Listening remains one of the most difficult skills to develop in foreign language classrooms, especially in mixed-ability settings where proficiency gaps are wide. This article argues that systematically differentiated audio texts—multiple versions or task layers built around the same thematic content—offer an effective, inclusive solution. Drawing on theories of differentiated instruction, listening processing models, and the Interaction Hypothesis, the paper presents practical frameworks for creating and implementing differentiated audio materials. An expanded table with concrete examples across proficiency bands (A1–C1) is provided. Meta-analytic and classroom-based evidence demonstrates significant gains in comprehension, motivation, and self-efficacy. Practical guidelines, digital tools, assessment strategies, and suggestions for future research are included.
| Mualliflar | Nurtdinova, Saodat, Нуртдинова, Саодат, Nurtdinova, Saodat |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-11-25 |
| Jild | 3 |
| Son | 10/S |
| Betlar | 257-263 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol3-iss10/s-pp257-263 |
DOI: 10.47689/2181-3701-vol3-iss10/s-pp257-263 · Maqolaning asl sahifasi
Дифференцированное обучение, понимание на слух, дифференциация аудиоматериалов, многоуровневые задания, преподавание иностранного языка, классы со смешанным уровнем подготовки, Tabaqalashtirilgan o‘qitish, tinglashni tushunish, audio farqlash, ko‘p darajali vazifalar, xorijiy tillarni o‘qitish, aralash qobiliyatli sinflar, differentiated instruction, listening comprehension, audio differentiation, tiered tasks, foreign language teaching, mixed-ability classes
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