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

What Does It Take To Teach Listening Effectively?
In current ELT practice, listening skills are more often tested or practised than taught.
Motivation
YLs love visuals, animations, games, fun things to watch, listen and do. Their main motivation is expressing their world to others and sharing experiences with peers. Listening tasks and materials should raise learners’ interest and keep them engaged while they are doing things with the language they hear. Listening in class also has to be a chance for YLs to use all their imagination, creativity, curiosity and energy to learn.
Engaging Listening Tasks
YLs are in the stage of their life in which they are gathering information from their world experience. They are gradually developing the abilities to listen carefully to get something done or just get the gist of what has been said for a purpose. In other words, learners are learning to decode messages purposefully and manage information with confidence. The teacher’s job is to create real-life conditions in the language classroom, as much as possible, in order to ‘train’ YLs to develop effective strategies for understanding oral messages that have some connections with their world. Listening tasks must therefore clearly reflect YLs’ real life experiences and everyday new discoveries.
Appropriate YL Materials
Teaching listening involves providing a fair degree of motivation, purpose and engagement to a range of listening tasks that YLs can relate to their real life or their world experience and that will provide training for effective listening. Listening tasks need to be manageable in order to avoid demotivation or information overload for YLs (Brown & Yule, 1983). Authentic materials can offer a chance for real language exposure though task grading will be necessary, e.g. through visual aids or pre-listening tasks, not necessarily vocabulary pre-teaching. For instance, you could choose to use an example as a pre-listening task with an immediate response as to build learners’ confidence before approaching the actual task (Lynch & Anderson, 1988). Listening materials surely need to feature motivating tasks, but also they need to provide interesting content and be visually attractive to a child aged 8-11. Selecting listening materials can be hard. You need to walk in your learners’ shoes and see the world with their eyes not your own. Talk to your YLs as much as you can to find out about their interests and make a list of topics that are age and culturally appropriate to your class, not YLs in general. Materials should always have a fun and competitive element to make the exposure to real language more enjoyable.