LISTENING TO DIFFERENT ENGLISH VARIETIES AND ACCENTS

Аннотация

Listening comprehension is very essential for English learners. Good listening comprehension helps learners to improve comprehensive language proficiency, and promotes the effective implementation of foreign language teaching. However, it is an important and difficult point for foreign language learners. Students cannot understand the listening materials in listening exercises, and they face difficulties in completing the listening exercises assigned by the teacher. This can lead to anxiety and stress for learners which can probably result in lack of interest in learning English. Therefore, the language teaching researchers focus on effective teaching in English listening classes. Recent studies have shown that the learning strategies are helpful for learners to master relevant learning content, and learners can use some listening learning strategies to help them better understand listening content. 1. Introduction Listening is not only the foundation and source of motivation for language learning but also a prerequisite for expressive functions. According to statistics, the proportions of language use in the four aspects of people’s daily social life are: writing accounted for 9%, reading accounted for 16%, speaking accounted for 30%, and listening accounted for 45%. It can be seen that listening plays a dominant role in language learning. In today’s increasingly frequent international exchanges, English, as a communication tool, is constantly being valued by people. And, high school English teaching is an important stage of cultivating students’ foreign language quality, so listening teaching plays a vital role in high school English teaching. The curriculum goals stipulated by the general high school English curriculum standards are based on compulsory education at levels one to five, and there are four levels (levels six to ninth) of target requirements, of which the seventh level is required by high school students. The seventh level of the curriculum standard requires students’ English listening ability to be able to identify key information in speech materials and make simple predictions of conversational content, and to understand the content of familiar topics and some operational instructions. It can be seen from this that the listening ability required by the curriculum standard is specific and clear, and how to effectively achieve this teaching goal is an urgent problem to be solved. However, for the vast majority of high school students, English listening comprehension is difficult, which is far from the listening ability requirements of the curriculum standard. There are data showing that students feel that they have difficulty in English listening, and have a negative attitude towards English listening. They generally lack learning interest and self-confidence in English listening, and even feel afraid of English listening. Although students spend a lot of energy and time on daily listening practice, they are always worried that they will not be able to hear it, they will not be able to understand the content of the material correctly, and their listening ability will not be improved as they 85 YOSH OLIMLAR ILMIY-AMALIY KONFERENSIYASI in-academy.uz/index.php/yo should. Teachers are also looking for various ways to improve students’ English listening ability . Predictive strategies are widely used in all aspects of language skills learning and research, including listening teaching. Therefore, the main point of this article is the influence of predictive strategies on high school English listening teaching. The concept of prediction can be simply interpreted as prediction in advance. Prediction strategy is essentially a strategy of using reasoning. The learner first browses the topics and clues related to the listening materials, and then uses the original knowledge to process the newly acquired information, and finally gets the knowledge related to the listening materials. Predictive strategies can help language learners prepare the background of the language materials they will hear and assist listening comprehension. Research shows that predictive strategies can be applied to prelistening or during listening. Before the listening play, learners can see if there are pictures or titles related to the topic around the practice questions to be completed, or read the practice questions and the answer options given. In this way, the learner can infer the main content of the listening exercise in advance. In the listening process, learners understand the above content while deriving the following content. In the process of derivation, the listener can use information such as the speaker’s intonation to create a situation in which the speaker communicates in his or her brain. When listening comprehension occurs, the predictive ability of the listener is greatly related to the listening comprehension of the listener. Many researchers generally believe that learners with strong predictive ability are