Pedagogical analysis demonstrates enhanced listening comprehension and vocabulary growth in academic lyceum students, highlighting the role of real-world audio in bridging language gaps.
This thesis analyses the use of authentic audio and video materials for developing listening comprehension in English-language education, with particular attention to academic lyceums. Authentic materials are defined as spoken texts originally created for real communicative purposes rather than specifically simplified for language teaching. Podcasts, interviews, news reports, documentaries, public announcements, lectures and everyday conversations expose learners to natural speed, connected speech, varied accents, discourse markers and culturally situated meaning. The article argues that these resources occupy an important place between classroom language and the listening demands learners face in higher education and real communication. Research generally associates carefully scaffolded authentic input with improved comprehension, vocabulary growth, strategic listening, motivation and intercultural awareness.
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Jasurbek Samandarov (2026) studied this question.
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