Analysis of the Current State of Development of Listening Skills in
Primary Grades
Rakhmatullayeva Nargiza Bakhtiyor Kizi
Navoi Innovations University, Karmana, Uzbekistan
Keywords: Speaking, Reading, Writing, Listening, Phonemic Listening Ability, Phonetic Listening Ability, Intonation
Listening Ability, Individual Age Characteristics of The Listener, Speed of Perception, Conditions, Speed,
Amount, Size of Information, Perception Supports, Exhaustion. Listening Comprehension, Speech Skills,
Competence, Pedagogical Technology, Learning Tasks, Learning Content.
Abstract: The article explores methods and educational strategies for enhancing listening and comprehension skills in
young schoolchildren. It highlights the significance of listening comprehension in the learning process and its
integral role within the broader framework of speech competencies. The discussion includes detailed
arguments on how listening comprehension impacts overall learning outcomes. By examining various
pedagogical and psychological approaches, the article aims to identify effective techniques for developing
these essential skills. The importance of early intervention and consistent practice in improving listening
abilities is emphasised. The article concludes that fostering strong listening comprehension in young learners
not only supports their academic success but also contributes to their overall communication skills.
1 INTRODUCTION
It is known that learning any language is conducted
in 4 main practical means of speech activity. These
are the processes of speaking, reading, writing, and
listening comprehension, and it is important to teach
these types of speech activities when learning
languages because information is given and received
through them. If information acquisition is done by
listening and reading, information delivery is done by
speaking and writing. There are two forms of speech
activity, i.e., oral, and written speech. Teaching
speaking includes teaching listening and speaking,
and teaching writing includes teaching reading and
writing. "Listening comprehension is a type of speech
activity, which is part of receptive speech activity.
Listening comprehension is listening and
understanding the speaker's speech from the radio,
tape recorder, CD, and during communication. In
some literature, it is also called auditory. It is a
complex speech activity because the listener needs to
be able to quickly accept the form and keep it in
memory, otherwise, there is no source, conditions
mean to be able to see it again, read it, and understand
it. Research shows that students' listening
comprehension is less developed than speaking. A
student receives six times more information by
reading and seeing than by listening and
understanding. The reason is that he has worked on it
less, because of its complexity. Listening
comprehension is an integral part of speaking.
Listening comprehension and speaking constitute
oral speech. Listening comprehension is an integral
part of speaking. Listening comprehension and
speaking constitute oral speech.
The ability to listen to speech consists of the
following components:
 phonemic listening ability,
 phonetic listening ability,
 intonation listening ability.
Phonemic listening ability serves to distinguish
the phonological, i.e., meaning-separating properties
of phonemes. Phonetic listening skills and speech
serve to distinguish the phonetic character of sounds,
that is, the ability to correctly listen to speech sounds
that do not distinguish meaning. Intonational
listening ability serves to correctly understand the
tone of sentences and sentences. This type of ability
is just as important as the ones above. Methodist
scientist T. Sattarov's linguistic and psychological
features of teaching listening comprehension in
higher education institutions studied and attributed
Kizi, R.
Analysis of the Current State of Development of Listening Skills in Primary Grades.
DOI: 10.5220/0012954600003882
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 1129-1134
ISBN: 978-989-758-723-8
Proceedings Copyright © 2024 by SCITEPRESS – Science and Technology Publications, Lda.
1129

listening comprehension difficulties to the following
factors:
 Individual age characteristics of the listener.
 Speed of perception.
 Conditions.
 Speed.
 Amount, size of information.
 Perception supports.
 Exhaustion
Yakubov I. assessed listening comprehension as
an important type of speech activity and highlighted
3 types of difficulties in teaching listening
comprehension:
 Extralinguistic
 Linguistic
 Psychological
Extralinguistic difficulties are:
 the mechanical nature of the speech being
listened to, i.e. it is broadcast using a
mechanical device.
 tone, speed of the speech, listening
conditions, situation.
 attention of the student; - how many times the
speech is listened to.
 the presence of supporting tools, meaningful
pictures, and other similar factors in the
listening comprehension process.
 Linguistic difficulties are language-related
difficulties. Rogova G. explains 3 types of
such difficulties:
 phonetic difficulties, i.e. difficulties in
understanding and distinguishing sounds that
are close to each other.
 lexical difficulties, i.e. difficulties related to
listening and understanding words that are
close in pronunciation to each other.
 grammatical difficulties, that is, difficulties
related to grammatical rules (because English
is an analytical language)
Psychological difficulties are related to the
individual characteristics of the learner. From a
psychological point of view, students' memory plays
an important role in listening comprehension. When
listening to a speech, if the information in it is stored
in the memory, it is not necessary to listen to it again,
and it becomes a little easier to perform tasks.
Methodist Jalolov J. classifies listening
comprehension difficulties as follows:
 language difficulties (words with different
meanings and different pronunciations).
 content difficulties.
 difficulties related to speech perception
conditions.
 difficulties that occur from the point of view
of linguistics
 audiotext structure difficulties.
To avoid these difficulties, it is necessary to
choose the right audio text for listening
comprehension. In our opinion, the following
requirements should be followed when choosing an
audio text:
 the text has ideological and educational
value.
 matching the age of students, and their
experience of speaking in their native
language and a foreign language.
 to illuminate an issue that arouses interest in
the student.
 logical construction.
 coverage of different forms of speech.
 lack of additional information elements.
2 THEORETICAL BASIS
Today, the demand for language learning is
increasing. It develops the speaking, listening, and
reading skills of the learners. Forming such a
language appearance, the student comes with a lot of
burden. Taking listening comprehension skills as an
example, language learners' problems in
pronunciation, correct writing or comprehension, and
lack of vocabulary can cause them to lose interest in
learning a foreign language. is dying. It means that
the student's inability to concentrate, not being
thorough, and listening comprehension skills will
remain at a lower level. Evaluating the material, you
are listening to as uninteresting, criticizing the
speaker, listening only to facts, and lack of attention
are among these. Watching movies, participating in
group presentations, answering open-ended
questions, and listening to forming the event in our
mind while performing comprehension exercises,
effective methods of developing listening skills.
In conclusion, listening to special audio and
passing the above six steps to improve listening
comprehension skills while learning a language will
certainly give effective results.
The creation of educational methodological
support for the mother tongue and reading literacy is
directly related to the issue of preparing the country's
students for international assessment processes and
adapting education to world standards. In this regard,
listening comprehension is also used as an assistant to
read comprehension skills. Psychological mechanism
of speech activity in recent years, the word
"mechanism" has been widely used in the fields of
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philosophy, psychology, psycholinguistics, and
linguistics. However, none of the researchers gave a
clear definition of this word. Its meaning can be
deduced only depending on the context. Some
researchers understand the structure of something, its
structural features under the mechanism, others
understand certain actions and actions or a set of
processes, and another group of authors understand
the structure and understand the interaction of
processes, structure, process and its results, functions,
and social conditions (Астрель, 2005).
Memorization of speech, as well as the
importance of the mechanism of speech memory, is
not inferior to the mechanism of speech
understanding. It provides all aspects of the speech
process the "content aspect" of speech and its
linguistic expression. Speech cannot exist without the
reflection of its subject, that is, the activation of this
or that event in existence - the knowledge in human
memory and the imagination of the surrounding
world. Also, it cannot be without the activation of the
imagination of the images of language signs in the
mind and the rules of their use in the process of
speech communication. The mechanism of speech
prediction has not yet been fully studied in
psycholinguistics. In this place, speech activity is
carried out using speaking, listening, writing, and
reading. These tools appear in the process of verbal
communication as a type of human interaction. All
types of speech activity, while having common
aspects, differ from each other according to several
criteria. Based on the mentioned criteria, the specific
characteristics of speech activities can be analysed as
follows:
 speech activity is carried out using oral
communication and written communication
according to the uniqueness of speech
communication.
 the primary types of speech activity include
speaking and listening. Thinking can be
interpreted as the process of formation of
thought through internal speech, and
speaking and writing can be interpreted as
external ways of thought formation in oral
and written forms of communication.
There are monologic, dialogic, and group forms of
oral expressive speech. The types of speech activity
differ from each other according to the nature of the
opposite communication that governs these
processes. For example, in speaking and writing types
of speech activity, from the executive body
(articulating body, writing hands) to the program that
"organizes" this activity, a neuro-muscular opposite
connection is made to the part of the brain. This
opposite communication acts as an internal control
and editing.
When the text created by the speaker is
pronounced, it reaches the ear of the listener through
airwaves. It is from this point on that the text
consisting of the combination of speech sounds
begins to be perceived by the community member of
the speaker. Perception is also a long and complex
process. The listener's task is to extract the underlying
content from a group of sounds and respond to it
either verbally or physically or consider the appeal
(неродному, 1989).
In current textbooks, it is necessary to pay
attention to the analysis of educational tasks given for
listening comprehension:
Listen carefully to the audio text.
What do you think is the author's purpose in
creating this audio text?
Do the exercises in the notebook based on the text
you have listened to.
 Why did the people of the meadow unite?
 Tell me, do people like the ant in this story
found in real life? How do they protect their
country?
 Do you have even a tiny chance to protect the
Motherland? Give an example.
 What do you mean by dedication?
 Which characters in the story made
sacrifices?
This textbook is written based on modern
requirements, it includes the development of listening
comprehension skills along with other speaking skills
and skills. However, there are some questions and
assignments that are above the level of thinking of a
2nd grader. This can be mitigated and explained by a
competent teacher, but not all teachers have the same
skills to develop reading literacy. The presence of
more scientific text questions and assignments in the
textbook is a positive phenomenon, but audio texts
can also be used to develop aesthetic taste.
In our opinion, tasks such as the following serve
only to develop the student's thinking:
Listen to the audio text "The Nobel Prize".
 What did Alfred Nobel invent?
 Why did he regret what he did?
 Why did the scientist think of the Nobel
Prize?
 In which fields is the Nobel Prize awarded?
 Who was awarded the first prize in 1901?
 How much money is given to a person who
won the Nobel Prize?
 In which countries will the award be given
to its owners?
Analysis of the Current State of Development of Listening Skills in Primary Grades
1131

The lesson can be considered one of the
appropriate assignments for listening to the audiotape
"Uzbek Craftsmen" on page 99:
 Who do we call "artisans"?
 What should a craftsman's item look like?
 What kinds of crafts are our cities famous
for?
 Which cities have large craft centres?
 What can tourists learn by looking at the
work of artisans?
However, it was possible to enrich the content of
the questions and assignments. For example, It would
be appropriate if issues such as proverbs related to
crafts and the importance of crafts in human life were
taken into account. In general, the general idea of the
educational tasks given in the textbooks is as follows:
Pragmatic adaptation of questions
Linguistic skills such as listening comprehension,
reading comprehension, and written and oral
presentation of speech play an important role in
human speech perception. Speech perception is a
complex and comprehensive mental process, which,
like other types of perception, takes place based on
general objective laws. In this regard, G. Hamroyev:
"If the organization of the lesson, in particular, the
teaching of phonetics, orthography, and orthography
in the native language classes, is completely left to the
discretion of the teacher, the students' literary
pronunciation and spelling skills it is inevitable that
they will not be the same. And the rules of
pronunciation and spelling require uniformity. In this
sense, the issue of automating the development of
students' speech competence becomes very relevant."
(Ўқитувчи, 1992). O. Kurbanova Самарканд, 2019)
speech competencies in mother tongue classes
development is mainly related to the organization of
the lesson by the native language teacher at a high
level. Speech competencies: listening
comprehension, hearing, reading, and writing are
developed in almost every native language lesson.
One of the main tasks of the teacher in teaching the
mother tongue is the development of students' speech
skills, and it is emphasized that it is necessary to pay
attention to the development of listening
comprehension skills starting from the primary grade.
3 RESULTS
In a conversation between two people, according to
human habit, they speak in turn and try to understand
each other by listening. It is known from life
experience that expressing one's opinion orally
(speaking) is a type of speech activity that many
people like. Different information is obtained by
listening to another person. Being in speech
communication is a necessary need for a person. In
the process of listening, there are cases of partial or
complete misunderstanding of the speaker's opinions.
The main reason for this is that listening
comprehension is not given enough attention. The
role of mother tongue and reading literacy in
textbooks and manuals in the development of
speaking skills, and listening comprehension, this
type of thinking provides for the development of the
student's analytical skills. He usually listens to the
presented audio text and performs comparison tasks
while concentrating.
Psychological mechanism of speech activity In
recent years, the word "mechanism" has been widely
used in the fields of philosophy, psychology,
psycholinguistics, and linguistics. However, none of
the researchers gave a clear definition of this word.
Its meaning can be deduced only depending on the
context. Some researchers understand the structure of
something, and its structural features under the
mechanism, others understand certain actions and
actions or a set of processes, and another group of
authors understand the interaction of structures and
processes, structure, process and its results, functions
and social conditions (Астрель, 2005). Keeping
speech in memory, the importance of the speech
memory mechanism does not save the speech
comprehension mechanism. It combines all aspects of
the speech process, the "content aspect" of the speech
and its linguistic expression. Speech cannot exist
without the reflection of its subject, that is, without
the activation of one or another event in existence -
knowledge in human memory and imagination of the
surrounding world. Its operation is impossible
without the imagination of images about the language
signs present in the mind and their activation in the
process of speech communication. The mechanism of
speech prediction has not yet been fully studied in
psycholinguistics. In this place, speech activity is
carried out using speaking, listening, writing, and
reading. These tools appear in the process of verbal
communication as a type of human interaction. All
types of speech activity, while having common
aspects, differ from each other according to several
criteria. Based on the mentioned criteria, the specific
characteristics of speech activities can be analysed as
follows:
 implementation of speech activity using oral
communication and written communication
according to the uniqueness of speech
communication.
PAMIR-2 2023 - The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR
1132

 primary types of speech activity include
speaking and cooperation. Thinking can be
interpreted as the process of formation of
thoughts with the help of an internal tool, and
speaking and writing can be interpreted as
methods of reasoning related to the basis of
oral and written.
4 CONCLUSIONS
There are monologic, dialogic, and group forms of
oral expressive speech. The types of speech activity
related to the nature of opposite communication that
governs these processes are different from each other.
For example, in the speaking and writing types of
speech activity, there is a neuro-muscular opposite
communication from the executive organ
(articulating organ, writing hands) to the program that
"organizes" this activity, to the part of the brain. This
opposite communication acts as an internal control
and editing (Астрель, 2005). When the text created
by the speaker is pronounced, it reaches the ear of the
listener through airwaves. It is from this point on that
the text consisting of the combination of speech
sounds begins to be perceived by the community
member of the speaker. Perception is also a long and
complex process. The listener's task is to extract the
underlying content from a group of sounds and
respond to it either verbally or physically or consider
the appeal (Ўқитувчи, 1992). Linguistic skills such
as listening comprehension, reading comprehension,
and written and oral presentation of speech play an
important role in human speech perception. Speech
perception is a complex and comprehensive mental
process, which, like other types of perception, takes
place based on general objective laws. The activity of
speech perception can be divided into such
components as the primary formation of the
perceptual image and the familiarity of the formed
image. Speech perception includes auditory or visual
reception (reception) of language elements,
determination of their interrelationship, and
formation of ideas about their content. Thus, speech
perception takes place in two stages - through
perception and understanding of speech expression.
In psychology, comprehension is interpreted as
uncovering the general meaning behind the stream of
directly perceived speech (sounds). This perception is
the process of turning the meaning behind the speech
into real content. For example, "Cold!" the meaning
of an expression can vary depending on the "non-
speech context" and by whom it is said. If this is a
mother's appeal to her child, then the child may take
it as advice to dress warmer. If this expression is said
by someone pointing to an open window, then it can
be taken as a request to close the window. Or the same
expression may be said to express a subjective
(negative) attitude towards someone. In the process
of understanding, the recipient determines the
semantic connections between the words that make
up the set of semantic content of this expression. In
this regard, G. Hamroyev: "If the organization of the
lesson, the teaching of phonetics, orthography, and
orthography in the native language classes are
completely left to the discretion of the teacher,
students' knowledge of literary pronunciation and
spelling 'nickname'. inevitably the same. And the
rules of pronunciation and spelling require
uniformity. In this sense, the issue of automating the
development of students' speech competence
becomes very relevant," he says. The development of
speech competencies in O. Qurbanova's native
language classes is mainly related to the organization
of the lesson by the native language teacher at a high
level. Speech competencies: listening
comprehension, hearing, reading, and writing are
developed in almost every native language lesson.
One of the main tasks of the teacher in teaching the
mother tongue is, the development of students' speech
skills, it is emphasized that it is necessary to pay
attention to the development of listening
comprehension skills starting from the primary grade.
In a conversation between two people, according to
human habit, they speak in turn and try to understand
each other by listening. It is known from life
experience that expressing one's opinion orally
(speaking) is a type of speech activity that many
people like. Different information is obtained by
listening to another person. Being in speech
communication is a necessary need for a person.
Partially express the speaker's opinions during the
listening process or there are cases of complete
misunderstanding. The main reason for this is that
listening comprehension is not given enough
attention. The role of listening comprehension in the
development of speaking skills This type of thinking
develops the student's analytical skills. He listens to
the presented audio text and at the same time
performs comparative tasks while concentrating. For
example, identifying an idea or conclusion that does
not correspond to the content of the text;
demonstrates speech competence such as putting
forward an opinion that is compatible with the given
attitude, understanding misleading thoughts, and
gathering reliable information.
Analysis of the Current State of Development of Listening Skills in Primary Grades
1133

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