STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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jarayonda o‘quvchilar o‘qituvchi bilan yoki bir-birlari bilan faol aloqada bo‘lib, muhokamalar, guruhli
ishlash, amaliy mashg‘ulotlar va interaktiv texnologiyalar (masalan, elektron doskalar, ta’lim
ilovalari, virtual va qo‘shimcha reallik texnologiyalari) orqali ta’lim oladilar.
Interaktiv ta’lim an’anaviy ma’ruza uslubidan farqli ravishda, o‘quvchilarning dars jarayonida
faol ishtirok etishini, mustaqil fikrlashini va bilimlarni real hayotda qo‘llay olishini ta’minlaydi. Bu
metod motivatsiyani oshirishga, mantiqiy fikrlashni rivojlantirishga va ta’lim jarayonini yanada
samarali qilishga yordam beradi. Barcha narsalarning ijobiy tarafi boʻlgan kabi salbiy taʼsirlari ham
boʻladi, sunʼiy intellektdan foydalanganda undan toʻgʻri, kerakli narsalar uchun foydalanish
Shuningdek, sogʻliq uchun ham zararli tomonlarini oʻylagan holda foydalanish tavsiya etiladi.
FOYDALANILGAN ADABIYOTLAR:
1.
McCarthy, J. (1956). Artificial Intelligence – A Proposal for the Dartmouth Summer Research
Project.
2.
Brown, P., & Jones, K. (2021). The Role of AI in Education. Cambridge University Press.
3.
O‘zbekiston Respublikasi Innovatsion Rivojlanish Vazirligi. (2023). “Sun’iy intellekt va
ta’lim” tadqiqoti.
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Russell, S., & Norvig, P. (2020). Artificial Intelligence: A Modern Approach. Prentice Hall.
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Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education.
Routledge.
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Selwyn, N. (2019). Education and Technology: Key Issues and Debates. Bloomsbury
Publishing.
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Holmes, W., & Porayska-Pomsta, K. (2022). Artificial Intelligence in Education. Springer.
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Mayer, R. E. (2021). Multimedia Learning. Cambridge University Press.
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Li, X., & Lalani, F. (2020). The Future of Jobs Report. World Economic Forum.
IMPROVING LISTENING THROUGH AUTHENTIC MATERIALS: PODCASTS AND
RADIO
Allanazarov Aybek
2nd Year Student, Faculty of Foreign Languages, KarSU
Scientific Advisor: Associate Professor A.N. Sadullaeva
The development of proficient listening skills in a new language poses significant challenges.
Although classroom exercises provide a foundational understanding of linguistic concepts, they are
frequently insufficient in preparing students for authentic interactions with native speakers, who may
communicate at accelerated speeds, employ colloquial language, or exhibit diverse accents. In this
context, authentic resources, such as podcasts and radio broadcasts, emerge as essential tools for
language learners aiming to enhance their listening capabilities.
Authentic materials such as podcasts and radio programs offer a pragmatic solution by immersing
learners in genuine speech patterns, varying accents, and real communicative contexts. This article
aims to investigate how these resources can markedly improve listening skills, thereby enriching the
language acquisition process.
Listening comprehension is widely acknowledged as one of the most challenging dimensions of
language acquisition. Empirical research indicates that 78% of intermediate learners identify it as their
foremost obstacle in language studies. Unlike reading, where learners can pause and revisit complex
material, listening necessitates immediate cognitive processing of rapidly presented information,
thereby introducing unique challenges.
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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Native speakers typically articulate speech at rates ranging from 150 to 180 words per minute,
whereas language learners often find their processing capacity limited to approximately 100 to 120
words per minute. This disparity of 30-40% significantly impacts learners, compelling them to
continuously strive to catch up with ongoing conversations.
In their attempts to comprehend earlier segments of discourse, learners frequently miss
subsequent information due to cognitive overload. Furthermore, natural speech does not align with
the clean and separated lexicon presented in educational materials. Native speakers often blend words
through linguistic processes such as elision (the omission of certain sounds), assimilation (the
modification of sounds to become phonetically similar), and reduction (the truncation of words). Such
features of connected speech transform clearly articulated phrases into nearly indistinguishable
sequences of sound in authentic conversations, further complicating the learning experience.
Another critical barrier to effective listening is vocabulary recognition. Research conducted by
Paul Nation in 2020 suggests that listeners must recognize approximately 95% of the vocabulary in
spoken discourse to achieve satisfactory comprehension. However, studies have revealed that the
average intermediate learner can only recognize about 60-70% of vocabulary in authentic listening
materials, creating substantial gaps in comprehension that can hinder understanding of entire passages.
The disconnection between what students acquire in structured language instruction and what
they encounter in real-world scenarios exacerbates listening challenges. A study by Thompson and
Liu in 2022 found that approximately 83% of classroom listening exercises employ artificially slowed
recordings with simplified vocabulary, while only 9% of instructional time is dedicated to authentic
listening materials presented at natural speeds. This significant misalignment between training and
practical application results in learners feeling ill-equipped for interactions with native speakers. It is
akin to acquiring swimming skills in shallow waters with floatation aids, only to be unexpectedly
confronted with the deep end of an ocean.
In conclusion, the integration of authentic materials such as podcasts and radio programs into
language instruction provides a viable strategy for bridging the gap between classroom learning and
real-life communication. These resources afford learners the opportunity to engage with natural
speech patterns and contextual vocabulary, ultimately contributing to the improvement of their
listening skills.
REFERENCES
:
1.
Nunan, D. (1999). Second Language Teaching & Learning. Boston, MA: Heinle & Heinle.
2.
Nation, I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge
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Dilbar, T. (2023). The power of listening in language learning.
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Sadullaeva, A., & Tursinbaeva, D. (2023). The importance of discussion skills in teaching
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Ренессанс в парадигме новаций образования и технологий в XXI веке
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https://doi.org/10.47689/innovations-in-edu-vol-iss1-pp54-56
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Thompson, G. & Liu, J. (2022).** The Effectiveness of Authentic Listening Materials in the
Classroom. *Language Teaching Research, 26*(1), 84-102.
