Thesis: Learning to listen to a foreign text at the middle stage of education. Listening training at the initial stage of teaching English Types of listening in English lessons
Introduction.
Listening in an English lesson
Language is the most important means communication, without which the existence and development of the human community is impossible. The expansion and measurement of the quality of the nature of the international relations of our state, the internationalization of all spheres of public life make foreign languages, in particular English, really in demand in the practical and intellectual activity of a person.
In connection with the orientation of the school learning process towards the practical knowledge of a foreign language, the problem of listening is increasingly attracting the attention of methodologists. A serious theoretical search is underway to study this complex process.
It is known that in the practice of teaching the methodology of teaching listening is the least developed. One of the main reasons for the lack of attention to listening by methodologists and teachers is the fact that, until recently, listening was considered an easy skill. There was a point of view that if, when teaching oral speech, the teacher focuses all his efforts on speaking and ensures the mastery of this skill, then students will learn to understand speech spontaneously, without special purposeful training. Although the skills of speaking and listening are in a certain relationship, it is possible to achieve their uniform development only if a specially designed system of exercises is used to develop understanding of oral speech in the natural conditions of communication. Even people who are fairly fluent in a foreign language have difficulty listening to the natural speech of native speakers. Psychological data also indicate that the perception and understanding of sounding speech is a very complex mental activity.
Thus, listening is one of the most difficult types of speech activity. The insufficient development of this topic reveals the relevance of our study, since the question arises of how the use of video materials helps to bring the process of teaching listening closer to situations of real communication in terms of information perception.
Object of study- Pedagogical process in secondary school.
Subject of study- the process of learning to listen using video materials.
The purpose of this work- develop a set of exercises using video materials for the effective formation of listening skills.
Tasks:
1. Define the essence of the concepts of "video material" and "auditing";
2. Systematize and generalize knowledge on the topic under study;
3. To identify the features of working with video materials in English lessons; determine the criteria for selecting video materials and their principles;
4. Determine the stages of working with video material;
5. Develop a set of exercises using video recordings to develop listening skills.
1. Theoretical foundations for the use of video materials in foreign language classes for teaching listening
1.1 The essence of listening as one of the types of speech activity
Listening is the understanding of audible speech. Mastering listening makes it possible to realize educational, educational and developmental goals. It allows you to teach students to listen carefully to the sounding speech, to form the ability to anticipate the semantic content of the statement and thus, to cultivate a culture of listening not only in a foreign language, but also in their native language.
Listening is the basis of communication, mastering oral communication begins with it. It consists of the ability to differentiate perceived sounds, integrate them into semantic complexes, keep them in memory while listening, perform probabilistic forecasting and, based on the communication situation, understand the perceived sound chain.
Listening is the process of perception, comprehension and understanding of the speaker's speech. The main goal of listening (listening) is understanding the content of someone else's speech, other people's thoughts and the idea underlying the oral statement.
Listening is the semantic perception of sounding both spontaneously pronounced and voiced written speech.
Listening is a receptive type of speech activity, which is the simultaneous perception and understanding of speech by ear and, as an independent type of speech activity, has its own goals, objectives, subject and result. This is a complex skill that cannot be fully automated, but only partially - at the level of recognition of phonemes, words and grammatical structures.
We concluded that listening is listening with understanding, an independent type of speech activity, which is more difficult than speaking, reading and writing.
Learning to listen in the methodology of teaching foreign languages is given great importance, since the perception of foreign speech by ear is a complex process that requires maximum attention from the student.
Most people are bad at listening to the speech of the interlocutor, especially if he does not hurt their interests. Studies show that no more than 10% of people have the ability to listen with concentration and restraint to a person, to understand the essence of what he is talking about. The ability to listen is an element of human speech culture, a manifestation of the ability to adequately understand and correctly evaluate sounding speech, as well as the most important condition for obtaining an education and successfully mastering the basics of science.
Educational listening- acts as a learning tool, serves as a way to introduce language material, create strong auditory images of language units, is a prerequisite for mastering oral speech, the formation and development of communicative listening skills.
Educational listening allows multiple (with independent work) and 2-fold (with classroom work, under the guidance of a teacher) listening to the same material. Repeated listening provides a more complete and accurate understanding of the audio text, as well as a better memorization of its content and language form, especially when the listened text is used for subsequent retelling, oral discussion or written presentation.
Communicative listening- a type of speech activity aimed at the perception and understanding of oral speech by ear during its one-time listening. Depending on the communicative attitude, orienting on what should be the breadth and depth of understanding, the following are distinguished:
Listening with understanding of the main content;
· Listening with full understanding;
· listening with selective extraction of information;
critical listening.
Listening with understanding of the main content, with the extraction of basic information; introductory audition. This type of communicative listening involves processing the semantic information of the sounding text in order to separate the new from the known, the essential from the irrelevant, and to fix the most important information in memory. Training tasks aimed at this type of listening and developing the necessary skills include predicting the content of the text by the title before listening, determining the topic and communicative intention of the speaker, listing the main facts, answering questions on the main content, drawing up an outline of what was heard, summaries and annotations.
Listening with full understanding of content and meaningor detailed listening. A complete, accurate and quick understanding of sounding speech is possible as a result of automation of the operations of perceiving a sound form, recognizing its elements, and synthesizing content based on them. Listening with full comprehension requires a high degree of automation of skills, concentration and hard work of memory. In the process of learning to listen with full understanding, students listen to the text, keeping in mind the following post-text tasks: retelling the text with a detailed presentation of the content, answering questions for all the facts, drawing up a detailed plan, completing the text, inventing additional facts.
Listening with selective information extractionor "exploratory" listening. The task of this type of listening is to isolate the necessary or interesting information in the speech stream, ignoring the unnecessary. Such information can be important arguments, details, keywords, examples, or specific data: dates, numbers, proper names, or geographical names. Quick and accurate perception of numbers and dates requires intensive, long-term training, and understanding of proper names and geographical names relies on background knowledge, ideas about the situation and participants in communication.
Critical Listeningimplies a high level of development of the ability to fully and accurately understand the sounding text, determine the communicative intention and point of view of the author. Similar to critical reading, this type of listening includes the ability to distinguish facts from opinions, evaluate the point of view of the author (speaker), draw conclusions, interpret, understand subtext.
Difficulties in listening comprehension.
Speaking about the difficulties that arise in learning to listen, it means that, first of all, these are the difficulties that arise in the perception of foreign speech by ear. When listening to foreign speech, many things can make it difficult for us: the content of the speech; the choice of language means used by the speaker; the pace it offers; features of the speaker's speech: a strong reduction or "swallowing" of individual sounds, insufficient clarity of speech, the timbre of the speaker's voice, loudness, etc.Experts identify several reasons for a shallow and inadequate understanding of sounding speech:
fast fatigue as a result of complex speech-thinking processes of the listener;
individual manner of speech of the speaker: peculiarity of pronunciation, intonation, timbre of voice, certain speech defects, too fast or too slow pace of speech;
The presence in oral speech of words unfamiliar to the listener.
Successful listening can be helped by:
a rich vocabulary of the listener;
visual clarity accompanying the sounding text: diagrams, tables, pictures, a list of keywords, a plan;
concentration on the speaker: attention to his voice, facial expressions, gestures, intonation, posture, etc.;
non-critical listening: perception of the message as it is before it ends, without criticism, interruption, argument.
1.2 Video materials in the process of teaching foreign languages
In order to most effectively use video in the process of teaching foreign languages, it is necessary to highlight the advantages of this teaching tool.
The use of video makes the lesson more emotional and effective;
The use of video allows you to develop speech activity, makes it possible to convey information to students in a simple visual form. It is important that interest does not weaken with multiple viewings, but helps to maintain attention to the repetition of educational material and ensures the effectiveness of perception;
· Informative richness;
· Concentration of language means;
· The use of films in English lessons adds variety to the educational process, promotes the activation of students, increases interest in learning English;
Emotional impact on trainees.
1.3 Criteria for choosing video materials in a foreign language lesson when teaching listening
When analyzing various studies, we came to the conclusion that when selecting authentic video materials, criteria such as:
correspondence of the language content of the video recordings to the level of language training of students;
Relevance of the topic of video recordings;
the quality of sound and artistic design;
Compliance with the genre features of the content of video recordings educational purposes and tasks, interests of students;
The range of sociocultural and sociolinguistic information contained in the film, reflecting various areas communication and communication situations;
informational and artistic value;
Popularity with the audience
The choice of the language of the fragment is very important. The effectiveness of using a video in teaching speech depends not only on the exact definition of its place in the learning system, but also on how rationally the structure of the video lesson is organized, how the learning capabilities of the video are coordinated with the learning objectives.
Chapter 2
2.1 Stages of working with video in a foreign language lesson
Watching video in class, unlike watching TV at home, is an active process. The teacher is the organizer and initiator.
Working with video includes three stages:
· Pre-demo
Demo
post-demonstration
Before watching the video, students are given a communicative task that directs their attention in the right direction. To do this, questions and working Handout, which allows the teacher to organize active viewing in the classroom. In extreme cases, the material for viewing can be copied from the board. Looking forward to watching, the children will do it quickly. In any case, the success of the work depends on preliminary preparation - viewing technology, which involves dividing the film into logical fragments, developing separate tasks aimed at removing language difficulties and explaining unfamiliar realities.
When working with didactic handouts, a certain technology should be observed:
1) familiarize with the worksheets or tasks in advance;
2) the handout should be simple so that the student gains confidence in his successful progress;
3) the handout does not test, but stimulates the speech of students;
4) worksheets allow both to include the whole class in the work, and to carry out individual work.
Facilitating further perception for students, the teacher gives tasks for understanding the content of the video, meaningful guidelines, key words and phrases.
Possible difficulties in understanding can also be removed by selective listening to individual fragments of the sound accompaniment. In particularly difficult cases, it is possible to pre-read the script. This technique is justified when watching authentic feature films in English.
Content questions, illustrations from the film, and character portraits are also offered as pre-film reference points.
Immediately before the screening, students are offered communicative tasks that make viewing active and focused. The development of these tasks provides great opportunities for teacher creativity. He can use:
Questions that, being a guide, at the same time direct the attention of students to specific points;
Tasks on the worksheets: mark on the sheet the correct option, direction, fact corresponding to the content, etc.
Task type: place frames from the film on your workplaces in the order of their appearance in the video clip;
Individual tasks involving independent research of the student. Modern technology allows you to do this with the help of computer programs.
During the demonstration stage, in case of repeated viewing, after the first demonstration, the teacher conducts the first control of understanding of individual words, phrases. One of the most attractive features of video recording is the ability to use the "pause" button, as well as rewind the video recording in order to achieve an adequate understanding and implementation of the communicative tasks. During the dialogue between the teacher and students, the difficulties of perception are clarified, additional supports and tips are given.
The simplest form of control is the task to indicate true and false statements; choose one correct option from several offered. This form of control is the fastest way to test understanding while developing listening skills, however, it does not develop speaking skills. Answers to the questions proposed before viewing allow you to organize a conversation on the content of the viewed fragment, and at a more advanced stage - a discussion, especially when the questions are of a problematic nature.
The watched story video can also become a starting point for independent creative statements of students. After watching part of the video clip, students can predict the development of the plot, expressing their assumptions, change the ending of the film if it disappointed the students.
2.2 Development of a set of exercises and tasks (on cards) for the video film " Hong Kong »
Answer the questions
Fill in the gaps in the sentences
Ask questions
Translate sentences (phrases, words)
Find synonyms and antonyms.
At the post-demonstration stage, students should express their opinion about the fragment of the film they saw, about the behavior of the characters; We also provide students with assignments.
expanding their active vocabulary. Therefore, it is necessary to conduct exercises to consolidate the material. For this stage, we offer the following exercises:
After sequential viewing of the film episodes for 10 lessons, the students were offered an anonymous questionnaire with questions to identify the difficulties they encountered during their work, their opinions about the need to use this type of work in teaching and the effectiveness of this type of work.
Survey results:
15 students who took part in the work on the film were interviewed.
The analysis showed a good assimilation of the material, which allows us to conclude that the modern method of using videos for teaching listening helps to speed up and improve the process of assimilation of the material.
Most students (13) positively assessed this type of listening. Difficulties in understanding the audio text were mainly related to the tempo of speech and the peculiarities of the conversational style (presence of slang and slang vocabulary, abbreviated forms of words).
Many students (13) wanted to review the piece again. It was also noted that the pre-screening exercises contributed to a better understanding of the film.
Most difficult view tasks after viewing was a discussion of fragments of the film, its characters, problems, etc., i.e., the main problems were associated with the production of unprepared oral speech (dialogue and monologue).
This type of listening aroused great interest, the revival of students and the desire on their part to continue learning listening in this way. Based on experience in conducting auditing based on video materials (video film “ Hong Kong ”) and the analysis of anonymous student questionnaires to assess this type of activity, we made conclusions about working with video material to improve listening skills, namely:
1. Before showing the video, the teacher needs to carefully watch it himself, note the key points that students should pay attention to. Demonstration of the film without prior acquaintance turns into an entertaining part of the lesson, the effectiveness of the use of the video decreases, the teacher cannot give tasks to students before watching.
2. An important element is a preliminary installation conversation. Without such a conversation, the teacher sets an impossible task for the students: to remember the content of the entire film and comprehend it. In this case, students remember only the material they know and miss a significant amount of new information.
3. If there is non-standard vocabulary in the text of the film, it is recommended to create a dictionary and place it in front of the main material with exercises and tasks for the film, as well as to familiarize students with the features of colloquial informal speech.
4. It is best if the tasks for the video film are printed on cards and distributed to students on the tables before watching the film. Each of the students will be able to carefully read them, and it will be perceived as individual. This is a good motivation and support for the students to successfully complete the tasks after watching the film.
5. If necessary, in cases of incomplete understanding of the text and the impossibility in connection with this to discuss its details, it is recommended to re-view the episode or its part.
6. After the first viewing, students should re-read the tasks given to them on the cards, individually, and understand which of the tasks they already understood and could already do.
7. It is desirable that the video film has a freeze frame, which allows you to focus on certain points. A freeze frame allows you to pause the video, clarify or discuss a particular scene, return to that episode again, and then continue watching.
8. For this type of listening, a more advanced material and technical base is desirable - a large projection screen that allows all students to see the image well.
9. It is best to watch the video film in the classroom where classes are constantly held; this has its positive side.
The importance of using films in educational process when learning to listen to sound speech.
Firstly, because screen media for modern children are common and favorite, and meeting them in English lessons gives them joy.
Secondly, the very use of this tool helps the teacher to reveal his Creative skills; it significantly increases the effectiveness of the teaching activity of the teacher, since the video materials are samples of authentic language communication, create an atmosphere of real language communication, make the process of mastering foreign language material more lively, interesting, problematic, convincing and emotional.
Conclusion
Summing up the results of this study, it should be emphasized once again that the main purpose of a foreign language as a subject area of education is to master the ability of students to communicate in a foreign language. The ability to communicate in a foreign language is not feasible without the ability to perceive foreign speech by ear. Listening is by no means an easy form of speech activity. It has been established that the ability to listen is formed more successfully when the sound and visual channels of information are used in interaction, which makes it easier for students to perceive sounding speech and makes it possible to judge what has been said more fully than when messages are received separately.. The effectiveness of the use of video material in teaching speech depends not only on the exact definition of its place in the learning system, but also on how rationally the structure of the video lesson is organized, how the learning capabilities of the video material are coordinated with the learning objectives. Thus, video materials in foreign language lessons really contribute to more effective and efficient listening training, as video materials are samples of authentic language communication, create an atmosphere of real language communication, and make the process of mastering foreign language material more interesting and emotional.
In the course of work on term paper the theoretical foundations of video materials and listening are presented; the features of working with video material in foreign language lessons are revealed; stages of work with video material are defined; difficulties in listening; a set of exercises for working with a video film has been developed.
Listening is the process of perceiving and understanding speech by ear at the time of its generation.
In the educational process, listening acts as a goal and as a means. As a tool, it can be used as:
1. Ways to organize the educational process.
2. The method of introducing language material orally.
3. Means of teaching other types of speech activity.
4. Means of control and consolidation of acquired knowledge, skills and abilities.
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Learning to listen in English lessons
Listening is the process of perceiving and understanding speech by ear at the time of its generation.
In the educational process, listening acts as a goal and as a means. As a tool, it can be used as:
1. Ways to organize the educational process.
2. The method of introducing language material orally.
3. Means of teaching other types of speech activity.
4. Means of control and consolidation of acquired knowledge, skills and abilities.
Students should understand by ear a foreign speech, presented once by a teacher or in a sound recording at a natural pace, built on the language material of the 11th and previous grades and allowing the inclusion of up to 3-4% of unfamiliar words, ignorance of which does not prevent understanding what they hear. The duration of sounding connected texts is up to 3-5 minutes.
We propose the following classification of all listening difficulties, developed by us on the basis of the classifications of Elukhina N.V. and Prussakova N. N.:
Main listening difficulties
Difficulties associated with the peculiarities of the act of listening and speech activity of the listener (a wide range of topics, rich language material, a faster rate of speech of native speakers). | Difficulties associated with the peculiarities of the speech of native speakers (non-compliance of the materials of most teaching materials with the criteria of authenticity; difference between spoken and written speech, authentic texts and educational texts, familiar and literary styles). | Difficulties associated with the sociolinguistic and sociocultural component of communicative competence (language, being a phenomenon of a certain civilization, must be studied in the context of this civilization). |
The difficulties of the first group, in turn, can be divided into three subgroups:
1. Phonetic . This implies the absence of a clear boundary between sounds in a word and between words in a stream of speech. There are two aspects of hearing: phonemic (perception of individual linguistic phenomena at the level of words and structures) and speech , which includes the process of recognizing the whole in context. It should be noted that when teaching listening on authentic materials, it is necessary to develop speech hearing. The individual manner of speech can be very diverse and present difficulties for its perception and understanding. In the native language, this difficulty is compensated by a huge practice in listening, however, the experience of listening to foreign language speech among students is very limited.
2. Grammar . A number of grammatical difficulties are associated primarily with the presence of analytical forms that are not characteristic of the Russian language; grammatical homonymy should also be attributed to difficult phenomena. Perceiving the phrase, the student must divide it into separate elements, that is, informative features of the sounding phrase, which are physically expressed by the corresponding speech qualities. There are three physically expressed speech parameters: intonation, pause and logical stress. This means that for successful understanding of a foreign language text, attention should be paid to the development of students' skills of adequate perception of intonation, pause and logical stress.
3. Lexical . It is the presence of many unfamiliar words that students point to as the reason for misunderstanding the text. We think it necessary to elucidate this problem in more detail. The main difficulty in the perception of foreign language speech lies in the fact that the language form has long been an unreliable support for semantic forecasting, because it is on it that the student's attention is concentrated, although he cannot change it. Therefore, it is necessary to develop in him the ability to receive information even in the presence of unfamiliar linguistic phenomena, by filtering, selecting and approximating it. Students need to be specially trained in the ability to understand by ear speech containing unfamiliar vocabulary.Misunderstood or misunderstoodparts of a speech message (word, phrase, phrase) are restored by the recipient due to the actionprobabilistic forecasting(the ability to foresee the new based on what is already known), therefore, it is necessary to achieve prediction of the meaning of the statement, when the form and content form a complete unity.
Obviously, understanding a text containing unfamiliar words is possible if:
Unfamiliar words will not be supporting (“semantic milestones” - essential for understanding the content of the word, more often than other parts of speech, nouns and verbs, which, being unfamiliar to the recipient, can significantly complicate the understanding of the text.
Unfamiliar words will act as the least semantically informative elements of the sentence, that is, the understanding of the meaning depends on the syntactic function of the word, on how the communicative load is distributed among the members of the sentence. So, the subject, predicate, object, being the components of the most informative connections, are well remembered and reproduced.
The difficulties of the second group are as follows. Studying in his homeland and not having sufficient contacts with native speakers, the student, as a rule, does not have the necessary background knowledge (knowledge of the world around him in relation to the country of the language being studied), so he interprets the speech and non-speech behavior of a native speaker from the perspective of his culture and their norms of behavior in certain situations of communication. This can lead to a misunderstanding of the perceived information and disruption of contact.
To overcome this difficulty, language, being a phenomenon of a certain civilization, must be studied in the context of this civilization. This provision is reflected in the sociolinguistic and sociocultural components of communicative competence.
Under sociolinguistic competencemeaning knowledge of the norms of using the language in various situations and possession of situational options for expressing the same communicative intention, respectively, the listener must know these options and understand the reasons for using one of them in the context of a particular communication situation.
Sociocultural competenceimplies knowledge of the rules and social norms of behavior of native speakers, traditions, history, culture and social system of the country of the language being studied.
Therefore, the student must have the ability to perceive and understand the oral text from the position of intercultural communication, for which he needs background knowledge. Only with this knowledge, the listener can correctly interpret the verbal and non-verbal behavior of a native speaker.
types of learning listening:
the purpose of investigative auditing is to obtain important and necessary information, while the subsequent transmission of information is not expected;
the purpose of introductory listening is to obtain information of an educational and entertaining nature without subsequent transmission;
the purpose of active listening is a detailed capture and memorization of information for subsequent mandatory reproduction.
In conclusion, we would like to point outfactors that determine the success of listening to foreign speech.
1 . Objective factors depends on:
the recipient himself (depending on the degree of development of speech hearing, memory);
conditions of perception (temporal characteristics, number and form of presentations, sound duration);
linguistic features - linguistic and structural-compositional complexities of speech messages and their correspondence to the speech experience and knowledge of students.
2. Subjective factors depends on:
the needs of students to learn something new, from the presence of interest in the topic of the message, from the awareness of the objective need for a foreign language, etc.
Successful mastery of listening involves the removal or overcoming of its difficulties.
1.3 Stages of work on listening
There are three stages of work on listening:
pre-text stage (Before listening)
stage of own hearing (While listening)
post-text stage (Follow-up activities)
Let's consider each of these stages.
pre-text stage.
If in real situations a person roughly imagines what an oral message can be about, and accordingly determines strategies for himself when he perceives it, then in the conditions of educational listening this is possible only at the pre-text stage of working with audio texts. The degree of motivation of listeners and, consequently, the percentage of assimilation of the content also depends on the primary installation. In addition to strengthening motivation and formulating a mindset for primary listening, the teacher at this stage can remove possible difficulties, depending on the level of formation of those listening mechanisms and those potential difficulties that I mentioned above.
Let's consider some of the most typical settings and tasks for this stage of working with text and analyze their advantages and disadvantages.
1. Discuss questions/statements before listening.
Of course, it will be possible to determine the correctness of the answer only after listening, but isn't it interesting to anticipate events using your life experience and guesswork? After such an exercise, even skeptical schoolchildren will listen more attentively, because the point is not just some text, but also their insight. The task becomes personally meaningful.
Exercises and questions do not so much ask for information as carry it. schoolchildren hear those words that will then be used in the text, because the context is already defined, and with it the semantic field is also defined. Here, both semantic and linguistic forecasting and speech hearing come into force, which, in turn, is helped by the preliminary pronunciation of a significant part of the information. While listening, you no longer need to be distracted by minor details, but you can concentrate on those moments that will be important for repeating the same task.
Much depends on the content of questions and statements, their semantic and linguistic value. With their help, you can highlight and remove those linguistic difficulties that will occur in the text; pay attention to precision words that may otherwise escape the attention of an inexperienced listener; emphasize those nuances of the substantive and semantic order that will be worthy of discussion in the future. If the proposed statements and questions are too straightforward, faceless or primitive, then this alarms the students, deprives the task of meaning, and with it, of interest.
2. Guessing from the title/new words/possible illustrations.
The teacher can invite students to guess the approximate content of the text from the title, from unfamiliar vocabulary, which he previously explained, or from illustrations.
3. Summary the main topic by the teacher, an introduction to the problems of the text.
This message can be turned into a small conversation by asking the students to identify what they already know about the problem, as well as to formulate questions they would like answered. This task is also a listening setting, since the students will be looking for these answers, and a knowledgeable teacher can always steer the discussion in the right direction and provoke questions that he knows are covered in the text. Here you can familiarize students with the vocabulary necessary for understanding the text.
The perception of English (and, in general, foreign language) speech by ear is a difficult process, requiring maximum concentration and appropriate preparation from the student, which the teacher must provide.
Methodically correct and consistent organization of the learning process (including constant practice and timely control) ensures the formation of listening skills that meet the needs of modern society.
listening is listening comprehension of perceived speech. This is where oral communication begins.
Audition consists of:
- ability to identify perceived sounds,
- correctly include them in the meaning of the statement,
- keep in mind the necessary information,
- pay attention to the context and make predictions,
- correctly understand the meaning of the statement, based on the situation of communication.
Listening is an active process during which intense mental work takes place. The student receives information in sound form, assimilates and processes it in accordance with previously acquired knowledge.
And in real life, we often encounter listening as an independent type of speech activity. It happens in different situations real communication, for example: when we listen to announcements, radio or television news, instructions, lectures, an interlocutor's story, an actor's performance, and much more.
In order for the learning process to be successful, to cover all possible situations of verbal communication (and the student could easily enter into communication in the future), it is necessary to put some goals.
The objectives of listening education can be summarized as follows:
- Formation of relevant skills
- Development of speech skills
- Teaching Successful Communication
- Memorization of language material
- The ability to distinguish between the main and the secondary in the flow of speech
- Understanding the meaning of a single statement
- Development of auditory memory
- Development of auditory response
Proficiency in a foreign language is also made up of skills hear and understand. That is why the requirements of modern language training programs are increasing. Ideally, the student should not only correctly understand the information received, but also be able to respond (react) to it within the framework of the requirements of the existing speech situation.
The example of this word cloud shows how important the relationship between the student and the teacher is.
When mastered the sound side of the tongue, you should also study the phonemic composition, intonation, rhythm, tempo, melody, stress. It seems that only this will take all the strength and there will be no time left for grammar and vocabulary (which is what teachers fear when they immerse their students deeper in this area). But even through listening, you can learn new grammatical structures, language material. Thus, listening is effective and necessary means of learning.
In modern teaching aids, attention is increasingly focused on the formation of readiness to perceive foreign speech by ear as the most important factor, without which communication in a foreign language is unthinkable. Communicative orientation prevails.
It follows from the above that, indeed, listening is a complex intellectual process that involves all sorts of skills and abilities. The student needs to activate his knowledge of grammar, vocabulary, determine the genre of the statement, be able to use the context, predict the further course of the story, and much more. Listening will also help to immerse yourself in another culture, get acquainted with traditions and values (it is necessary to give non-adapted material spoken by native speakers for study).
Listening and speaking. Speaking - the expression of thoughts by means of the language being studied - is closely related to the understanding of speech by ear. Speaking can be a response to the speech of the interlocutor. Listening (receipt of this or that information) can serve as the basis for speaking. The correctness of understanding the listened material is controlled by answering questions about the content or by retelling. From this it follows that listening prepares speaking, and speaking helps the formation of listening comprehension.
Listening and reading. The interaction between listening and reading is as follows: tasks (which are performed while listening) are usually given in printed form, accordingly, part of the information necessary for understanding can be extracted from the task. Also, after listening, the teacher often provides students with a printed text that they have just listened to for a full understanding (or additional analysis of certain parts of it, depending on the focus of the lesson).
Listening and writing. Often listening assignments are done in writing. This is necessary for monitoring and evaluating the level of student achievement, and in intermediate stages - for self-examination.
This word cloud shows which elements are important in listening
In modern conditions, listening is introduced at the initial stage of education. This is the period of learning a foreign language, which allows you to lay the foundations of communicative competence necessary for further development in this subject. It takes quite a long time to lay these foundations, since students need to become familiar with the language being studied as a means of communication, starting from the very basics.
Conclusion: a lesson lasting 45 minutes, can be completely devoted to listening (it is necessary to include: reading, speaking, writing). Auditory lessons lasting 1.5 hours, it is recommended to divide into three parts: one of them is given for listening.
Collection output:
TEACHING LISTENING IN ENGLISH LESSONS
Gatovskaya Diana Alekseevna
English teacher, MOU-SOSH No. 17, Russian Federation, Moscow region, Klin
TEACHING OF LISTENING IN ENGLISH LESSONS
Gatovskaya Diana
teacher of English, school № 17, Russia, Moscow region, Klin
ANNOTATION
The article is devoted to the problem of teaching listening in English lessons. Based on work experience, the author of the article suggests ways to solve this problem.
ABSTRACT
- article is about the problem of teaching of listening in English lessons. The author of this article gives the ways of this problem solving founded on her experience.
Keywords: listening; learning process; motivation; interest; improvement.
keywords: listening; process of education; motivation; interest; improvement.
In teaching English, we teach reading, writing, grammar and vocabulary, speaking and listening. From my point of view, as a subject teacher in the present and a student in the past, the most difficult in terms of learning is the section "Listening", due to the fact that the percentage of English-language speech that students not only hear, but perceive, is almost zero.
First, let's look at some of the reasons why this happens:
Firstly, three lessons per week in a general education school, where the lesson is not always completely built in English, since the group consists not only of well-performing students, but also lagging behind, and when working with the class, each student must understand the task - regardless of whether he can fulfill it or not, whether he will fulfill it for various reasons or not.
Secondly, the tasks in the listening textbook are not always enough to master the necessary listening skills. Also, not all parents have the opportunity to buy a CD for a textbook and workbook, since the cost of disks is often high.
On the other hand, some readers may not agree with me, because now many teenagers are fond of music and songs in English. Of course, they listen to songs in English, but the truth is that most of the time they don't understand the content of the songs. First of all, for them it is an interesting melody and a fashionable, modern performer. The meaning of the text remains unknown to them, with the possible exception of the title of the song or its chorus.
All of the above leads to the problem of improving the process of teaching listening skills. I found prospects for developing listening skills by applying the following teaching methods, which will be discussed later.
The fact that children love to listen to music was mentioned above. They do it wherever possible: at home, at school, on the street, in transport. V modern world there are a huge number of all kinds of gadgets that can play music, ranging from CD players to tablets. It follows that songs are excellent teaching material for listening.
Thus, it is necessary to learn how to use this knowledge in the interests of learning. First, you need to find a suitable song by an English-speaking artist or in English, then find the lyrics of the song and think over the exercises for it. It is necessary to start the introduction of such a teaching method from the simplest. For example, choose a few words from a song that can cause difficulty in listening and understanding the text, introduce them to the guys, distribute the lyrics of the song, in which make gaps in advance and let them insert them in the right place while listening to the song. This exercise is aimed at increasing the concentration of the student's attention. Based on facts from my teaching practice, even such a seemingly easy task can cause difficulties for some students, since children are simply not trained to English speech. This is due to the fact that in most cases, the only native speaker for them is the teacher, students are used to its pronunciation, and listening to an authentic native speaker, there are difficulties in perception.
Continuing the application of this method in your lessons and classes, the tasks need to be gradually complicated, not to introduce the missing words in advance. First, let the text be read, pick it up, listen to the song, distribute the text, to insert gaps. Or first give a listen to the song, and then give the text and ask to insert.
It should be noted that songs can also be selected for a specific topic of the lesson, for example, when studying the topic “The Weather”, the song “ Hows the weather?”, talking about the holidays and traditions of Halloween, you can listen to the song “This is halloween”.
In conclusion, I would like to emphasize the fact that which exercises you use depends on what you want to teach and what skill to develop. From this it follows that the exercises can be used at the beginning of the lesson as a warm-up, take not the whole song, but only the verse or chorus. It is possible to give exercises as homework, providing the necessary information to students, for example, on a flash drive or cell phone.
The second method that is used in my practice is the use of Internet resources that already offer all kinds of videos on various topics or just audio recordings. One of the frequently used sites is "BBC Learning English", here you can find various materials, some of them already have developed exercises: True/ False/ Not stated; Fill the gaps; Answer the questions. These materials are available for download and can be used both in the classroom and to give the children home. If the level of tasks seems difficult for your students, then you can always come up with your own tasks.
On this site you can find an audio file on the topic you need or are interested in, but you may encounter some problems using ready-made material. For example, the selected audio track is too long. In view of the fact that it is simply not possible to listen to English speech for 10-15 minutes for the primary and secondary stages of education, and then complete tasks, the teacher needs to adapt to the material: either put pauses in places that are complete in meaning and complete tasks, and then listen further, or select the desired material or fragment of the recording and cut it to the desired time length of 2-5 minutes.
The advantages of this type of work in the classroom is that by using audio materials that are currently relevant, we are interested, and it follows that we motivate students to learn. In addition, it is necessary to point out the fact that these audio files use modern set expressions, words and phrases that native speakers use in their daily lives.
Finally, I would like to focus on the fact that the teacher himself is able to create and develop audio files of the complexity and length that he needs. For example, using the program Audacity. When we go through a topic, it is not always easy to find exactly the material that would suit the teacher and his students both in terms of the level of language proficiency and in terms of thematic. Audacity can be downloaded for free from the Internet and installed on your computer or laptop. A laptop is preferable, since it will most likely already have a built-in microphone, but for a computer it must be purchased.
- is a program that records sound, i.e. you need to find necessary material, then you need to read it yourself. If you need material that teaches dialogic speech skills, then this can be done in tandem with another teacher or high school student. The program saves the recording in the format we need, choose the option that is played by your equipment. Based on the experience of working with Audacity, we can conclude that working with this program is quite simple and it is possible to learn how to work with it on your own in a short time.
It should be said that the tasks for the created audio file are developed independently: False/ True/ Not Stated; answer the questions; Fill the gaps; Match the topic to the speaker and others. You can use your exercises both in class and as homework.
In the senior level, students can be invited to record their dialogues and monologues using this program. This will help them not only to perceive speech by ear, but also to learn to hear their own mistakes and the mistakes of classmates, which is an integral part of the ability to perceive speech by ear.
In conclusion, I would like to note that the use of the Audacity program, the use of songs and ready-made audio materials provide a huge advantage over the standard methods of teaching listening. These teaching aids allow the teacher to increase the volume of tasks and exercises in listening, both in the classroom and for home and self-training of students. Due to the fact that the ability to perceive speech by ear is not easy for our students, since they rarely hear English speech outside of lessons, and not always in class, the developed tasks for songs, ready-made materials and self-recorded audio files provide students with the necessary materials.
Despite the fact that these types of work require additional preparation for the lessons from the teacher, the result from their application will not be long in coming. Interesting and varied tasks serve as motivation in learning. Systematic work with different audio files, both in the classroom and at home, will improve the results in listening, it follows that others will improve after this skill, because listening includes different aspects of the language.
In this article, we will try to consider the trend of using listening in teaching a foreign language at school; consider listening as a means of teaching monologue speech; and also we will offer a system of exercises for teaching listening.
Possession of listening as a type of speech activity should ensure a successful communication process, develop the ability of students to speak a foreign language and understand it. Our study is devoted to the problem of the specifics of teaching listening at different stages. Since the process of learning through listening is complex and difficult, more attention should be paid to listening in schools. It is very important to increase students' motivation to understand foreign speech by ear and use it as a means of communication.
It is important to achieve the desire of students to learn to listen to speech and understand what is heard, and to let them feel their capabilities, their progress. This increases their interest in learning a foreign language.
Listening is the basis of communication, mastering oral communication begins with it. Possession of listening allows a person to understand what they are being told and adequately respond to what was said, helps to correctly state their answer to the opponent, which is the basis of oral speech.
The use of listening in teaching a foreign language in a modern secondary school
Currently, there is a tendency to use listening at the initial stage of schooling, and this is the limit of the work of teachers in teaching listening. Mainly for listening junior schoolchildren Songs, tongue twisters and rhymes are offered. Of course, the general educational value of such material cannot be denied, since thanks to it the guys get some idea of the culture of another people. But, at the same time, one should not be limited only to the entertainment side of this material. Most teachers only use it to warm up in class.
Without denying the usefulness of such an approach to auditory material, in our opinion it seems unreasonable to limit ourselves to only an auxiliary secondary role of listening. Moreover, teachers at the middle stage, following the above-mentioned generally accepted trend, generally do not consider it necessary to devote a certain amount of time and attention to teaching listening, believing that the children will master this type of speech activity on their own. This point of view is deeply erroneous, since, based on numerous studies and experiments, it can be argued without any doubt that without the purposeful and systematic work of the teacher aimed at mastering students' listening skills, it is simply not possible to teach him.
This statement can be proved by resorting to examples taken from the practice of scientists. They noted that students hardly understand the speech addressed to them in a foreign language, even with repeated repetition, it becomes necessary to translate into their native language.
Partly justified by the similar inability of his pupils to understand foreign speech, the teacher completely excluded listening from his practice both as a goal and as a means of teaching, as a result, they are taught only in their native language, which is contrary to modern principles of teaching a foreign language at school. Scientists have observed this state of affairs in several general education schools.
Thus, we can conclude that, along with many other reasons, the neglect of listening leads to a violation of all the principles of the communicative orientation of learning. There is no speech-thinking activity of students, there is no situationality and functionality of the tasks performed, students constantly expect translation into their native language and perform exercises that do not require any mental activity based on automated skills and abilities, such as: translation of texts with a dictionary, retelling, rewriting from a textbook , translation and the like.
Based on the foregoing, listening should be introduced into the practice of teaching as a type of speech activity in full to improve and intensify the process of teaching a foreign language, observing the principles of the communicative teaching method.
Listening in teaching monologue speech plays a significant role. It is used to introduce new vocabulary as a means of teaching speaking. Speaking can come in two forms: dialogue and monologue. Monologue speech is characterized by greater arbitrariness, consistency, harmony than dialogic speech.
Monologue has many definitions. A monologue is a special kind of verbal communication between people, involving the formulation of thoughts using the sound system of the language. A monologue is an organized type of speech, which is a product of an individual statement of one person addressed to the audience in order to achieve the necessary impact on the listener. According to the definition of G.V. Rogova, a monologue is a form of speech when it is built by one person, he himself determines the structure, composition and language means.
A monologue can be included as an integral part of a conversation, flow in the form of a story, speech, report or lecture. This, as you know, is the speech of one person, expressing in a more or less detailed form his thoughts, intentions, assessment of events, etc. Monologue speech is usually prepared in advance. Oratory is distinguished by the expanded presence of a more complex syntax and lexical constructions, although at the same time the monologue also has such expressive means as repetitions, rhetorical questions, exclamations, interruptions of thoughts and rhythm, introductory words, ellipses, violation of word order in English. All this gives the colloquial monologue speech simplicity and naturalness, which increases contact with the audience.
The purpose of teaching a monologue is the formation of monologue speech skills, which are understood as the ability to logically consistently and coherently, quite fully and correctly in linguistic terms, express one's thoughts orally in accordance with the proposed situation. Teaching students monologue speech is easier than dialogic, because. The student can pre-think his message. The development of monologue speech is influenced by listening, which facilitates the mastery of speaking. Through listening, the most important thing is developing - this is phonemic hearing, as well as the assimilation of the lexical composition of the language and its grammatical structure.
In the process of speech perception, two main speech mechanisms work - motor speech coding and decoding of sounding speech, which constitutes the communication channel. The coding process involves mastering the phonological system of the language. At the beginning of learning a foreign language, phonemic hearing in the native language is already formed, and the formation of phonetic hearing in a foreign language depends both on the articulatory properties of the sounds of a foreign language and on the sound system of the native language. Therefore, prolonged passive listening, not supported by external speech practice, can lead to distortion of auditory images, hinder the formation of acoustic-articulatory features.
Consequently, listening and speaking are interconnected in the educational process. Speaking is the result of the process of articulation of the organs of speech, and hearing plays a significant role in this. Listening is the basis for speaking. Hearing has an important function of controlling oral speech, which makes it possible for the speaker to compare the spoken sound, word or phrase with a previously heard pattern. The quality of listening is usually controlled by answering questions about the content of what was heard or by retelling it.
Comparative characteristics speaking and listening makes it possible to highlight common psychological parameters. When speaking, the transition from a word and a phrase to a whole statement is associated with the participation of thinking and memory, as in listening. Listening and speaking are characterized by the presence of complex mental activity based on inner speech and a prediction mechanism. It is essential that both types of speech activity, being in close relationship, contribute to the development of each other in the learning process. “In order to learn to understand speech, it is necessary to speak, and by how your speech will be received, judge your understanding. Understanding is formed in the process of speaking, and speaking in the process of understanding.
The difficulty of monologue speech lies in the fact that you need to constantly maintain the logicality of the statement and not go astray. Therefore, listening Feedback for each speaker during a monologue, it allows to exercise self-control over speech and to know how correctly speech intentions are realized in sound form. The correctness of speaking is controlled by the speaker himself in two ways: through hearing and through the kinesthetic sensations of his own speech movements.
An important role in the regulation of speaking belongs to dynamic stereotypes that arise due to repeated auditory perception. The launch of monologue speech begins with excitations that are formed due to the traces that were left during the reception of someone else's speech and during one's own speaking. Consequently, the monologue turns out to be impossible without prior audition, since only what was received at the reception can be on the issue.
Obviously, without the correct speech of the teacher, it is impossible to teach students oral speech. And it is the teacher who is the one whom the students audition in the first place. Therefore, when preparing for a lesson, the teacher must clearly think over the material that he will use in his speech, as well as choose the best ways to introduce new speech units.
At the initial stage of learning, listening plays an important role in the development of monologue speech. It is very difficult for a child of primary school age, while constructing his monologue statement, to adhere to the logic, coherence, continuity, semantic completeness of the statement, and he reproduces what comes to mind at that moment, without listening to himself and without thinking at all about the form in which he presents your story.
There is a real opportunity to form the skills of oral speech based on listening. The most preferred are the methods that create situations of natural verbal communication, stimulate students to speak out, to exchange opinions. Tasks on the listened text should be creative, students' actions should be internally motivated. It is desirable that they be of a problematic nature, encourage students to apply previously acquired knowledge in their answers, put them in front of the need to compare, guess, look for a solution in the text itself and thereby develop monologue speech.
Paraphrasing is very useful for training monologue speech. And retelling is a reproduction, “copying” orally what is read or heard through a monologue. When retelling, it is important to be able to consistently and fully express one's thoughts, which is determined by the formation of inner speech. Work on a coherent monologue speech begins with the fact that they offer students to listen to texts that are small in volume and simple in content. Then questions are asked for each sentence. Students answer the questions in full sentences and then retell the entire text. In the process of creative retelling, children, after listening to the beginning of the text, must come up with an end, give a name and tell the text in its entirety.
Monologue speech develops in connection with listening, when students speak according to what they have heard with an independent message and personal assessment, and the ability to speak in connection with the situation within the educational, labor, social and socio-cultural spheres of communication is also formed.
With the help of listening, a transition is made from speech at the sentence level to coherent monologue speech at the text level.
At the initial stage, it is important for students to acquire the skills and abilities to perceive and understand foreign speech by ear, which will help them, in turn, to take part in acts of communication and oral monologue speech.
Thus, listening prepares oral speech, and speaking helps to form listening comprehension.
A system of exercises for teaching listening at different stages
Because listening is very complex view speech activity, it is still difficult for students to perceive foreign speech by ear, despite the fact that most of the words they hear are familiar to them from learning to read. That is why a special system of exercises is needed to teach students to listen.
The system of exercises for teaching listening should provide:
a) the correspondence of the exercises to the psychological and linguistic complexities of the messages perceived by ear;
b) the possibility of interaction of listening with other types of speech activity, and first of all, listening and speaking as two forms of oral communication;
c) management of the process of formation of skills and abilities of listening;
d) successful implementation of the ultimate practical goal and intermediate learning objectives;
e) a gradual increase in difficulties, which will ensure the feasibility of performing exercises at different stages of training.
Under the system of exercises is understood the organization of interrelated actions, arranged in order of increasing linguistic and operational difficulties, taking into account the sequence of formation of speech skills and abilities in various types of speech activity.
The components of the system of exercises are, as you know, groups (exercises to remove the linguistic difficulties of listening, exercises to eliminate the psychological difficulties of listening), types, types of exercises and their location corresponding to the sequence of formation of skills and abilities, the number of exercises, the form and place of their performance. Of these components, only the reasoned sequence of the arrangement of exercises remains constant, other components will change depending on the nature of the audio texts, the language training of students, the complexity of communicative tasks and other factors. For example, when listening to a light text, there is no need for elementary operations, to which we include imitation, discrimination between phoneme oppositions or close intonation patterns, identification of synonyms, fragmentation of the text into smaller semantic pieces, etc. A well-prepared student does not, as is known, need exercises that develop a perceptual-sensory base, since he possesses technical listening skills, including phonemic and intonational hearing, instant receptive combination of words and sentences, predictive skills, etc.
There are two subsystems in the methodology:
preparatory / training;
speech/communicative.
Subsystem of preparatory/ training exercises is an extremely important link in the overall system of exercises, although this is not yet a speech activity, but the creation of a basis and means for its implementation. The purpose of the preparatory exercises is to preliminarily (before listening to the text) remove difficulties of a linguistic or psychological nature, to develop the skills of logical and semantic processing of signs of a lower level - from words to microtexts, which will allow the auditor to focus on the perception of the content.
Preparatory exercises contribute to the development of:
predictive skills;
volume of short-term and verbal-logical memory;
mechanism of equivalent substitutions;
speech hearing;
the ability to collapse (reduce) inner speech, etc.
In general, the following requirements can be made to this subsystem of exercises:
1) combinations of elementary operations with complex mental actions that develop the creative abilities of students and allow them to combine mnemonic activity with logical and semantic activity already at this stage;
2) strict management of the process of preparing for audition by creating supports and guidelines for perception, partial removal of "unprogrammed" difficulties, double presentation, etc.;
3) gradual increase in language difficulties;
4) concentration of attention on one difficulty or on a group of similar difficulties;
5) a combination of known and unknown material in exercises;
Preparatory exercises:
listen and repeat a few pairs of words: law - low; saw – so…
identify rhyming words by ear, mark them with numbers, for example: sort - pot - part; - port (1, 4)
listen to a number of adjectives (verbs), name the nouns that are most often used with them.
listen to a number of speech formulas, name (in your native or foreign language) situations in which they can be used;
listen to the text from the phonogram (in the presentation of the teacher), fill in the gaps in the graphic version of the same text, etc.
listen to two or three short phrases, combine them into one sentence;
listen to a series of verbs, form nouns from them with the suffix - er, for example: to listen - listener
determine the meaning of international words according to the context and their sound form;
determine the meaning of unfamiliar words using definitions (descriptions) in a foreign language;
look at the keywords and name the topic that the audio text is about. Then listen to the audio text and check the correctness of your answer.
The perception of coherent oral speech is accompanied by complex mental activity and proceeds under special conditions determined by a number of acoustic factors. Hence the need arises for exercises that direct attention to understanding the content of perceived speech and to overcoming the difficulties associated with perception. Such exercises are called speech. The subsystem of speech / communication exercises contributes to the development of skills to perceive speech messages in conditions approaching natural speech communication (contact and distance), without supports, prompts and preliminary familiarization with the situation and topic. Speech exercises are recommended to be performed on listened texts that have significant potential in terms of solving communicative and cognitive tasks. When they are perceived, the linguistic form should be realized at the level of involuntary perception, if we are talking about the most perfect, the so-called critical level of understanding.
Speech exercises teach:
eliminate comprehension problems by predicting at the text level;
correlate the content with the situation of communication;
divide the audio text into semantic parts and determine the main idea in each of them;
determine the most informative parts of the message;
adapt to the individual characteristics of the speaker and to the different speed of presentation (at a pace from below average to above average pace);
keep in memory the actual material of the audio text (digital data, chronological dates, proper names, geographical names, etc.).
In everyday speech communication, auditory perception is directed to the meaning of the speech message, and the form and content form a complete unity; in the conditions of educational communication, it can be directed either to the content or to the form. Studies conducted in school and university audiences have shown that when attention is focused on the language form (setting to perform search operations, differentiation, grouping, etc.), simultaneous understanding of the content becomes more difficult. It was mentioned above that when performing preparatory exercises built on any material, including isolated words, students' mnemonic activity is combined with logical and semantic. In this regard, we can mention such a type of preparatory exercises as grouping the material (words, phrases) perceived by ear according to some attribute. To perform this exercise, orientation in the material is necessary, the ability to differentiate it, having a set of different features, to highlight the common in memorized symbols, etc. Psychologists have repeatedly noted in their works that the ability to correctly group what they heard or read indicates an understanding of internal logical relationships.
A person who speaks a foreign language at the level of its native speakers can purposefully correlate the content with the linguistic form and the situation of communication, which makes it possible to separate objective information from subjective information.
Depending on the language preparation of the class and the complexity of the audio text, students' attention can be deliberately switched from content to language form (with the help of instructions, a special kind of formal supports, etc.) and vice versa, although it is known that at the initial and partly middle stages, this method of control listening is not always justified. It is known that switching attention too quickly from linguistic form to content worsens forecasting, leads to an approximate understanding based on guessing the facts.
The effectiveness of the exercise for partially controlled listening training depends on the repetition of individual techniques, which is extremely important for the initial stage, involving other analyzers along with auditory, especially visual, sustained attention and the presence of creative, predictive mental activity. As a result of the exercises in this group, there is a certain “getting used to” the conditions for presenting texts, tuning to a given listening mode, and stable performance. As for visual supports, their use should be considered not only as an element of control, but also as a means of individualizing learning.
Speech exercises:
listen to the texts, different in content, at a normal pace, relying on visuals, and then in sound recording without relying on visuals and answer the questions.
listen to the beginning of the story, u try to guess what happened next.
listen to two stories u say what they have in common and what is different.
listen to the text u choose a title for it.
listen to the text u determine its type (message, description, narrative, reasoning).
Listen to the dialogue and briefly convey its content.
listen to several fragments of the text, make a plan of the statement.
These exercises provide an opportunity to test the depth of meaningfulness of the content, i.e. the degree of penetration into the subtext, into the pragmatic aspect of the statement. The exercises are connected with the involvement of new facts and information, they are distinguished by a critical focus and an orientation towards selective memorization of the most interesting information.
So, at present, the method of teaching listening includes teaching this type of speech activity as a learning goal, and as a means of mastering other types of speech activity. Therefore, to achieve the desired results in teaching listening, both special and non-special speech exercises, as well as, of course, language (preparatory).
The proposed method of teaching listening helps to make learning a foreign language more interesting for children, as well as to consolidate their skills and abilities in this type of speech activity.
Speech exercises, monologue speech contribute to the training of auditory memory, which creates more favorable conditions for learning a foreign language.
A rational change in teaching methods in the same lesson contributes to the involvement of new untired areas of the cerebral cortex in the work, changes in stimuli, since prolonged and monotonous irritation of the cortical cell leads to the development of an inhibition process in it, which first reduces and then stops its work. . Therefore, when building a lesson, we focused on different types of memory. Combined impact on the organs of vision (as, for example, when reading) with the help of audiovisual means that increase the coefficients of stimuli, affect long-term memory and ensure the processing and assimilation of information. Thus, a tape recording creates clear auditory representations in memory and teaches listening comprehension in conditions as close as possible to natural ones.
Auditory teaching aids should be based on material that is as close as possible to oral colloquial speech, based on a life situation and be predominantly dialogic or dialogic-monologic in nature.
Scientists argue that to teach listening comprehension, it is advisable to first use the teacher’s speech (conversation before listening to listening material), since in this case the factor of a familiar voice is involved, and the teacher can resort to repetition if there is insufficient understanding, then you can move on to technical sources , which are characterized by a single presentation of information.
So, at present, the method of teaching listening includes teaching this type of speech activity as a means of mastering other types of speech activity. Therefore, in order to achieve the desired results in teaching listening, both special and non-specialized speech exercises should be used, as well as, of course, language (preparatory) ones.
All this allows us to fully appreciate the benefits of teaching a foreign language in primary school. Since the process of listening itself involves memorizing feasible texts by ear, which develops memory, the use of riddles and 'confusions' (develops attention), the ability to listen and understand what is heard (educates attentiveness to the interlocutor), and much more, then listening can be attributed to developmental learning .
