HOW TO IMPROVE LISTENING SKILLS OF BOTH ESL AND EFL STUDENTS

HOW TO IMPROVE LISTENING SKILLS OF BOTH ESL AND EFL STUDENTS

Authors

  • Mokhlaroyim Mukhtorova Teacher, Kokand University
  • Xojiakbar Ilxomov Student, Kokand University

DOI:

https://doi.org/10.54613/ku.v11i11.964

Keywords:

ESL, EFL, listening skills, language learning, technology in education, digital tools, listening comprehension, pronunciation

Abstract

This article examines a range of effective methods to improve the listening skills of ESL (English as a Second Language) and EFL (English as a Foreign Language) students. Listening is a fundamental aspect of language acquisition and proficiency, yet many learners find it challenging due to factors such as limited exposure to the target language, variations in accents, and rapid speech rates. This study highlights simple, practical strategies that can be seamlessly integrated into daily routines to enhance listening abilities. Key methods include consistent practice with diverse and engaging audio materials, the strategic use of digital technologies, and the implementation of interactive and passive listening activities. Additionally, this article explores the benefits of modern digital tools, such as language learning apps, podcasts, and vodcasts, which provide flexible and accessible platforms for continuous learning. By leveraging these tools, students can create a personalized and immersive listening environment that promotes active engagement and gradual improvement. The anticipated outcomes of this study include improved listening comprehension, increased vocabulary, better pronunciation, and heightened confidence in real-world communication scenarios. The findings aim to provide educators and learners with actionable insights and practical approaches to overcome common listening challenges in language learning.

Foydalanilgan adabiyotlar:

Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to Practice. Cambridge University Press.

Vandergrift, L., & Goh, C. C. M. (2012). Teaching and Learning Second Language Listening: Metacognition in Action. Routledge.

Flowerdew, J., & Miller, L. (2005). Second Language Listening: Theory and Practice. Cambridge University Press.

Brown, G., & Yule, G. (1983). Teaching the Spoken Language. Cambridge University Press.

Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165.

Rosell-Aguilar, F. (2007). Top of the pods—in search of a podcasting “pedagogy” for language learning. Computer Assisted Language Learning, 20(5), 471-492.

Merzifonuoğlu, A., & Gonulal, T. (2018). Book review: M Carrier, RM Damerow, and KM Bailey (Eds). Digital language learning and teaching: Research, theory, and practice. Language Learning & Technology, 22(2), 24-28.

kizi, M. M. M. (2024). Specific Features of the Units Denoting Reproach in the English and Russian Languages. American Journal of Language, Literacy and Learning in STEM Education (2993-2769), 2(3), 259–268. Retrieved from https://grnjournal.us/index.php/STEM/article/view/366717:09

kizi Mukhtorova, M. M., & Djumabayeva, J. S. (2022, August). WAYS OF EXPRESSING REPROACH DEPENDING ON THE TYPE OF THE SENTENCE IN THE ENGLISH LANGUAGE. In INTERNATIONAL CONFERENCES (Vol. 1, No. 15, pp. 122-126). https://researchedu.org/index.php/cf/issue/view/11

Goh, C. C. M., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3), 222-232.

Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Longman.

Wang, Y., & Young, S. S.-C. (2014). Implementing AI in language learning: What, why and how? Educational Technology & Society, 17(1), 30-39.

Published

2024-06-30

Iqtiboslik olish

Mukhtorova, M., & Ilxomov, X. (2024). HOW TO IMPROVE LISTENING SKILLS OF BOTH ESL AND EFL STUDENTS. QO‘QON UNIVERSITETI XABARNOMASI, 11(11), 84–86. https://doi.org/10.54613/ku.v11i11.964

Issue

Section

Filologiya / Philology
Loading...