THEORETICAL PRINCIPLES FOR ENHANCING LISTENING COMPREHENSION IN PRIMARY SCHOOL STUDENTS VIA VISUALIZATION TECHNIQUES

Authors

  • Jurayeva Gulchexra Abduvohidovna 1-year PhD student, Tashkent State Pedagogical University named after Nizami

Keywords:

Listening comprehension, visualization techniques, primary school, Dual Coding Theory, Constructivist Learning Theory, Cognitive Load Theory, mind mapping, storyboarding, auditory information, active engagement.

Abstract

This article explores the theoretical principles of using visualization techniques to enhance listening comprehension skills in primary school students. The paper discusses how visualization can be integrated into the learning process, drawing on key cognitive theories such as Dual Coding Theory, Constructivist Learning Theory, and Cognitive Load Theory. It highlights the role of visualization in facilitating active engagement, reducing cognitive overload, and promoting long-term retention of auditory information. Practical methods for applying visualization, including mind mapping, storyboarding, and drawing scenes, are also explored. The article emphasizes the importance of visualization techniques in developing effective listening skills, which are essential for academic success in primary education.

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References

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Yang, Y. T. (2011). Using storyboarding to improve EFL listening comprehension. English Teaching & Learning, 35(4), 13-32.

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Published

2025-03-29

How to Cite

Jurayeva Gulchexra Abduvohidovna. (2025). THEORETICAL PRINCIPLES FOR ENHANCING LISTENING COMPREHENSION IN PRIMARY SCHOOL STUDENTS VIA VISUALIZATION TECHNIQUES. Journal of Applied Science and Social Science, 15(03), 866–872. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/876

Issue

Vol. 15 No. 03 (2025): Volume 15 Issue 03

Section

Articles

License

Creative Commons License

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