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

As the complete perception doesn't emerge only from the source of sound,
listeners split the stream of sound and detect word boundaries, contracted forms, vocabulary, sentence and clause boundaries, stress (especially the long words) and effect on the rest of the words, the significance of intonation and other language- related features, changes in pitch, tone and speed of delivery, word order pattern, grammatical word classes, auxiliary words, basic syntactic patterns, cohesive devices, etc.

2. 
   Processing meaning/ Analysis skills:
   

It's a very important stage as_researches show syntax is lost in the memory within a very short time whereas meaning is retained for much longer. They say that, 'memory works with propositions, not with sentences'. While listening, listeners categorize the received speech into meaningful sections, identify redundant material, keep hold of chunks of the sentences, think ahead and use language data to anticipate what a speaker is going to say, accumulate information in the memory by organizing them and avoid too much immediate details.

1. 
   Processing knowledge and context/ Synthesis skills:
   

Here, 'context' refers to physical setting, the number of listener and speakers, their roles and their relationship to each other while 'linguistic knowledge' refers to their knowledge of the target language brought to the listening experience. Every context has its individual frame of reference, social attitude and topics. So, members of a particular culture have particular rules of speech behavior and certain topic which instigate particular understanding. Listening is assumed to be 'interplay' between language and brain, which requires the «activation of contextual information and previous knowledge» where listeners guess and predict, organize and confirm meaning from the context.
However, none of these micro-skills is either used or effective in isolation or is called listening. Successful listening refers to 'the integration of these component skills' and listening is nothing but the coordination of the component ‘skills'.
It is very important to make and choose the text. It should be interesting and be adequate to learner's age. If the learner is interested in the text, he/she will read it with pleasure. Activities in this stage would be interesting and easy including face to face interaction, using visual and tangible topics, clear description of the listening procedure, minimum use of written language, and immediate and ongoing responses and etc. So that learners can easily keep pace with the text and activity.
Listening to short chunks, music image, personal stories, teacher’s talk, small question - answer, and interview may be applied in this stage.
The main source of getting information by listening is teacher’s speech, tape recorder, radio; in any case, recording must be authentic. Recording two to three times is preferred in order to avoid rewind that may discrete attention of the listeners, films, filmstrip, TV program and many others.
One more important features of listened text is to clarify its’ simplicities and difficulties. It is significant to know difficulties and their causes.
The process of obtaining knowledge has sensitive and logical sides. These qualities come together in listening teaching. The mechanisms of listening are studied well in the theory.
Psychologists stress that mechanism to understand speech is the first step. This mechanism is closely connected with the mechanism of listening memory, while understanding speech it helps to ^! understand a part of speech automatically.
Let’s read information about speech recognition and memory working suggested J. Flowerdew and L.Miller in the book “Second Language Listening. Theory and Practice”.
We have three types of memory: sensory memory, short-term memory, and long-term memory. Auditory message is first received by sensory memory from environment around us. The sensory memory’, which detects the signals, is activated, and the message is held for a period of not more than one second. In this period, the message is held in its exact form, then, depending on a number of factors, such as the quality of the message, the urgency of the message, and the source of the message, it is either passed on to our short-memory or lost.
In the short-term memory, we begin to process the message consciously, but we have fewer 15 second to decide what to do with it. We have to decide whether the message contains old r new information. If it is old information, we check it against what is already held in our long-term memory. If it is new information, we have to begin to try to match the information with our existing knowledge and make “sense" of the message. If we are able to make sense of the message, then it can be committed to our long-term memory and be fully assessed.
Our long memory contains a huge amount of information, and the new message is placed within the systems we have developed. In placing the new information, we must make decision about its usefulness; whether it will be needed again soon, or later; and how to categorize the special syntactic, semantic, and phonological features of the message. Once this is done, we can hold the new message in our long-term memory for as long as we wish.
The level of understanding the message is connected with speaking and listening experience. That’s why it is recommended to teach listening and speaking integratively.
There are two approaches to listening process: bottom-up and top-down approaches. We will describe these models based on the aforementioned book by J.Flowerdew and L,Miller.
According to the bottom-up model, listeners build understanding by starting with the smallest units of the acoustic message: individual 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.
Top-down model emphasizes the use of previous knowledge in processing text rather than relying upon the individual sounds and words. Listeners rely on more than just the acoustic signals to decode a verbal message; they 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, or structure expectations include knowledge related to schemata, frame, script, and scenario, although schemata is often used as a cover term. 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.
Listening involves these processings, however, some individuals prefer to rely more on top-down processing, while others favour a bottom-up one. Beginners need to spend more time on developing bottom-up skills of decoding. Advance students need to develop top-down skills and apply schematic knowledge, because they have mastered basic phonology and syntax and know the specificity of discourse organization.
These processings are related to development of listening mechanism.
In listening there is a mechanism of comparison of the signals coming to the memory. Comparison may be correct or incorrect depending on the person’s previous experience.
Listener’s experience is the trace left by listening and speaking in brains while comparing them listener succeeds in recognizing ^f them. Next mechanism is called anticipation, which means prediction. When mechanism works there is a possibility to guess the content of the audio text (through words and combinations). One more mechanism is understanding audio text logically. By forming these mechanisms, the listening/comprehensive skill of students is developed.
According to some scholars listening is influenced by the following factors:
Inner factors (interest, level of attention and concentration, conviction of significance of the information, degree of development of phonemic memory, individual peculiarities of pupils’ quick-wittedness, reaction and quick transfer from one intellectual operation to another, etc) which are strictly personal;Outer factors (the linguistic structure of an audio-text, its content, some situational factors).
Some training specialists specify some other difficulties of listening -extra-linguistic and linguistic ones.