lessons in ordinary Karakalpak schools, you can often see students sitting passively at desks and trying to speak only when the teacher calls them. Due to the fact that most students do not have the opportunity to speak foreign language outside the classroom, learning English turns into memorization of grammatical forms and vocabulary, exercises in translation from Karakalpak into English and vice versa. With the spread of new information technologies, teachers have received opportunity use various media for enrichment language environment of their class. If in the 80s of the last century in the teacher’s arsenal foreign language were audio recordings and educational TV shows (language labs in special schools and language departments of universities), and at the end o f 90s a n d the beginning of XXI century on helping teachers computer CD-ROMs, video, satellite TV and the Internet came into our life
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