This article investigates the role of metacognitive, cognitive, and social strategies in the deep and conscious development of listening comprehension skills in foreign language learning. The study comparatively analyzes the effects of listening activities designed around these strategies on learners’ ability to perceive spoken input, construct meaning, identify key information, and monitor comprehension. In addition, it examines the extent to which each type of strategy contributes to learners’ independent learning skills, active engagement during listening, and overall comprehension effectiveness. The findings provide empirical support for the view that a strategy-based approach is an effective pedagogical tool for developing listening comprehension skills.
| Mualliflar | Sharopov, Sherzod, Atamuradova, Jasmina, Шаропов, Шерзод, Атамурадова, Жасмина, Sharopov, Sherzod, Atamuradova, Jasmina |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-12-25 |
| Jild | 3 |
| Son | 11/S |
| Betlar | 191-197 |
| Til | O‘zbek |
| DOI | 10.47689/2181-3701-vol3-iss11/s-pp191-197 |
DOI: 10.47689/2181-3701-vol3-iss11/s-pp191-197 · Maqolaning asl sahifasi
аудирование, метакогнитивные стратегии, когнитивные стратегии, социальные стратегии, изучение иностранного языка, стратегически ориентированное обучение, listening comprehension, metacognitive strategies, cognitive strategies, social strategies, foreign language learning, strategy-based instruction, tinglab tushunish, metakognitiv strategiyalar, kognitiv strategiyalar, sotsial strategiyalar, chet tilini o‘rganish, strategiyaga asoslangan ta’lim
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