DEVELOPING LISTENING SKILLS OF SCHOOLCHILDREN IN PRIMARY EDUCATION SETTINGS

Article Sidebar

PDF
Published: 2026-04-23
DOI: https://doi.org/10.66073/ReFocus-Conf/950
Keywords:
Listening skills, Primary education, Young learners, Language acquisition, Classroom strategies, Auditory comprehension

Main Article Content

Akbarova Dildora Rustamovna
Namangan State Pedagogical Institute, Teacher of Department of Foreign Languages and literature

Abstract

The development of listening skills in primary school
children is a crucial component of language acquisition and overall
academic success. Listening is not only a fundamental communication
skill but also a foundation for reading comprehension, vocabulary
expansion, and cognitive development. This article examines effective
strategies and methodologies for enhancing listening abilities among
young learners in primary education. It explores the role of interactive
activities, multimedia resources, and teacher-led exercises in promoting
attentive and critical listening. Additionally, the study emphasizes the
importance of creating a supportive classroom environment that
encourages active participation and fosters motivation. By integrating
structured listening programs with engaging content, educators can
significantly improve pupils’ auditory comprehension, concentration, and
overall communicative competence. The findings suggest that early
intervention in listening skill development contributes to better
academic performance and lifelong learning abilities

Article Details

Issue

Vol. 1 No. 1 (2026): “INNOVATIVE APPROACHES TO TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF DIGITAL TRANSFORMATION” Republican Scientific and Practical Conference

Section

Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Akbarova Dildora Rustamovna. (2026). DEVELOPING LISTENING SKILLS OF SCHOOLCHILDREN IN PRIMARY EDUCATION SETTINGS. Partner Conferences of the International Scientific Journal Research Focus, 1(1), 818-823. https://doi.org/10.66073/ReFocus-Conf/950

References

1. Abdullayeva, M. (2018). The Role of Music and Songs in Improving English Pronunciation. Journal of Linguistics and Translation, 3(12), 45–52.

2. Akbarova, D. (2026). Integrating Eastern Musical Catharsis and Western Music Therapy in an Educational Setting https://wosjournals.com/index.php/pteconf/article/view/14092.

3. Gilbert, J. B. (1994). Clear Speech: Pronunciation and Listening Comprehension in North American English. Cambridge University Press.

4. Hasanova, S. (2020). Enhancing Speech Activity through Songs in English Lessons. Pedagogy.

5. Vandergrift, L. (2007). Extensive Listening Practice and Input Enhancement in EFL Contexts. Language Learning Journal, 35(3), 329–

6. Goh, C. C. M. (2000). A Cognitive Perspective on Language Learners’ Listening Comprehension Problems. System, 28(1), 55–75.

7. Field, J. (2008). Listening in the Language Classroom. Cambridge: Cambridge University Press.

8. Harmer, J. (2015). The Practice of English Language Teaching. Pearson Education.

9. Rost, M. (2011). Teaching and Researching Listening. London:

10. Brown, G., & Yule, G. (1983). Teaching the Spoken Language: An Approach Based on the Analysis of Conversational English. Cambridge University Press.

11. Nation, I. S. P., &