131
дошкольного возраста. –М.: Просвещение,2008.
ӘОЖ 303.01
DIFFERENT WAYS OF DEVELOPING LISTENING SKILLS
Almatova D.Sh and Omirzak A.E
- 1508-21
Academic adviser: Dauletova A.A
– lecturer (M.A)
South Kazakhstan State Pedagogical University , Shymkent , Kazakhstan
Түйін
Тыңдау қабілеті-бұл күнделікті қарым-қатынаста жиі қолданылатын тілдік дағды.
О.Мэлли бізге" біз сөйлегеннен екі есе көп тыңдаймыз, оқығаннан төрт есе және жазғаннан
бес есе көп тыңдаймыз." Сонымен қатар, есту арқылы түсіну басқа тілдік дағдылардың
негізі болып табылады.Қарым - қатынас тек басқа адамдармен қарым-қатынас жасау
және әңгімелер, идеялар, мақсаттар мен тілектермен алмасу туралы емес. Тиімді қарым-
қатынас көбінесе басқалардың айтқандарын шынымен қабылдау және ашық түрде тыңдау
қабілетіңізді дамытатын тыңдау дағдыларын қамтиды.
Unfortunately, this essential language skill has often been neglected in the language
classroom. Teachers sometimes assume that students are developing their listening
skills just because they are listening to the teachers use the target language. Yet
listening is a complex process that requires phonological, semantic, syntactical,
discourse, and pragmatic knowledge of the language as well as understanding of the
context and of nonverbal communication. Learners then have to apply this knowledge
in
a range of contexts, both unidirectional (e.g., lectures, radio broadcasts) and
bidirectional (e.g., classroom discussions, conversations) listening situations, and
while using a variety of technologies (e.g., telephones, computers, digital audio
players) . By developing
better listening skills, you will be able to get more
information out of the conversations you have, increase others' trust in you, and
people will be drawn to your inviting personality. Taking into consideration the
complexity of the listening comprehension process and the contexts in which it
occurs, it cannot be supposed that a learner’s listening skill will develop on its own.
Teachers must make conscious and systematic efforts to develop this skill in learners.
Listening skills are usually divided into two groups: bottom-up listening skills and
top down listening skills.
Bottom-up listening skills
refer to the decoding process, the direct decoding of
language into meaningful units, from sound waves through the air, in through our
ears and into our brain where meaning is decoded. To do it students need to know the
code. How the sounds work and how they string together and how the codes can
change in different ways when they are strung together.
Top-down skills or processing refers to how we use our world knowledge to
attribute
meaning to language input; how our knowledge of social convention helps
us understand meaning.
These are the skills that listening teachers should be teaching in their classes. Top
down processing refers to the attribution of meaning, drawn from one's own world
knowledge, to language input. It involves "the listener's ability to bring prior
information to bear on the task of understanding the "heard" language" There are a
132
great number of sub-skills, which construct the overall skill of listening. Sometimes
the ‘bottom-up’ skills are called ‘micro’ skills O’Malley proposed his own checklist
of sub-skills involved in listening, which shows the wide range of possible skills . He
distinguishes the following skills: perception skills (recognizing
individual sounds,
discriminating between sounds, identifying reduced forms in fast speech, identifying
stressed syllables, words, recognizing intonation patterns), language skills
(identifying individual words and groups and building up possible meanings for
them, identifying discourse markers which organize the content of information –
then, as a matter of fact, first, second, third, to start with), using knowledge of the
world , dealing with information . Good listeners need to be able to use a combination
of sub-skills simultaneously when
processing spoken language; the skills they will
need at any particular moment will depend on the kind of text they are listening to,
and their reasons for listening to it. Of course, in the beginning, language learners
will not be very good at these skills and teachers will need to teach them strategies
for coping with what they have missed or misunderstood.
Why Listening Skills are necessary?
Effective listening requires a conscious effort and a willing mind. Generally, there
are four reasons.To Gain New Information & Ideas .
Most of the learning comes
through listening. Effective listeners welcome new inform. Companies that listen
effectively stay informed and up to date.
To Test Evidence
When a speaker talks, he actually presents the message based on facts and opinions.
Good listeners test those facts and opinions and then question the speaker to know the
truth. They try to uncover the speaker’s point of view and credibility.
To Be Inspired:
Sometimes people listen to get inspiration. By listening attentively, they get
inspired and ready to take action.
Active listening is the process of understanding fully what the speaker has said both
in content and in feeling. In the active listening, you are both mentally and physically
prepared.
Passive Listening – listening without talking and without directing the speaker in
any non-verbal way is known as passive listening. In passive listening, you are
physically present but mentally absent.
To sum up, teachers and learners focus too much on the product of listening and too
little on the process. The solution is to perform different
listening exercises and
activities using bottom-up and top-down strategies to acquire listening skills in
learners. Listening exercises should fulfill different purposes: familiarizing learners
with the features of natural conversational speech, and training learners in two types
of listening skills. These skills and strategies practiced in isolation must later be
combined and applied to a longer text. Effective use of listening skills and strategies
will help us achieve desirable results in a classroom and real-life listening.
Достарыңызбен бөлісу: