The Difficulties in Auding a Foreign Language.

Auding or listening and comprehension are difficult for learners, because they should discriminate speech sounds quickly, retain them while hearing a word, a phrase, or a sentence and recognise this as a sense unit. Pupils can easily and naturally do this in their own language and they can not do this in foreign language when they start learning the language. Pupils are very slow in grasping what they hear, because they are conscious of the linguistic forms they perceive by the ear. This results in misunderstanding or a complete failure of understanding. When auding a foreign language pupils should be very attentive and think hard. They should strain their memory and will power to keep the sequence of sounds they hear and to decade it. Not all the pupils can cope with difficulties entailed. The teacher should help them by making this work easier and more interesting. This is possible on condition that he will take into consideration the following three main factors, which can ensure success in developing pupils skills in auding:

1. linguistic material for auding

2. the content of the material suggested for listening and comprehension

3. conditions in which the material is presented

1).The difficulties and peculiarities of Listening Comprehension may be grouped into 2 groups:

1. Extralinguistic difficulties

• mechanic way of speech of Listening Comprehension material (фонограмма, видеограмма и т.д.)

• listening to the speaker himself from his mouth

• tamper of speech

• tempo of speech

• the situation- position the listening comprehension carries out, the discipline of the pupils, noise, the number of the students

• the necessity of speaking

• the attentiveness of the listeners

• the number of listening

• the existence of pictures, and some other base means

2).Linguistic difficulties:

• the form of speech- monologue and dialogue

• the phonetic difficulties, the correct pronunciation of words

• vocabulary (lexical) difficulties- familiar words, multiple meaning of word; conversion

• grammatical difficulties: familiar -unfamiliar tense forms, grammatical forms, the structure of sentences

• stylistic difficulties: dialectal or literary standard form of the listening speech.

1. Comprehension of the text by the ear can be ensured when the teacher uses the material which has already been assimilated by pupils. However, this does not completely eliminate the difficulties in auding. Pupils need practice in listening and comprehension in the target language to be able to overcome three kinds of difficulties: phonetic, lexical and grammatical.

Phonetic difficulties appear because the phonic system of English and Karakalpak differ greatly. The hearer often interprets the sounds of a foreign language as if they were of his own language which usually results in misunderstanding. The following opposites present much trouble to beginners in learning English: [ %-s], [/\- o], [s-z], [% -f], [! - z], [w-v] and etc. They can hardly differentiate the following words by ear: worked-walked; first-fast-forced; line-lion; tired-tide; bought-boat-board.

The difference in intonation often prevents pupils from comprehending a communication.

e.g.: Good `morning (when meeting); Good ,morning (at parting).The teacher, therefore, should develop his pupils ear forEnglish sounds and intonation.

Examples for lexical difficulties: The horse is slipping. The horse issleeping. They worked till night. They walked till night.Pupils oftenmisunderstand words because they hear them wrong. The most difficult

words for auding are the verbs with postpositions, such as: put on, putoff, see off, go in for, etc.

Grammatical difficulties are mostly connected with the analytic structure of the English language, and with the extensive use of infinitive and participle constructions; -ed as the suffix of the past Indefinite and the Past Participle. This is difficult for pupils when they aud.

The Content of the Material for Listening Comprehension