Сборник научных статей научно-практической конференции «Байтанаевские чтения-Х»

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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 

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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. 

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