This article analyzes key linguodidactic principles for developing listening comprehension in foreign language teaching. Listening is viewed as an active cognitive process requiring the integration of linguistic, pragmatic, and contextual knowledge. Drawing on modern theories and CEFR standards, the study highlights the principles of complexity, contextuality, graduality, authenticity, and interactivity. The findings show that effective listening instruction relies on scaffolded tasks, authentic materials, and interactive activities that enhance learners’ comprehension and communicative competence.  

Listening comprehension, linguodidactics, foreign language teaching, authenticity

Anderson, A., & Lynch, T. (1988). Listening. Oxford University Press.

Asher, J. (1977). Learning Another Language Through Actions. Sky Oaks Productions.

CEFR. (2020). Common European Framework of Reference for Languages: Companion Volume. Council of Europe.

Chomsky (1965) Aspects of the theory of syntax. Cambridge University Press.

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

Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97–118.

Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Longman.

Mamatqulova, G. (2021). Listening strategies and technology-enhanced instruction. Uzbek Journal of Education, 4(5), 77–83.

Nunan, D. (2015). Teaching English to Speakers of Other Languages. Routledge.

Rasulova, N. (2019). Innovative methods for developing listening skills. Foreign Language Teaching, 3(2), 45–52.

Rost, M. (2011). Teaching and Researching Listening. Pearson Education.

Vandergrift, L. (2004). Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24, 3–25.

Vandergrift, L., & Goh, C. (2012). Teaching and Learning Second Language Listening. Routledge.