the role of games in teaching listening for a2 learners

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the ministry of higher education. science and innovations of the republic of uzbekistan samarkand state institute of foreign languages faculty of english phylology and translation studies department of language and translation subject: course work theme: the role of games in teaching listening for a2 learners scientific supervisor: head of chair: student: farxotov sh. j. group: 337 content introduction 3 chapter i. the importance of listening skills in methodological research 6 1.1 methodological research 6 1.2 theoretical background of listening skill 10 1.3 the nature of the listening process 12 chapter ii. games for teaching listening skills in english lessons 2.1 the role of games during listening practices 19 2.2 songs through games and young learners 20 2.3 a lesson plan of games that help to boost knowledge of young learners 22 chapter iii. teaching listening skills through videos 24 3.1 significance of the study 24 3.2 games and videos for …

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ferences can add a number of dimensions to our understanding of how we process speech. for example, spoken discourse is usually instantaneous. the listener must process it “online” and there is often no chance to listen to it again underwood (1989) offers seven conceivable causes of obstacles to efficient listening comprehension: first, listeners cannot control the speed of delivery. underwood says, "many english language learners believe that the greatest difficulty with listening comprehension, as opposed to reading comprehension, is that the listener cannot control how quickly a speaker speaks". second, listeners cannot always have words repeated. this is a serious learning problem in situations. third, listeners have a limited vocabulary. the speaker may choose words the listener does not know. fourth, listeners may fail to recognize the signals, which indicate that the speaker is moving from one point to another. in informal situations or spontaneous conversations, signals are vaguer as …

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as a wish to understand every word. by tradition, teachers want students to understand every word they hear by repeating and pronouncing words carefully. consequently, students tend to become worried if they fail to understand a particular word phrase and they will be discouraged by the failure. the aim of my course work is to draw up some guidelines for solving these problems and developing listening ability via interactive games. listening avidity develops through face-to-face interaction; listening develops through focusing on meaning and trying to learn new and important content in the target language. listening game avidity develops through work on comprehension activities. listening avidity develops through attention to accuracy and an analysis of form. the more we give different activities to our learners the more successful they will be in listening. the material for this will consist mainly of: a) stories, anecdotes, talks, commentaries b) conversations, discussion, plays c) …

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ening input at the beginning stages of learning a language. although listening is very important at the beginner’s level, its importance does not diminish as the learners progress to more advanced levels of language proficiency. practicing listening at all stages of learning not only develops this skill but also expands and consolidates other elements of language knowledge, such as vocabulary, grammar and intonation. however, while the importance of listening in language learning is widely recognized today, there are different views as to how to approach the teaching of listening. while some authors, such as krashen and terrell (1983), believe in the value of mere exposure to spoken language during which learners unconsciously develop their listening skills and acquire other elements of the foreign language, other authors, such as rost[[footnoteref:1]] and ur (1984), agree that in order for learners to benefit from practicing listening, it is necessary to develop this skill …

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ortant relational assets such as setting up trust, sincerity and creditability between the agent and the listener (blader & tyler, 2003; detert & burris, 2007; yukl, kim &falbe, 1996).purdy (1997) lists seven features for an effective listener: [2: breen j., and candlin d., the essentials of a communicative curriculum in language teaching. applied linguistics, 1, 2, 1980, pp. 90 ] 1.willingness to listen 2.focus the attention 3.being aware (perceptive) during listening 4.doing interpretation (both verbal and non-verbal cues) 5.consciously working to remember 6.responding with feedback 7.caring about the relationship during listening he makes a definition of listening in accordance with the above mentioned features. according to him, ‘listening is the active and dynamic process of attending perceiving, interpreting, remembering and responding to the expressed (verbal and nonverbal) needs, concerns, and information offered by other human beings.’ during 70’s and early 80’s several researchers investigated ‘the time devoted to listening during …

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the ministry of higher education. science and innovations of the republic of uzbekistan samarkand state institute of foreign languages faculty of english phylology and translation studies department of language and translation subject: course work theme: the role of games in teaching listening for a2 learners scientific supervisor: head of chair: student: farxotov sh. j. group: 337 content introduction 3 chapter i. the importance of listening skills in methodological research 6 1.1 methodological research 6 1.2 theoretical background of listening skill 10 1.3 the nature of the listening process 12 chapter ii. games for teaching listening skills in english lessons 2.1 the role of games during listening practices 19 2.2 songs through games and young learners 20 2.3 a lesson plan …

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