SOME PECULIARITIES OF INNOVATIVE THINKING FOR
INTEGRATING LISTENING COMPREHENSION
Zhunisbekova D.A., Tashmetova A., Ashirbaev Kh.A.,
Dzhumagalieva A.I., Tlesbaeva Zh.A.
M. Auezov South-Kazakhstan state university
Nowadays the development of critical thinking is the
topic of many educational and scientific articles recently. Numerous
instructional methods exist to promote thought and active learning in the
classroom, including case studies, discussion methods, written exercises, questioning
techniques, debates, etc.
Developing the
listening comprehension skills is very important not only for a lecturer, but
for students, especially in a communicative language environment where everyday
activities often revolve around interactions between English language learners.
Students with well-developed listening comprehension skills are able to
participate more effectively in class. For this reason, listening comprehension
practice positively influences second language learning, and lessons based on
this skill are regularly taught in the English as a Foreign Language classroom.
When teachers
design listening comprehension lessons, they should follow some basic
principles that serve as useful guides for successful activities. These basic
principles, including descriptions for motivating students to focus on the
learning objective, maintaining the same topic and objective for consecutive
activities, applying appropriate teaching methods and techniques, selecting
materials for listening comprehension activities, and using authentic
materials.
Motivating students to focus on the learning objective. When students clearly understand the purpose of a
particular listening comprehension activity, they will be better able to focus
on essential vocabulary and grammar and listen for specific information. This
will help them to complete the learning objectives in a shorter amount of time.
For example, if the teacher informs the students at the start of a lesson that
the objective will “understand directions”, they can focus on listening for and
remembering the vocabulary associated with giving directions. If students are
unaware of the objective for a lesson, they may be able to complete a simple
activity requiring a “Yes” or “No” answer, but they may not remember specific
vocabulary used in giving directions or be able to reiterate specific phrases
in more open-ended activities. As a
result, students will be less likely to retain the specific learning objectives
of the lesson.
Maintaining the same topic and objective for
consecutive activities. Learning is more effective when
different activities within a lesson maintain the same topic and learning
objective, as opposed to a lesson being a series of unrelated activities with
changing topics and objectives. When activities share the same topic and
learning objective, students will reinforce their learning through repetition
and continued association with a familiar topic.
Communication
and listening comprehension should expand the students’ knowledge by maintaining
a topic throughout consecutive activities and reinforcing the same learning
objective. Applying appropriate teaching
methods and techniques. When designing listening comprehension lessons,
teachers should apply the following methods and techniques tо make the lessons challenging, effective,
and interesting tо the students.
Selecting materials for listening comprehension activities. When selecting materials, the following criteria сап bе used tо make listening comprehension activities both productive
and engaging. Make material relevant tо students. When selecting listening comprehension
materials, it is important to decide how relevant they are to the learner's
life and long-term learning goals. If materials are nоt selected carefully, student performance will
suffer. Consequently, the true level of their listening comprehension skills
would bе misleading because wrong answers could signify а lack of interest or knowledge of specific vocabulary,
rather than the actual lеvеl of their listening comprehension skills.
As classroom time is limited,
students should be encouraged to practice listening outside of the class as
often as possible.
Students should be able to listen
to the materials as many times as they wish and never need to feel embarrassed
or reluctant to ask the lecturer to play the CD again.
So, the most important factor to bear
in mind when designing lessons tо develop listening
comprehension skills is that students need tо bе motivated and tо stay motivated.
Literature
1. Davies GJ. The need for critical thinking
in rehabilitation. // Sport Rehabil, 1995. p. 1–22.
2. Paul R. How to prepare students for a rapidly changing world. -
2. Mills J. Better teaching through
provocation. - // College Teach, 1995.
p. 21–25.
3. Dillon JT. The practice
of questioning. -