Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

4. Extended responses
Here, the listening is only a 'jump-off point' for extended reading, writing or speaking: in other words, these are 'combined skills' activities.
Problem-solving. A problem is described orally; learners discuss how to deal with it, and/or write down a suggested solution.
Interpretation. An extract from a piece of dialogue or monologue is provided, with no previous information; the listeners try to guess from the words, kinds of voices, tone and any other evidence what is going on. At a more sophisticated level, a piece of literature that is suitable for reading aloud (some poetry, for example) can be discussed and analyzed.
Lecture-4
Technologies of teaching listening. (5-9 forms)

Plan
1.The importance of listening in learning FL-s.

2.The aim and tasks of teaching listening for A2 level pupils.
3.The main mechanisms of listening.
4.Forming listening skills and habits of A2 level pupils.
5.Difficulties in teaching listening comprehension.


Key words: listening comprehension, bottom-up and top-down models of processing, cognitive mechanism, kind of memory, schemata, frame, script, scenario, linguistic/language skills, acoustic perception, teaching listening, pronunciation sub-skills, listening practice, sounds discrimination, multiple skills, audio text,
Cognitive process of listening as a type of speech activity
The ability to hear is a natural process that develops in all normal infants. Indeed, most of us begin to hear sounds before we are even born. The physical components of listening process combine with the cognitive development in a child, resulting in sophisticated listening skills. The ability to discriminate sounds at a very early age appears to be evident not only in the mother tongue but in other language, too. The natural ability to hear, however, is often mistaken for fully developed skills that needs no further fine turning. It is necessary to understand that LI listeners (the mother tongue) often need training in how to listen just as much as FL listeners do.
In real life we often listen to understand information with a certain purpose to each other. Verbal (oral) communication is the necessity of human, which is conducted via speaking and listening to get information and understand the received information. Hence, listening is considered as a speech activity. If students do not understand the meaning of the speech in a complete form, it means that they lack listening comprehension skills.
In order to decode the message sent by the speaker the listener has to use his linguistic knowledge and divide the stream of sounds into meaningful units, and then compare these items with the shared knowledge between him/her and the speaker in order to get the meaning of the sentence.
During communication a listener switch analyzers to perceive and understand the message. When we say «Did you listen?» we try to analyze did he understand or not. In one word «listening comprehension» means to understand message. Perception and comprehension of the message go simultaneously. We can divide them into different sentences to express different meaning.
Thus, listening is a complex skill of a student. While speaking a student selects the language units and compensates for his deficiencies; while listening he/she 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). He/she also needs to be familiar with the characteristics of spoken language to get the information. Among the language skills speaking and listening are the part of the oral speech. It is difficult to distinguish them when we use the term «listening comprehension». So it would be better if we call this process as *- «listening-speaking comprehension».
In native speech we understand the meaning and the form of speech immediately, but in a foreign language it is difficult. We should have vocabulary, grammar and pronunciation subskills to perceive and comprehend received information. In other words, listening skills can be developed by teaching vocabulary, grammar and pronunciation. Vocabulary helps you to understand the main idea of the audio text and grammar helps you to understand the meaning of the text concretely.
Listening has unconditioned character which has the following elements: the desire and ability to listen for the successful recognition and analysis of the sound. As a listener is a processor of language he/she has to go through three processes of listening:

1. 
   Processing sound/Perception skills: