technologies of teaching listening (grades 1-4)

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teaching listening to a1 and a2 level learners technologies of teaching listening. (grades 1-4) lecture outline: 1.cognitive process of listening as a type of speech activity. 2. approaches to listening process 3. difficulties in teaching listening comprehension. 4.ways and stages of teaching listening to young learners 2 key words: listening comprehension, bottom-up and top-down models of processing, cognitive mechanism, schemata, frame, script, scenario, linguistic skills, acoustic perception, teaching listening. 3 references 1. jalolov j.j. “english language teaching methodology” t. 2015. 2. akhmedova l.t. normuratova v.i. “teaching english practicum” t. 2011. 3. jalolov j.j. “chet til o’qitish metodikasi” t. 2012. 4 1. cognitive process of listening as a type of speech activity. 5 teaching communicative skills reading and listening –receptive skills (skills where meaning is extracted from the discourse). speaking and writing – productive skills (skills where students actually have to produce language themselves). 6 listening is an active process by …

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ying attention to the words that are being spoken with the intention of understanding. learners have to be able to understand the main idea of what is said. 11 listening is considered as a speech activity because verbal communication is conducted via speaking and listening to get information and understand the received information 12 listening comprehension listening comprehension means to understand the message perception and comprehension of the message go simultaneously listening is a complex skill of a student. while speaking a student selects the language units and compensates for his deficiencies; while listening he can not take the control over the language that is used. he must be prepared to cope with a wide range of extralinguistic and linguistic performance factors, which are out of his/her control (background noise, distance, accent, dialect). 13 listening skills can be developed by teaching vocabulary, grammar and pronunciation. vocabulary helps you to understand …

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ual sounds, or phonemes. these are then combined into words, which in turn, together make up phrases, clauses, and sentences. finally, individual sentences combine to create ideas and concepts and relationship between them. 19 top-down listening approach top-down model emphasizes the use of previous knowledge in processing text rather than relying upon the individual sounds and words. listeners rely on the prior contextual knowledge as well. in applying contextual knowledge to interpret, listeners use pre-established patterns of knowledge and discourse structure stored in memory. pre-established patterns include knowledge related to schemata, frame, script, and scenario. 20 pre-established patterns a schemata consists of an active organization of past experience. frame organizes knowledge about certain properties of objects, events, and action, which typically belong together. a script deals with event sequences. a scenario consists of representations of situations or events from long-term memory. 21 a list of bottom up skills (1) discriminating …

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where they take place, reading information about a topic then listening to find whether or not the same points are mentioned, inferring the relationships between the people involved 24 top-down processing listener gets a general understanding or overall view of the listening text. this is greatly helped if the listener`s schema allows them to have appropriate expectations of what they might hear. for example, if i am listening to a doctor talk to a patient, i expect to hear about a medical problem. i expect that the doctor will give some advice, maybe a prescription for some medicine. i also know many of the vocabulary they will use. 25 bottom-up processing the listener focuses on individual words or phrases and gains an understanding of the whole passage by linking these together. 26 3. difficulties in teaching listening comprehension. 27 what are the difficulties in teaching listening comprehension ? 28 according …

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ior stage 20-25 sentences (3 min.); 32 extra-linguistic difficulties (2) : the volume of the auditory memory; peculiarities of the speaker’s timbre props and reference - points of perception: a) semantic (intonation, rhythm, pauses, logical stress); b) formal props (pictures, title); c) visual verbal props (voc. notes). 33 the linguistic difficulties are: a) phonetic (phonemic oppositions, or contrast sounds: short-long, voiced-voiceless, different intonation patterns and their meaning), tempo, indistinct (defective) pronunciation; b) lexical (antonyms, homonyms, lexical constructions, etc. are difficult to comprehend); c) grammatical (tense forms, elliptical words and sentences, analytical forms); 34 d)compositional structure of a text (description or narration or reflection, the beginning or the end of the story); e) structural peculiarities of a text; f) the presence of proper names, geographical names, terms; g) a major linguistic difficulty is the extension of sentences in a text for lc. h)peculiar stylistic devices, dialectisms, slang words, jargonisms, euphemisms. 35 …

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teaching listening to a1 and a2 level learners technologies of teaching listening. (grades 1-4) lecture outline: 1.cognitive process of listening as a type of speech activity. 2. approaches to listening process 3. difficulties in teaching listening comprehension. 4.ways and stages of teaching listening to young learners 2 key words: listening comprehension, bottom-up and top-down models of processing, cognitive mechanism, schemata, frame, script, scenario, linguistic skills, acoustic perception, teaching listening. 3 references 1. jalolov j.j. “english language teaching methodology” t. 2015. 2. akhmedova l.t. normuratova v.i. “teaching english practicum” t. 2011. 3. jalolov j.j. “chet til o’qitish metodikasi” t. 2012. 4 1. cognitive process of listening as a type of speech activity. 5 teac...

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