Technology of teaching listening comprehension in an English lesson for teenage students. Some techniques for teaching listening in English lessons in primary school Teaching listening in English lessons

Explanatory note

The main goal of teaching foreign languages ​​at school is to develop students' ability to communicate in a foreign language. And one of the ways to improve the quality of teaching is to start training earlier in the school education system. At the initial stage of training, the foundations of communicative competence are laid, which allow foreign language communication to occur at an elementary level.

That is why the author pays great attention to teaching listening, since this type of speech activity forms the basis of communication, and mastery of oral communication begins with it. This allows the teacher to fully appreciate the benefits of listening in teaching English at the initial stage, as it provides students with rich language material and speech patterns, which they will then use to construct their own utterances. Mastery of this type of speech activity enables the author to realize developmental, educational and educational goals.

Underestimation of listening skills can have an extremely negative impact on the language preparation of schoolchildren. Despite this, for a long time it was not considered by methodologists as a separate and independent type of speech activity, but was a “by-product of speaking.” (Galskova N.D., Gez N.I. – p. 161). However, at the moment, it has been proven that listening is an active process, during which intense work of all mental and mental processes occurs.

A special type of speech activity, which is both the perception and understanding of speech by ear. This is a rather complex skill that cannot be completely automated. Since auditory memory is less developed than visual memory, and fatigue quickly sets in with prolonged listening, the process of forgetting heard information occurs much faster. Taking into account the psychophysical characteristics, the author concludes that teaching listening is much more difficult than other types of speech activity. And the analysis of control and verification works confirmed the author’s conclusion. Students received the lowest grades for listening tasks. In addition, working on listening comprehension does not evoke positive emotions among the students themselves.

Faced with this contradiction, the author faced a number of questions. How to improve the quality of listening knowledge? What tasks should be selected so that students enjoy this type of work? How to make the learning process interesting and entertaining at the initial stage?

The goal of working on this topic is to improve the quality of listening knowledge through the use of non-standard teaching methods, which also ensure increased motivation of students to learn English.

The implementation of the learning goal is carried out through the following tasks:

1. Learn to understand and respond to teacher messages.
2. Create listening mechanisms
3. Teach to understand the main content based on visual motor clarity, as well as gestures, facial expressions, rhythm, intonation, and emotional support.
4. Teach to understand the statement in full.

Listening training is the gradual formation of receptive listening skills when working with phonetic, lexical and grammatical material.

In the methodology of teaching foreign languages, several ways of teaching listening can be traced: as a means of teaching other types of speech activity and as a learning goal. According to N.D. Galskova, listening as a means can be used as: a way to organize the educational process; method of introducing language material orally; means of teaching other types of speech activity; a means of monitoring and consolidating acquired knowledge, skills and abilities. Based on the works of Galskova N.D. and Gez N.D., who believed that a well-thought-out organization of the educational process (clarity and logic of presentation, maximum reliance on language experience, a variety of presentation methods) allows students to direct their attention to those moments that will help program their future activities with the perceived material, the author does the conclusion is that it is necessary for students to present a clear setting before listening to the text, depending on which the perception will be either passive or active, contributing to the successful functioning of memory. Listening is a receptive activity, and mastery of receptive activities is a prerequisite for the development of productive skills and, first of all, speaking. Consequently, the conclusion about the need for special, targeted training in listening as an independent type of speech activity is obvious.
The problem of teaching the perception of authentic speech by ear is one of the most important aspects of teaching foreign language communication, and that is why the development and development of technologies for teaching listening that meet the needs of the time is extremely important.

Experience technology

One of the requirements of the program for the level of preparation of elementary school students in English is to be able to better understand by ear the speech of the teacher, classmates, and the content of small texts containing the studied vocabulary, based on visual clarity. And the author sets himself the task of finding methods and techniques that will ensure the child’s success in learning to listen.

Working according to the educational and methodological complexes of M.Z. Biboletova, the author of the experiment has the opportunity not to limit himself in creativity in independently processing materials for the lesson. Having mastered the methodological intention of the authors of the manual, the teacher tries to use various non-standard listening tasks, during which students develop their language skills and master language as a means of communication.

Listening is a rather difficult type of speech activity, therefore, when selecting material, the teacher takes into account the following points:

• age of students;
• lexicon;
• level of language proficiency;
• student interests;
• natural speech
• sound recording quality.

Methodists Filatov V.M., Galskova N.D. Audit exercises are divided into preparatory and speech exercises. The system of training/preparatory exercises is aimed at the perception and recognition of sounds, sound combinations, words, phrases, intonation, and the grammatical form of a word. Speech exercises contribute to the development of skills to perceive speech messages in conditions approaching natural speech communication, without supports, tips and preliminary familiarization with the situation or topic. Also, the choice of speech exercises depends on the type of listening: global, selective, detailed) (Elukhina N.V.), (contact, distant) (Galskova N.D., Gez N.I.).

I. Preparatory exercises:

• listen to the sounds and identify (show card) VOWEL and CONSONANT sounds: [m], , [f], [u], ;
• listen to the sounds and identify those that are SIMILAR to the sounds of the Russian language and DIFFERENT from them:

[m], [θ], [w], [k], [v], [ ǽ ], [f], , [b], etc.

• listen to vowel sounds and identify SHORT and LONG;

, [o] in the words horse, block, corner, daughter, stop, fox…;

2. To activate the studied vocabulary in the 3D class, the teacher used the following tasks.

• listen to the word and show the corresponding picture (food, animals, actions;
• listen to the names of the products and name a dish that can be prepared from them:

Carrot, oil, salt, cabbage - salad.

• listen to the story and determine on whose behalf it may sound:

I am small and nice. I live in the house. I like milk. (A cat).

3. To develop probabilistic forecasting skills and WARM-UP ACTIVITIES exercises:

• listen to a group of words and name their topic:

1)blue, 2)red, 3)yellow, 4)brown, 5)black, 6)green ...

1)dress 2)soup 3)grandfather 4)cash 5)credit-card 6)kitchen etc.

When performing preparatory or training exercises, the teacher often uses auxiliary skills (gestures, movements, facial expressions). In this way, not only phonetics and vocabulary are checked, but also counting, spelling, school phrases, and physical education lessons are held. At the same time, students watch and learn from each other: if someone does not understand the task right away, then he looks at what others are doing and, imitating them, carries out the required command, remembering what it means.

For example, this exercise:

Listen and repeat:

Can you hop like a rabbit?
Can you jump like a frog?
Can you swim like a fish?
Can you be like a good child
As still as you wish?

II. Speech exercises performed while listening:

1. Number the objects in the picture in the order they are mentioned in the text.
2. Fill out the table (cluster) with the necessary information after listening to the dialogue.

The success of language acquisition as a whole depends on the level of listening comprehension. In his lessons, the author teaches children to perceive dolls and fairy-tale characters as “native speakers” who do not know how to speak Russian and understand only foreign speech. Practice shows: the younger the students, the easier it is to overcome the psychological barrier of understanding that arises when studying.

From the very first lessons, the author includes listening to dialogues in the learning process. They contain all types of sentences: questions, answers, orders, requests, advice and are an example of living everyday speech. The dialogues aim to provide examples of lexical and grammatical patterns in conversational form.

The process of learning listening in the elementary grades will happen faster and more effectively if students have an appropriate clear attitude, and it is very important for them to remember this or that material. The easiest way to do this is in the game. The gaming situation is the most important driving force that can arouse a child’s interest in learning a foreign language and stimulate listening. Therefore, in his lessons, the teacher tries to use interesting game moments to teach different types of listening.

For example, the author often uses the technique (Listen and draw), based on the fact that elementary school students love, and most of them are able to, color pictures and draw. Auto gives an example of a lesson in 2nd grade on the topic “Appearance of fairy-tale characters” using this technique.

Topic: “Appearance of fairy-tale heroes”

Target:

• development of lexical skills,
• monologue speech training,
• development of listening skills.

During the classes:

I. Organizational moment

Good morning, boys and girls.
Reading rhyming greetings:
Good morning, good morning,
Good morning to you,
Good teacher morning,
I'm glad to see you.

II. Phonetic warm-up.

III. Development of lexical skills. Introduction of new vocabulary on the topic “Appearance”.

Look at the blackboard. What can you see on the blackboard? You are right. This is Tim. I shall describe him and the task for you is to repeat what I have said.

IV. Activation of monologue speech.

Tim has got a lot of friends. Let's describe the clown and his friends. The beginnings of the sentences from ex.2, page. 104, will help us to make up the stories.

V. Systematization of reading skills.

It's time to read now. Today we shall learn to read new words: have and live. Read the words after me.

VI. Physical education minute.

It’s time to stand up and do some exercises. The song will help us remember the parts of our face and our body. Listen to the song, please.

Head and shoulders
Knees and toes,
Knees and toes,
Knees and toes,
Head and shoulders
Knees and toes,
Eyes, ears, mouth and nose.

VII. Formation of listening skills.

Now look at this picture. It"s a clown Tim. OK, I"ll give you a picture.
Where"s his nose? Point to the nose. The nose is black.
Now, color the nose black. Now show me the eyes, the clown's eyes. Yes here they are. Now color the eyes blue. Great. OK, now color the hands. The hands are yellow. The mouth is orange, he has brown hair. Let's check now. OK, let's see how many clowns we have.
The teacher selects a text with already familiar words, and writes unfamiliar words on the board. Matches the picture to the text. Then he reads the text several times, and the children color the picture in accordance with the content.

XI. Summing up the lesson.

The time is over. Thank you for the lesson.
I can ski, I can skate,
I can sing, I can skip,
I can swim, I can't fly,
I can read and say “good-buy”
- Good-bye, boys and girls!
Using this technique helped achieve the goals and make the learning process more interesting and exciting.
No less interesting is the task when students are asked to listen to a description of an animal, person or some place, choose the correct one from the listed options and color it in accordance with the content. (Listen and circle)
T.: Listen carefully/Point to the picture I am talking about. This is a boy
He wears a blue sweater.
(The children's point)
Yes, very good. It's the boy... OK. Now,
She carries a green schoolbag. The girl wears a red T-shirt and a blue jeans.
She carries a green schoolbag....

The teacher names the letter, number and color in which to color this cell. For example: D6, green.
Primary school children always enjoy working with pictures. The author offers them a task to sort pictures by topic (Listen and classify). Or students use pictures to find errors in the sound text (Listen and correct).

When teaching listening comprehension, the author often uses games in lessons that require increased attention. The simplest example of this game is True or False. The teacher asks the children to listen carefully to what he says. If what he says is correct, students clap once, if not, twice.

Today's Tuesday. (one clap)
It's rainy today (two claps). Very good. It is sunny today
This is Peter (one clap)
This is Helen (two claps). Oh, silly me. This is Pat.

Such a variety of listening techniques and tasks allowed the author to awaken emotions in the students, gave them the joy of creativity and ensured success, since everyone completed the task. And success increased motivation to learn English. The learning process has become more interesting and exciting.

Due to motivation through the use of non-traditional methods, the quality of students' listening knowledge has increased.

In turn, underestimation of listening skills leads to incorrect phonetic design of independent speech actions, problems in composing speech statements, and the inability to listen to the interlocutor and actively participate in communication.

Bibliography
1. Galskova N.D., “Modern methods of teaching foreign languages,” a manual for teachers of ARKTI Moscow. 2004.
2. Galskova N.D., Gez N.I., “Theory of teaching foreign languages. Lingvodidactics and methodology”, textbook. aid for students linguistic un-tov i fak. in. language higher ped. textbook establishments. - 3rd ed., erased. - M.: Publishing Center "Academy", 2006.

3. Gez N.I., Lyakhovitsky M.V., Mirolyubov A.A. and others. “Methods of teaching foreign languages ​​in secondary school”: textbook. – M.: Higher. school, 1982.
4. Elukhina N.V. “The main difficulties of listening and ways to overcome them”: J. “Foreign languages ​​at school.” – 1977 - No. 1 - p. 18.
5. Filatov V.M., “Methods of teaching foreign languages ​​in primary and secondary schools. Part 1": a textbook for students of pedagogical colleges. - Rostov n/D: Phoenix, 2004.
6. Vary Slattery & Jane Willis. English for Primary Teachers, Oxford

In real communication, we have to listen a lot, and how accurately and completely we perceive the information received can determine our subsequent actions. Speech communication is a two-way process. One of the aspects of communication, along with listening, is listening. These two terms are opposed: if “listening” denotes the acoustic perception of a scale, then the concept of “listening” includes the process of perceiving and understanding sounding speech.

Listening is a very difficult type of speech activity. Firstly, it is characterized by one-time presentation. Consequently, one must learn to understand the text from the first presentation, since in real communication situations repetitions are often simply excluded. Secondly, we are not able to change anything, we cannot adapt the speaker’s speech to our level of understanding. Thirdly, there are a number of objective difficulties that prevent speech from being understood the first time.

Listening also serves as a powerful learning tool.

Through listening, the lexical composition of the language and its grammatical structure are mastered. At the same time, listening facilitates the acquisition of speaking, reading and writing, which is one of the main reasons for using listening as an auxiliary and sometimes the main means of teaching these types of speech activities.

The main tasks of the teacher in a listening lesson:
- prepare the child for listening through a variety of PRE-listening tasks to arouse interest, focus on the topic and update vocabulary before listening;
- help during listening - DURING-listening, to relieve difficulties during listening and to focus attention on some important points and to teach you to hear exactly the necessary information;
- discuss, draw conclusions after listening - POST-listening, not only to check how well the content of the audio material is understood, but also to consolidate knowledge, and also - this is a motive for listening.

PRE-listening, DURING-listening and POST-listening are the three stages of the so-called PDP technique lesson.

And I find that the most important part of PDP is PRE-listening.

It seems to us that in real life we ​​are not preparing to perceive speech, but this is not entirely true. Subconsciously, for example, when ordering lunch in a restaurant, we are already ready to hear, and we know approximately what we will answer to the waiter. And during the lesson, the student must also be ready to perceive audio material on a certain topic, since the level of his understanding depends on how we are able to prepare students and set them up for listening.

So what are the goals of the first stage - PRE-Listening?

1. Establish the situation, the topic that will be discussed - give an idea of ​​what will be discussed.
2. Arouse interest in the topic - perhaps by touching on the topic of future dried material from personal experience. So, if we are talking about animals, talk about the zoo or what animals are found in the forest, in the field, etc.
3. Update your knowledge on the topic - What do you know about...? Where are they…? What it is? What problems do they face? Why are they important?
4. Activate vocabulary on the topic - for example, in the form of a microgame like brainstorming “Who knows more words: (verbs, nouns, adverbs) on the topic?”
5. Predict the content - an attempt to guess from the title, topic, illustrations what might be discussed.
6. Introduce new words - unfamiliar words should not interfere with the perception of speech.
7. Check understanding of the purpose of listening - make sure that students understand the task of listening and have some understanding of the content.

During the actual listening process DURING-listening, students must:
- determine what we are talking about, where the events take place, etc.;
- pay attention to what remains unclear and formulate a question about it;
- confirm or refute your guesses made during the PRE-listening process;
- draw conclusions, evaluate.

The POST-listening stage is no less important. He shows:
- how deeply the students understood the audio material;
- how interesting he is to them;
- whether their assumptions turned out to be correct.

To do this, you can: - analyze and draw conclusions based on the material you listened to;
- summarize information, do this in the form of oral statements or presentations, or dramatization of dialogues, etc.

The following exercises help with this:
- complete the task “Fill in blanks with suitable word” in the text of the audio material;
- Multiple Choice, True/False, Short Answer, Paraphrase\Summary;

Answer the questions;
- illustrate the episode;
- make a plan, retell;
- compare with a situation from life, etc.

The teacher’s speech also plays an important role and takes up a significant part of the lesson, so great demands are placed on it. The main ones:
- speak in short sentences;
- speak in grammatically simple sentences;

Intonate speech;
- highlight keywords;
- limit statements within the framework of only one topic, further expanding the range of topics;
- use repeated words, phrases, sentences;
- paraphrase statements;
- be sure to give pauses between statements;
- increase the size of the statement gradually - first a word, then a phrase, one sentence, several sentences, full text or dialogue;
- organically use facial expressions and gestures, pantomimic techniques;
- ask questions to make sure you are understood;
- give clear, correct tasks;
- use visual supports in the form of pictures or, later, text supports;
- at the initial stage of the task, also illustrate;
- systematically check students’ understanding of the teacher’s speech;
- follow English speech norms.

The teacher’s speech is not only tasks in the language, but also the learning process itself. It is advisable at the stage of the introductory oral course to perform Listen-and-Do exercises: teach children a lot of songs and poems, use games, accompany them with pictures, actively use gestures and facial expressions. Musical tasks are incredibly easy to understand and help develop and improve listening skills.

1. The simplest task is dictation.

1) Listen & write a letter.
2) Listen & write only the first letter.
3) Listen & write a word.
4) Listen & write a sentence.

2. To develop listening skills we use songs.

At this stage of listening, I would like to dwell in more detail.

First we determine the type of song.

It could be:

1. A song associated with certain events (Special Occasion Song), (“Jingle Bells”, etc.)

2.Songs in combination with the game (Game Songs).

3. Action Songs.

There are also songs:

to certain grammatical structures; songs filled with repetitive vocabulary (songs on a certain vocabulary); songs with vocabulary on a specific topic; songs are stories.

Let’s take for example the well-known song “Alouette”

Listen to the song and draw all the parts of the body that you will hear.

Make up a story about “Alouette”

1.Listen to the song and choose the right word.

(8,2,5) little (monkeys, bears, dogs)

Jumping on the (table, desk, bed),

One fell off and bumped his head

Mother called (the teacher, the doctor, the father)

And………..said

“No more…….. jumping on the……

Give full lyrics

To develop oral speech, we ask questions:

What else can they do?

What do they like to do?

We replace the word monkeys with other animals (bears, squirrels, etc.)

Is it a funny song?

Are they wild or domestic animals?

Are they pets in this song?

Another song:

Once I caught a Fish Alive

Say the difficult phrases first.

Give your associations to the word fish (sea, gold fish, a fisherman, fishing, wish)

holidays, camping, activities, hobbies.

Is fishing our hobby?

And I would also like to say about one type of task.

III. Learning with pencils.

An effective technique at the initial stage of learning, when children do not have the skills to write in a foreign language, is to combine listening with the children’s favorite activity.

1).Do you know colors well?

Listen and color please – on the topics “Colors and Toys”

2). Sunny Day. Listen and Color please - on the topics Holiday and Prepositions.

Literature and Internet resources:

“A framework for planning a Listening skills lesson” by Nik Peachey, trainer and materials writer. The British Council/ The Primary English Teather s Guide by Brewster, J. Ellis, G. Girard D. Pearson Education LTD. “Intensification of teaching listening at the initial stage” “YALS” Resources of educational sites.

www. eif-english. ru

www. eglisexercises. com

5. Resources of other sites

In this article we will try to consider the trend of using listening when teaching a foreign language at school; consider listening as a means of teaching monologue speech; We will also offer a system of exercises for teaching listening.

Mastery of listening as a type of speech activity should ensure a successful communication process, develop students’ ability 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, schools need to pay more attention to listening. 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 they hear, and to give them a sense of their capabilities, their progress. This increases their interest in learning a foreign language.

Listening is the basis of communication, and mastery of oral communication begins with it. Mastery of listening allows a person to understand what is being communicated to him and respond adequately to what is said, helps to correctly state his answer to his 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 limits the work of teachers in teaching listening. Basically, songs, tongue twisters and rhymes are offered for listening to younger schoolchildren. Of course, one cannot deny the general educational value of such material, since thanks to it the children gain some idea of ​​the culture of another people. But, at the same time, one cannot limit oneself only to the entertainment side of this material. Most teachers use it only for warm-up in class.

Without denying the usefulness of this approach to audit material, in our opinion it seems unjustified to limit ourselves to only the auxiliary secondary role of listening. Moreover, teachers at the middle stage, following the above-mentioned generally accepted trend, do not consider it necessary to devote any time and attention to learning listening, believing that the children will independently master this type of speech activity. This point of view is deeply erroneous, since, based on numerous studies and experiments, one can, without any doubt, assert that without the purposeful and systematic work of the teacher aimed at mastering listening by students, it is simply not possible to teach it.

This statement can be proven by resorting to examples taken from the practice of scientists. They noted that students have difficulty understanding speech addressed to them in a foreign language; even with repeated repetition, there is a need for translation into their native language.

Partially justified by the similar inability of his students to understand foreign language 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 contradicts modern principles of teaching a foreign language at school. Scientists observed this state of affairs in several secondary schools.

Thus, we can conclude that, along with many other reasons, neglect of listening leads to a violation of all principles of the communicative orientation of learning. There is no verbal and mental activity of students, there is no situationality and functionality of the tasks performed, schoolchildren 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: translating texts with a dictionary, retelling, copying from a textbook , written translation and the like.

Based on the foregoing, listening must be introduced into teaching practice as a type of speech activity in full to effectively and intensify the process of teaching a foreign language, observing the principles of the communicative teaching method.

Listening plays a significant role in teaching monologue speech. It is used to introduce new vocabulary as a means of teaching speaking. Speaking can take two forms: dialogue and monologue. Monologue speech is characterized by greater arbitrariness, consistency, and harmony than dialogic speech.

Monologue has many definitions. A monologue is a special type of verbal communication between people, which involves the formulation of thoughts using the sound system of the language. A monologue is an organized type of speech, which is the product of an individual statement by one person addressed to an audience in order to achieve the necessary impact on the listener. According to G.V. Rogova’s definition, a monologue is a form of speech when it is built by one person, who himself determines the structure, composition and linguistic means.

A monologue can be included as an integral part of a conversation, or take the form of a story, speech, report or lecture. This, as we know, is the speech of one person expressing in a more or less detailed form his thoughts, intentions, assessment of events, etc. A monologue speech is usually prepared in advance. Oratorical speech is distinguished by the extensive presence of more complex syntax and lexical structures, 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, and violation of word order in the English language. All this makes conversational monologue speech simple and natural, which increases contact with the audience.

The goal of teaching a monologue is to develop monologue speech skills, which are understood as the ability to express one’s thoughts orally in a logically consistent and coherent, sufficiently complete and linguistically correct manner in accordance with the proposed situation. It is easier to teach students monologue speech than dialogic speech, because the student can think about his message in advance. The development of monologue speech is influenced by listening, which facilitates the mastery of speaking. Through listening, the development of the most important thing occurs - 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 operate - speech motor coding and decoding of sounding speech, which constitutes the communication channel. The encoding process presupposes mastery of 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 the 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 and complicate 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 speech organs, and hearing plays a significant role in this. Listening serves as the basis for speaking. Hearing has an important function of controlling oral speech, which allows the speaker to compare the spoken sound, word or phrase with a previously heard example. The quality of listening is usually controlled by answering questions about the content of what was listened to or by retelling it.

Comparative characteristics of speaking and listening make it possible to identify common psychological parameters. When speaking, the transition from a word and 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 forecasting mechanism. It is significant 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, you need to speak, and judge your understanding by how your speech is received. 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 logic of the statement and not lose your thoughts. Consequently, listening as feedback for each speaker during a monologue allows for self-monitoring of speech and knowing 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 formed due to the traces that were left during the reception of someone else's speech and during one's own speaking. Consequently, a monologue turns out to be impossible without prior listening, since the output can only contain what was received during reception.

It is obvious that without the correct speech of the teacher it is impossible to teach students oral speech. And the teacher is the one whom students listen to first. Therefore, when preparing for a lesson, the teacher must clearly think through the material that he will use in his speech, as well as choose the optimal ways to introduce new speech units.

At the initial stage of learning, listening plays a big role in the development of monologue speech. It is very difficult for a child of primary school age, when constructing his monologue statement, to adhere to 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 develop skills in oral speech based on listening. The most preferable methods are those that create situations of natural speech communication, encourage students to speak out and exchange opinions. Assignments based on the text listened to must be creative, and students’ actions must be internally motivated. It is desirable that they be of a problematic nature, encourage students to apply previously acquired knowledge in their answers, confront them with the need to compare, guess, look for a solution in the text itself and thereby develop monologue speech.

Retellings are very useful for training monologue speech. And retelling is the reproduction, “copying” orally of what was read or heard through a monologue. When retelling, it is important to be able to consistently and sufficiently fully express your thoughts, which is determined by the formation of internal speech. Work on coherent monologue speech begins by asking students to listen to texts that are small in volume and simple in content. Then ask questions about each sentence. Students answer the questions in full sentences, and after that, retell the entire text. In the process of creative retelling, after listening to the beginning of the text, children must come up with an ending, give a title and tell the text in its entirety.

Monologue speech develops in connection with listening, when students speak based on what they have listened to with an independent report 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 skills in perceiving and understanding foreign language speech by ear, which will help them, in turn, take part in acts of communication and oral monologue speech.

Thus, listening prepares oral speech, and speaking helps develop listening comprehension.

A system of exercises for teaching listening at different stages

Since listening is a very complex type of 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 listening.

The system of exercises for teaching listening should provide:

a) compliance of exercises with the psychological and linguistic complexities of auditorily perceived messages;

b) the possibility of interaction between listening and other types of speech activity, and primarily listening and speaking as two forms of oral communication;

c) managing the process of developing listening skills;

d) successful implementation of the final 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.

A system of exercises is understood as the organization of interrelated actions, arranged in the order of increasing linguistic and operational difficulties, taking into account the sequence of development of speech skills in various types of speech activity.

The components of the exercise system are, as is known, groups (exercises to eliminate linguistic difficulties in listening, exercises to eliminate psychological difficulties in listening), types, types of exercises and their location, corresponding to the sequence of formation of skills and abilities, the number of exercises, form and place of their implementation. Of these components, only the reasoned sequence of exercises remains constant; other components will change depending on the nature of the audio texts, the language background of the students, the complexity of communicative tasks and other factors. For example, when perceiving an easy text by ear, there is no need for elementary operations, to which we include imitation, distinguishing between phoneme oppositions or close intonation patterns, identifying synonyms, splitting the text into smaller semantic pieces, etc. A well-prepared student, as is known, does not need exercises that develop the perceptual-sensory base, since he has technical listening skills, including phonemic and intonation hearing, instant receptive combination of words and sentences, predictive skills, etc.

The methodology distinguishes two subsystems:

preparatory/training;

speech/communication.

The subsystem of preparatory/training exercises is an extremely important link in the overall system of exercises, although this is not yet speech activity, but the creation of the basis and means for its implementation. The purpose of the preparatory exercises is to first (before listening to the text) remove difficulties of a linguistic or psychological nature, to develop the skills of logical and semantic processing of lower-level signs - from words to microtexts, which will allow the auditor to focus his attention 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;

skills to reduce (reduce) inner speech, etc.

In general, the following requirements can be made for this subsystem of exercises:

1) combination of elementary operations with complex mental actions that develop the creative abilities of students and allow them, already at this stage, to combine mnemonic activity with logical-semantic activity;

2) strict control of the process of preparation for listening through the creation of supports and landmarks of perception, partial removal of “unprogrammed” difficulties, two-time presentation, etc.;

3) gradual increase in language difficulties;

4) focusing on one difficulty or a group of similar difficulties;

5) combination of known and unknown material in exercises;

Preparatory exercises:

listen and repeat several 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) the situations in which they can be used;

listen to the text from the soundtrack (as presented by 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 number of verbs, form nouns from them with the suffix – er, for example: to listen – listener

determine the meaning of international words by context and their sound form;

determine the meaning of unfamiliar words using definitions (descriptions) in a foreign language;

look through the keywords and name the topic that the audio text is devoted to. Then listen to the audio text and check your answer.

The perception of coherent oral speech is accompanied by complex mental activity and occurs 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 overcoming difficulties associated with perception. Such exercises are called speech exercises. The subsystem of speech/communication exercises promotes the development of skills to perceive speech messages in conditions approaching natural speech communication (contact and distant), without support, prompts and preliminary familiarization with the situation and topic. It is recommended to perform speech exercises on listened texts that have significant potential in terms of solving communicative and cognitive problems. When perceiving them, the linguistic form must be realized at the level of involuntary perception, if we are talking about the most perfect, so-called critical level of understanding.

Speech exercises teach:

resolve comprehension problems through text-level predictions;

relate the content to the communication situation;

divide the audio text into semantic parts and determine the main idea in each of them;

identify the most informative parts of the message;

adapt to the individual characteristics of the speaker and to different speeds of presentation (at a pace from below average to above average);

retain 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 aimed at the meaning of the speech message, and the form and content form a complete unity; in the conditions of educational communication, it can be aimed at either the content or the form. Research conducted in school and university classrooms has shown that when attention is focused on the linguistic form (an attitude toward performing search operations, differentiation, grouping, etc.), simultaneous understanding of the content becomes more difficult. It was mentioned above that when performing preparatory exercises based on any material, including isolated words, students’ mnemonic activity is combined with logical-semantic activity. In this regard, we can mention such a type of preparatory exercise as grouping the material perceived by ear (words, phrases) according to some characteristic. To perform this exercise, you need orientation in the material, the ability to differentiate it, having a set of different features, to highlight the common in the memorized symbols, etc. Psychologists have repeatedly noted in their works that the ability to correctly group what has been 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 situation of communication, which makes it possible to separate objective information from subjective information.

Depending on the language background of the class and the complexity of the audio text, students’ attention can be specifically switched from content to linguistic form (with the help of instructions, a special kind of formal support, etc.) and vice versa, although it is known that at the initial and partially secondary stages this method of control listening is not always justified. It is known that too rapid switching of attention from linguistic form to content impairs prediction and leads to approximate understanding based on guessing facts.

The effectiveness of the exercise for partial guided learning of listening depends on the repeatability of individual techniques, which is extremely important for the initial stage, the involvement of other analyzers along with the auditory, especially visual, sustained attention and the presence of creative, predictive mental activity. As a result of performing the exercises in this group, a certain “getting used to” the conditions for presenting texts, adjustment to a given listening mode, and stable performance occur. As for visual supports, their use should be considered not only as a control element, but also as a means of individualizing learning.

Speech exercises:

listen to texts of varying content at a normal pace, relying on visualization, and then in a sound recording without relying on visualization, and answer the questions.

listen to the beginning of the story and try to guess what happened next.

listen to two stories and say what is common and different about them.

listen to the text and choose a title for it.

listen to the text and determine its type (message, description, narration, reasoning).

listen to the dialogue and briefly convey its content.

listen to several fragments of the text, make a plan for 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 associated with the involvement of new facts and information, are distinguished by a critical orientation and an orientation towards selective memorization of the most interesting information.

So, at present, the methodology 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 should be used, as well as, of course, language (preparatory) exercises.

The proposed methodology for teaching listening helps to make learning a foreign language more interesting for children, as well as strengthen their skills in this type of speech activity.

Speech exercises and monologue speech help train auditory memory, which creates more favorable conditions for learning a foreign language.

A rational change of teaching methods in the same lesson contributes to the involvement of new, non-tired areas of the cerebral cortex in the work, a change 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 constructing the lesson, we focused on different types of memory. Combined effects on the visual organs (as, for example, when reading) with the help of audiovisual means, which increase the coefficients of stimuli, affect long-term memory and ensure the processing and assimilation of information. Thus, tape recording creates clear auditory representations in memory and teaches listening comprehension in conditions that are as close as possible to natural ones.

Auditory teaching aids should be based on material that is as close as possible to oral conversational speech, based on a life situation and be predominantly dialogical or dialogue-monological in nature.

Scientists argue that to teach listening comprehension, it is advisable to first use the teacher’s speech (a conversation before listening to the listening material), since in this case the factor of a familiar voice is involved, and the teacher can also resort to repetition if there is insufficient understanding, then you can move on to technical sources , which are characterized by a one-time presentation of information.

So, at present, the methodology for teaching listening includes teaching this type of speech activity 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 should be used, as well as, of course, language (preparatory) exercises.

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 (develops attentiveness to the interlocutor), and much more, listening can be classified as developmental education .

Listening

Unified State Examination in English

http://aida.ucoz.ru

Plan

I. General characteristics of the format and content component of the examination test in the “Listening” section.

• Types of listening
• Skills tested at final certification
• Typology of tasks
• Test format
• Assessment technology

II. Technology for developing skills tested in the “Listening” section

• Strategy for completing tasks
• Technology for performing different types of tasks
• Common mistakes
• Tips for preventing errors

Types of listening

• Listening with Comprehension main content

( Listening for gist )

• Listening

( Listening for specific information)

• Listening with full understanding

( Listening for detail )

Skills tested at final certification

Types of listening

Skills

Listening

• Determine the main idea
• Determine the main theme

(a basic level of)

Listening

with extraction of the requested information

(increased level)

• Determine cause and effect

Listening

communications; draw conclusions

with full understanding

• Sequence

facts and events

(high level)

• Define speaker's attitude To

events and characters

• Guess the meaning from the context

unfamiliar words and expressions

Typology of tasks

• Alternative answers ( True/False )

• Matching (Matching)

• Multiple choice ( Multiple choice)

• Short-answer questions

• Gap-filling

• Completing tables

Exam Test Format in listening

Types of listening

Listening

Difficulty level

with an understanding of the main content

Job type

Listening

Number of questions

(Listening for gist)

Listening

with extraction of the requested information

with full understanding

(Listening for specific information)

(Listening for detail)

Assessment technology

• When completing tasks in Section 1 “Listening,” the examinee receives 1 point for each correct answer.

• Maximum points per section –

• The recommended time to complete Section 1 is 30 minutes.

Strategies for completing tasks various types

Type of listening

Strategy

1. Read the assignments, they will help you navigate the topic of the statement.

2. Try to answer the question using your knowledge of this material.

Listening

3. Underline the key words in the assignments..

with understanding

Determine the main idea of ​​the statement

4. Think about synonyms for keywords, because in the audio text synonymous expressions are used, and not the words given in the tasks.

5. In a matching task, the main idea, as a rule, appears at the end of the audio text.

6. When listening to audio for the first time

text, concentrate on the key words/their synonyms, they will help determine the main idea of ​​the statement.

7. When listening again, make your final choice.

Type of listening

Strategy

1.Read carefully instructions to the task.

2. Read the tasks and solve , what information requested:

"Where?" -place, “When?” -time, year and so on.

Listening

3.Try to determine , which part of speech is missing.

with extraction of necessary information

Retrieve requested information

4. Try predict b answer..

5. When listening audio text do not pay attention to unfamiliar words, focus on finding only the information requested.

Type of listening

Strategy

1. Read the assignment instructions carefully.

2. Read the assignments, they will help you navigate the topic of the statement.

Listening

3. Underline the key words in the assignments. Think about what synonyms can replace them.

with full understanding

4. Do not choose answer options just because the same words appear in the audio text - as a rule, these are distractors. The correct answer is usually expressed in synonymous expressions.

Determine cause-and-effect relationships

5. Pay attention to the information that comes after contrastive conjunctions: “but”, “however”, etc.

6. When listening for the first time, try to understand the main idea of ​​the statement.

7.When listening again

Concentrate on synonyms for keywords, make your choice.

TRAINING LISTENING STRATEGIES: DISCUSSION OF OPEN LESSONS

• What techniques does the teacher use to teach listening strategies for different purposes?

Technology for performing tasks of different types

Job type

Execution technology

2. Please note that one statement is redundant.

3. Try to remember the order of tasks so as not to lose

time to search for an answer when listening to an audio text.

4. Read the assignments carefully and highlight the key words.

5. When listening to audio text, concentrate your attention

Establishing compliance

on synonyms for the keywords you highlighted in

tasks.

6. The correct answer, as a rule, sounds at the end of the audio text.

7. After the initial listening, it may turn out that

the selected answer is more suitable for another statement,

which may entail replacing letters in other answers.

8. Check to see if you have used the same letter twice.

Job type

Execution technology

• Highlight key words and think about what synonyms you can replace them with.
• The choice of answer should be based only on the information that is given in the text.
• Select the answer “true”, if the meaning of the statement completely coincides with the statement given in the task; if it only partially coincides, select “false”; if the requested information was not in the text, select “not given”.

Alternative answers

(true/false/not given)

Job type

Execution technology

• Read the assignments carefully to understand what is being said.
• Read the suggested answers and think about what associations they evoke.
• Try to predict the answer using your knowledge of the questions asked.
• Think about synonyms for keywords that are used in distractors.
• When listening for the first time, try to understand the main idea of ​​the statement.
• When listening again, focus your attention on the answer that you think is most correct.

Multiple choice

(multiple choice)

PRACTICAL part:

• Based on the wording of the tasks, determine the type of listening, the strategies of which are formed by these training exercises .

UNDERSTANDING THE BASIC CONTENTS

UNDERSTANDING THE BASIC CONTENTS

Job type

Execution technology

1. Read the assignment instructions carefully.

• Read the assignments and decide what information is requested. When listening to an audio text, do not pay attention to unfamiliar words, focus on searching only for the requested information: “Where?” - place, “When?” - time, year, etc.
• Do not give a detailed answer in the form of a complete complete sentence. The answer in this type of task is written as a number, word or phrase

(no more than three words).

Short answer

/addition

4. In your answer you should write down those words that appear in the audio text; interpretation as synonyms may lead to an incorrect answer.

(short answer questions)

Job type

Execution technology

• Read the assignment instructions carefully.
• Determine which part of speech is missing, for example, noun, numeral, adjective, etc.
• Try to predict the answer.
• The answer should write down those words that sound in the audio text; interpretation as synonyms may lead to an incorrect answer.
• The answer you write down must be consistent with the grammatical structure of the sentence.

Filling in the blanks

Unified State Exam information support portal: www.ege.edu.ru

Listening training

in a foreign language in high school

Plan:

General characteristics of listening as a type of speech activity.

Psychophysiological mechanisms of listening.

Types of listening.

Audio texts.

Difficulties in perception.

Goals and objectives of teaching listening in secondary school.

Listening teaching technology:

• actions of the teacher and students when teaching listening;

  stages of listening training;

  subsystem of exercises for teaching listening.

8. Teaching listening using the Internet.

Great importance was attached to teaching listening in the methodology of teaching foreign languages, since the perception of foreign language speech by ear is a complex process that requires maximum attention from the student, and from the teacher consistent preparation for the development of this type of speech activity. Therefore, a methodically correct organization of the process of teaching listening is necessary, which means that the methodology of teaching foreign languages ​​is faced with the task of correctly organizing and planning this process so that the level of development of students’ auditing skills meets the needs of modern society.

Listening– a receptive type of speech activity (RSA), which represents the simultaneous perception and understanding of speech by ear and, as an independent SSA, has its own goals, objectives, subject and result. This is a complex skill (VSD) that cannot be fully automated, but only partially at the level of recognition of phonemes, words and grammatical structures.

Outwardly, this is an unexpressed process, therefore, for a long time in the history of the development of the technique, listening was not considered as an independent educational activity, but was considered a passive process and a “by-product of speaking” (N.D. Galskova, N.I. Gez – p. 161).

However, later scientists proved that listening is an active process, during which intense work of all mental and mental processes occurs, the received information is perceived in the form of sound form, it is processed and compared with standards stored in the long-term memory of students, recognition and understanding thoughts.

Listening is closely related to other VRDs: listening and reading are aimed at the perception and semantic processing of information, and this explains the commonality of speech mechanisms that serve receptive VRDs. Listening and speaking are two sides of a single phenomenon called oral speech.

Listening is the only VRD when almost nothing depends on us (the listeners), since the language form and content are given externally by the speaker, the capacity of the auditory channel is lower than, for example, the visual one, accordingly, auditory memory is less developed than visual memory, therefore, When listening for a long time, fatigue quickly sets in and we quickly forget what we hear. And, naturally, in a real communication situation it is impossible to repeat what we hear or listen to. For example, a speech by a lecturer, a teacher, a conversation between two or more interlocutors, a television/radio broadcast, announcements over the loudspeaker at railway stations/train stations, etc.

Based on the above, we can conclude that teaching listening is difficult. As practical teachers testify, it is more difficult than for other students, especially since working on listening comprehension does not evoke positive emotions among the students themselves.

However, the need for teaching listening as a separate, independent learning activity is due to the following factors:

samples of foreign language speech are received through hearing, which, being standards, are stored in long-term memory, where they are stored;

auditory-speech-motor images are included in all VRD and, accordingly, cannot be taught to other VRD without developing the auditory analyzer;

The listener (student) develops auditory control, which is included in all VRD, i.e. a person, when speaking/writing or reading, controls himself through hearing;

auditory memory develops, without which successful educational activity is impossible (since we are talking about the organization of the educational process) and, in particular, it is impossible to master a foreign language.

Listening, as researchers have found, takes up to 40 - 60% of teaching time in a lesson, and begins with the teacher’s first phrase: “Hello/Good morning/afternoon; Glad to see you; Let’s start/begin our lesson” and ends when summing up the lesson: “Thank’s a lot for your work; your home-work/task is...;your marks for the lesson are...".

Consequently, the conclusion about the need for special, targeted training in listening as an independent learning activity is obvious.

Listening begins with the perception of speech; essential features are perceived by the auditory organs and compared (compared) with standards stored in long-term memory. If the student does not have strong standards, then errors in perception may occur, for example:

Walk – work; back – bag;

Think–sing-sink add more examples……………………………………………………………

Distinguish contact and distance listening(Galskova N.D., Gez N.I. – p. 161).

The basis of the internal listening mechanism is the following mental processes:

auditory perception and recognition, discrimination;

attention (concentration);

anticipation, anticipation or probabilistic forecasting (anticipation / prediction / forward inferencing);

semantic guess (guessing / inferring from context);

segmentation of the speech stream (segmentation / chunking) and grouping (grouping);

informative analysis based on isolating units of semantic information;

final synthesis, which involves various types of compression and interpretation of the perceived message.

Listening includes the following auditing skills, the integration of which ensures mastery of this WFD:

auditory-pronunciation skills, that is, the ability of error-free, fast, stable simultaneous perception and recognition of the phonetic code, brought to automatism;

receptive lexical and grammatical skills.

Psychophysiological mechanisms of listening:

Listening, like any other cognitive process, has 2 sides - sensory and logical. These sides are qualitatively different, but function in inextricable unity. Listening mechanisms are associated with both sides of this process.

Mechanisms of speech perception- a person who does not speak a foreign language, according to A.R. Luria not only does not understand, but also does not hear him. Improvement of perception occurs due to an increase in the “operational unit of perception” (P.I. Zinchenko). The success of listening depends on the size of this unit: the larger blocks (sound-mental complexes) speech is perceived, the more successful the processing of the information contained in it will be. At the initial stage of learning, for an immature listener, naturally, perception occurs in parts (words), and then holistically, as a unit (phrase) that cannot be separated into parts, but to achieve such a desired level of perception, special training is necessary.

Mechanisms of internal speech – necessary for speech analysis, understanding and memorization. The extent of internal pronunciation depends on the complexity of the content, the level of foreign language proficiency by students, as well as on the conditions of text perception.

Mechanisms of memory – operational(we connect what we hear now with what we just heard, i.e. we connect the end of a phrase with its beginning), the better the memory is developed, the larger the size of the perception unit; long-term(storage of standards), unlike other speech mechanisms, long-term memory is formed not by special exercises, but by all previous experience.

Mechanisms of understanding– we highlight semantic milestones for understanding the text, establish semantic connections – “major-secondary”.

Here we also consider it necessary to indicate the levels of understanding of the text: from individual words to sentences and whole statements. We can talk about understanding the content (factual information) and understanding the meaning, about deep and superficial understanding, about the accuracy and completeness of understanding. The completeness of understanding depends on the correctness of perception.

Anticipation mechanisms– function at the level of linguistic form and content. The correctness of the forecast depends on language and (sometimes) life experience, understanding of the situation and context. This is a kind of “pre-tuning” of the speech organs, which contributes to the excitation of certain patterns in the cerebral cortex. Even before the beginning of perception, as soon as the listening attitude appears, the articulatory organs already show minimal activity. Thanks to this, certain models are aroused in the consciousness of the listener, which makes it possible to anticipate and anticipate what is to be heard. That is why it is necessary to pay great attention to the formulation of the attitude.

The understanding of a text is influenced by its semantic organization. The story (text) should be structured in such a way that the main idea is easily highlighted, and the details are adjacent to it. It must be taken into account that if the main idea is expressed at the beginning of the message, then it is understood 100%, at the end of the message - 70%, and in the middle - 40%.

Mechanisms of comparison - recognition– work continuously, because the incoming signals are compared with those standards that are stored in our long-term memory. Comparison is closely connected with a person’s past experience, with his feelings and emotions. The experience of the listener is understood as traces of auditory and speech motor sensations, which form the basis of auditory perception and understanding of speech. If the auditory trace is sufficiently potentially active, then upon perception of the same message it seems to come to life and meaningful recognition occurs. Recognition during comparison occurs on the basis of invariant features, and not due to the complete coincidence of what is heard with what is stored in memory. Such invariant features are abstracted based on the variability of material perceived in the past.

Solovova E. N. – pp. 129 – 132.

Listening occurs in 3 stages:

motivational - incentive (motive and goal);

analytical - synthetic (perception and processing of text);

executive (understanding).

Types of listening

Make a table before the text - otherwise it’s difficult to understand……..

It seems important to distinguish communicative listening as VRD (Communicative Listening) and educational listening (Guided Listening). In the process of educational listening, the formation of speech hearing and recognition skills of lexical and grammatical material and the skills of understanding and evaluating what has been heard occurs. Communicative listening is purpose of training and is a complex speech ability to understand speech by ear during its one-time reproduction.

GuidedListening

Educational listening – acts as means of education, serves as a way to introduce language material, create strong auditory images of language units, and constitutes a prerequisite for mastering oral speech, the formation and development of communicative listening skills.

Educational listening allows multiple (during independent work) and 2-fold (during 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 better memorization of its content and linguistic form, especially when the listened text is used for subsequent retelling, oral discussion or written presentation.

Depending on the method and nature of working with the text for listening in educational listening, the following are distinguished:

intensive - intensive and;

extensive - extensive listening.

Communicative Listening

Communicative listening – receptive VRD, aimed at perceiving and understanding oral speech during one-time listening. In foreign and domestic methods, it is customary to distinguish types of communicative listening depending on the communicative setting (learning task) and the relationship with expressive oral speech.

Depending on the communicative attitude, which focuses on what the breadth and depth of understanding should be, the following are distinguished:

skim listening - listening with understanding main content;

listening for detailed comprehension - listening with complete understanding;

listening for partial comprehension - listening with selective retrieving information;

critical listening - listening with critical assessment.

Depending on the relationship with expressive oral speech and its form perceived by ear, the following types of listening are distinguished:

Interactional Listening – listening as a component of oral-speech communication;

Listening to interaction - listening comprehension and understanding of dialogue or polylogue;

Transactional Listening – listening comprehension and understanding of monologue speech.

These three types of listening also differ in the nature of the situation in which receptive speech activity occurs. Depending on the situation, the roles of the listener are varied, which impose restrictions on his speech behavior (the right to enter into a conversation, interrupt the speaker, ask again, clarify) and thereby determine the difficulties of listening to speech.

Skim Listening / Listening for Gist

Listening with understanding of the main content, extracting basic information; introductory listening(Kulish, 1991). This type of communicative listening involves processing the semantic information of a given text in order to separate the new from the known, the essential from the unimportant, and to consolidate the most important information in memory. Training tasks that target this type of listening and develop the necessary skills include predicting the content of a text based on the title before listening, determining the topic and communicative intention of the speaker, listing the main facts, answering questions about the main content, drawing up a listening plan, summaries and annotations.

Listening for Detailed Comprehension

Listening with a full understanding of the content and meaning, or detailed listening (Elukhina, 1996 a, 1996 b). Complete, accurate and quick understanding of spoken speech is possible as a result of automation of the operations of perceiving the sound form, recognizing its elements, and synthesizing content based on them. Listening with full understanding requires a high degree of automation of skills, concentration and intensive memory work. In the process of learning to listen with full understanding, students listen to the text, keeping in mind the following post-text tasks (post-text activities): retelling the text with a detailed presentation of the content, answering questions about all the facts, drawing up a detailed plan, completing the text, inventing additional facts.

Listening for Partial Comprehension/Selective Listening

Listening with selective retrieval of information or “expository” listening (Kulish, 1991). The task of this type of listening is to isolate necessary or interesting information from the speech stream, ignoring unnecessary information. Such information can be important arguments, details, keywords, examples or specific data: dates, numbers, proper names or place names. Quick and accurate perception of numbers and dates requires intensive, long-term training, and understanding of proper names and geographical names is based on background knowledge, ideas about the situation and participants in communication.

Critical Listening

Critical listening implies a high level of development of the ability to fully and accurately understand the 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, and understand subtext.

Interactional Listening / Conversational Listening / Reciprocal Listening

Listening as a component of oral communication, the participants of which act alternately in the role of speaker and then in the role of listener. Contact between interlocutors can be direct or indirect, such as during a telephone conversation. In the process of communication, when listening alternates with speaking for each participant, the interlocutors must be able to understand each other’s remarks, adequately respond to them verbally or using paralinguistic means, and then encourage the partner to continue the conversation. Skills specific to this type of listening include the ability to actively seek understanding: respond verbally to interference that arises during the listening process, ask again, ask clarifying questions, ask to repeat, explain, express a thought differently, that is, paraphrase what was said.

Listening to Interaction

This type of listening is listening comprehension and understanding of dialogue or polylogue in the case when the listener himself does not participate in oral communication. This type of listening has its own characteristics compared to listening, alternating with speaking in the process of direct verbal communication. There is a need to overcome difficulties associated with the peculiarities of pronunciation, voice timbre, and rate of speech of the participants in the conversation. Understanding is made difficult by unexpected changes of cues, pauses and repetitions. The listening process is also complicated by purely linguistic difficulties caused by the peculiarities of the syntax of dialogic speech (incomplete sentences, brevity of remarks, syntax of statements free from strict norms). Listeners are deprived of the opportunity to interrupt the conversation of the interlocutors, ask again, clarify what was said, and as a result of misunderstanding of individual remarks or parts of the replica, the thread of the conversation may be lost, its content may be missed. The most complete perception of oral speech is in listening, when the listener does not see the speakers. At the same time, it is not always easy to differentiate interlocutors, to highlight the boundaries of remarks (Beam, 1988, p. 193). An idea of ​​the situation, the participants in communication and their communicative intentions makes it easier to understand an audio recording of a dialogue or polylogue.

TransactionalListening / Non – interactionallistening

Listening perception and understanding of oral monologue speech aimed at conveying information. This type of listening is most often realized when listening to lectures, audio recordings of literary works, informational radio broadcasts, while watching documentaries, videos and television programs. Prepared monologue speech (planned monologue), with its more strict structural organization, greater clarity and clarity, is more easily perceived by ear than unprepared monologue (unplanned monologue), which can be unpredictable, fragmented, less logical and coherent.

Academic Listening / Listening to Lectures

Listening to lectures by foreign students, students studying in English-speaking countries. This type of listening - listening comprehension and understanding of oral speech aimed at transmitting and exchanging information - is being intensively studied in foreign methods due to the growing number of foreign students at universities in foreign countries and the need to develop their ability to listen and understand lectures on special subjects, and also actively participate in seminars and practical exercises. According to foreign scientists, at present, the attention of researchers is focused mainly on studying the process of listening to lectures, while less attention is paid to listening to foreign language speech at seminars and practical classes. (……, 1994).

Listening to lectures is different:

the nature of background conceptual knowledge, largely determined by the content of the academic subject;

increased demands on the ability to differentiate between the essential and the non-essential;

features of replica exchange. In general, the lecturer’s monologue speech can be periodically interrupted by questions to the audience, remarks that prompt responses, comments, and questions from the audience. Students are expected to be able, by concentrating their attention for a long time, to understand large and complex sections of speech. At the same time, the ability of listeners to rely on auxiliary elements of oral communication (requests for repetitions, clarification, paraphrase) is limited.

One specific learning skill that is closely related to listening to lectures is note-taking, but this will be discussed in the topic “Teaching Writing.”

For details, see the dictionary of Kolesnikova, Dolgina....................................................... .

Audio texts.

See the following sources: Galskova N.D., Gez N.I. – pp. 171 – 177;

Filatov V.M. – pp. 247 -248.

Perception difficulties

Make a table

For more details, also see the following sources:

Solovova E. N. – pp. 125 -129;

Galskova N.D., Gez N.I. – pp. 166 – 171;

Filatov V.M. –page 239 – 241;

Institute of Nuclear Sciences - 1977 - No. 1 - ???

Goals and objectives of teaching listening in secondary school.

See the following sources:

Galskova N.D., Gez N.I. pp. 177 – 179;

Galskova N.D. pp. 176 – 178;

Solovova E.N. pp. 124 – 125;

Filatov V.M. pp. 245 – 247;

Foreign language program for schools with in-depth study of foreign languages ​​and gymnasiums. M., 1996;

Draft temporary state educational standard in foreign languages ​​- Institute of Foreign Languages ​​- 1993 No. 5 pp. 5-17;

Foreign language programs for grades 1-4 in primary schools of general education institutions. M. Education 1994.

Listening can act as both a goal and a means of teaching other WFD. It is impossible to teach listening skills perfectly in a school setting. (task for students for the seminar - think, explain why). The boundaries of training are fixed in the Program. (give examples from the program).

Listening teaching technology

Teacher actions:

Determining a specific task for teaching listening (the most important thing for the teacher here is to find out whether listening in this particular case is purpose training or means training in another WFD, i.e. communicative or educational listening).

Selection or compilation of text for listening, taking into account the requirements of the program, specific learning conditions (the most important condition is the level of language proficiency of the students) and the interests of the students. Sometimes a partial adaptation of the text from the Teacher’s Book or some manuals to help the teacher is required. The text can be short, consisting of several sentences, and is intended to develop certain listening mechanisms (auditory memory, anticipation, guessing, comprehension, etc.).

Analysis of possible difficulties (linguistic/linguistic, content) of a given text.

Determining the conditions for presenting the text (using TSO or directly, from the teacher’s voice or an unfamiliar voice, using deployed supports or without supports).

Determination of preparatory work at the pre-text stage, taking into account the identified difficulties.

Formulating an attitude before listening and determining the number of listening/presentation of the text (one or two times, which depends on the goal set by the teacher: listening is the goal or means of learning. Here we consider it necessary to note that at the senior stage training the setting should focus students on understanding the meaning, not the facts from the text), so, based on the above, special attention must be paid to the formulation of the attitude, since the success of students’ understanding of the text largely depends on it.

Determining ways to control text understanding: using speech or non-speech control methods.

Education listening is carried out in 3 stages:

pretextual;

text;

post-text.

Pre-text stage:

Introductory conversation, as a rule, in the “teacher-class” mode, in order to identify background knowledge students. Sometimes it is advisable to conduct the introductory conversation in the “student-class” mode, where a student prepared in advance by the teacher plays the role of the same teacher. This technique – “learn to be a teacher” – is traditional, helps to activate students and intensify the teaching and educational process as a whole. Of course, correct use of this technique during a lesson requires a certain amount of time and effort from the teacher. During the introductory conversation it is also possible:

• guidance notes teachers about the importance of information contained in the text;

  forecast of possible text content by its title/first sentence;

  presentation of supports(verbal: keywords, sentence starters, plan, questions; visual/non-verbal: pictures, diagrams, maps, etc.).

Removing difficulties(linguistic/linguistic: phonetic - lexical - grammatical and content) of this text.

Presentation students installations before listening to the text.

Thus, at the pre-text stage, three most significant moments are highlighted: introductory conversation, removal of difficulties and presentation of the installation. If listening is the goal of teaching another type of speech activity, most often speaking, then these points are mandatory and the further success of the lesson stage in which listening comprehension is taught depends on the thoroughness of the teacher’s preparation and conduct of the pre-text stage.

Text stage – presentation of the text:

If the goal of this stage of the lesson is only development of listening skills,those. listening appears here as The purpose of training, then the text is listened to by students only once , no difficulties removed and immediately after listening to the text, its understanding is monitored.

If a detailed discussion of the text is organized and speaking skills are simultaneously developed, i.e., as mentioned above, listening is a means of teaching another VRD, then the text is presented students twice, wherein before the second audition necessary be sure to change the setting.

The point of view of foreign methodologists on the possible number of listening/presentation of the text during a lesson seems interesting: it is believed that the text can be presented to students more than 2 times, as many as necessary - 3 or even 4. This is possible if the text is large enough in volume or very difficult for students. The traditional position of Russian methodologists is closest to us: a large text can be divided into several parts and, accordingly, worked in parts, and the level of the text should correspond to the level of language proficiency of the students, in addition, the text can be adapted by the teacher and more attention is paid to relieving difficulties in the pre-text stage. It is hardly advisable to present the text to students more than 2 times in class. However, in any case, the teacher always needs to navigate the specific learning conditions.

The text can be a message, a description for educational purposes, an interesting coherent story, a joke, a riddle, a thematic message, or instructions for some action.

You can compose a text using events from the students’ immediate environment. For example, the teacher describes the appearance of one of the students or talks about the celebration of All Saints' Day (Halloween) in the class/school, or about the last trip to the camp site during the holidays/on a day off, etc.

Sometimes the text can be presented as a message from a previously prepared student, respectively, in the “student – ​​class” mode (see details above, in this case the methodological technique “learn to be a teacher” is used).

Our last remark regarding the presentation of the text concerns installation. The setting can be given as a general one for the whole class, it can be varied according to rows/options, and it is possible, taking into account a differentiated approach, to give different settings to different students depending on their level of proficiency in a foreign language.

Of course, all this requires an individual, differentiated, or, more simply put, creative approach of the teacher to lesson planning, which in turn requires additional costs, time and effort from the teacher, but the desire to achieve good results, to give students real, lasting knowledge, As a rule, a real teacher “wins” over all difficulties of both an objective and subjective nature.

See also: Solovova E.N. – p. 135 – 139;

Galskova N.D. –page 178 -181.

Post-text stage – control understanding the listened text

All control methods, as a rule, can be divided into 2 large groups: speech and non-speech. Here are some examples:

Non-speech control methods:

raise your hand when you hear...;

Raise your hand if the sentence does not match the picture/text;

execute commands;

testing;

collect a briefcase, arrange furniture (in a dollhouse, pictures on a magnetic board, etc.), dress a doll, etc. in accordance with the listened text;

draw, make a table, diagram in accordance with the content of the text;

select a picture;

arrange the pictures in the desired sequence;

rearrange the points of the plan in the desired sequence;

guess who/what the text is about;

select (from several suggested) a title for the text;

Arrange the verbs in a sequence that reflects the development of the main events in the text.

As can be seen from the non-speech control methods proposed above, almost half of them can be used at the initial stage of training, however, for the middle and senior stages, non-speech control methods can also be selected and successfully used.

Speech methods:

answer the questions;

listen and repeat only those sentences that correspond to the content of the text;

ask each other questions;

agree or disagree;

make up sentences that do not correspond to the content of the text and contact your classmates;

guess: the riddle, about whom, what city, writer, literary character, book, country, we are talking about;

choose (from several suggested) a suitable proverb, explain your choice;

come up with a title for the text;

make a plan;

complete the sentences;

what is the difference between the texts you just listened to and those you read earlier;

what is the difference between text and picture;

what is the difference between the two tested microcircuits;

write down key words for retelling;

draw a conclusion;

find a phrase that does not fit the meaning;

arrange sentences in a logical sequence;

what happened before..., what happened after;

come up with your own version of completing the text;

make selections from what you listened to: what, where, when, who, what, what did they do? and so on.;

liked it or not, why, is it good or not, why?;

explain, prove why, how, why? and so on.;

retelling the text: frontally (in the “student-class” mode), in a chain, in pairs (different options: horizontally, vertically, in shifts), “snowball”.

Also see in more detail: Filatov V.M. pp. 252 – 257;

Utrobina A.A. pp.49 -51, 51 – 58;

Preparatory exercises in listening:

See Filatov V.M. pp. 249 – 252.

Here are some examples of preparatory exercises:

Raise your hand when you hear...(name of an animal, a word on the topic..., a plural noun, an action that happened in the past, etc.);

listen and raise your hand if the sentence is correct and applies to you;

listen, remember the list of commands (sequence of actions in the pictures) and perform these actions / arrange the pictures in the desired sequence;

guess the riddle (the answer is given in Russian - and if necessary, in a foreign language);

listen to 2 sentences and determine how they differ;

listen to 3 phrases and repeat only the one that contains the sound /…./…./, or the word that means ……;

listen to 3 words and find the “extra” one, for example,

cat, dog, student: a cat, a dog, a pupil;

rain, apple, snow: rain, an apple, snow;

milk, bread, crocodile: milk, bred, a crocodile;

listen to suggestions. If they relate to the right picture, raise your right hand, if they relate to the left, then raise your left hand.

In many of the exercises proposed above, words, phrases, and sentences can be grouped according to both lexical and grammatical criteria.

Notes

One of the possible options for teaching listening:

"test - recovery"

Listening training using the Internet.

The relevance of teaching foreign languages ​​via the Internet today is becoming increasingly important. The Internet system is even considered as one of the leading modern educational technologies, since its possibilities in the field of education are limitless. The Internet provides the following opportunities:

organization, planning of the learning process;

searching for the necessary information for both the teacher and the student;

selection of texts for students at different levels of foreign language proficiency, which allows not only to intensify the educational process, but also to use a person-oriented approach,

which, in general, will ensure a level of foreign language proficiency that meets the modern needs of society.

The above points, from the point of view of teaching methods, make the use of the Internet relevant in the system of teaching foreign languages ​​and provide today the most effective development of all types of speech activity, and listening in particular.

Since the methodology is based on data from basic sciences, in this case, on pedagogy and didactics, we know both didactic and methodological principles of teaching, but here it is necessary to clearly formulate teaching principles not just listening, but listening via the Internet.

In modern methods of teaching foreign languages, the leading role is given to the communicative approach; accordingly, these principles are formulated on its basis:

1. The principle of interactive learning . The formation of an interactive personality today is considered one of the tasks of computerized learning.

2. The principle of immanence . Immanent development is carried out through consistent teaching in a foreign language. At the same time, students’ attention is directed to understanding linguistic phenomena, understanding the teacher’s instructions in the classroom, and the simultaneous development of all types of speech activities (listening, speaking, reading and writing).

3. The principle of selecting material taking into account the studied vocabulary.

4. The principle of taking into account the degree of difficulty of texts in connection with the expected actions of students.

5. The principle of teamwork as a result of a communicative approach to learning.

6. The principle of using simulation training.

7. The principle of students’ awareness of their learning activities.

8. The principle of authenticity.

9. The principle of individuality.

10. The principle of student independence.

11. The principle of taking into account the sociocultural characteristics of the country of the language being studied.

For details, see A.I. Kolchina. pp. 174 – 177.

Literature:

main:

1). The theory of teaching foreign languages. Linguodidactics and methodology: textbook for students of linguistic universities and foreign language departments of higher pedagogical institutions / N.D. Galskova, N.I. Guez. – 4th ed., erased. – M.: Publishing Center “Academy”, 2007. – P. 161 – 189.

2). Kolesnikova I.L., Dolgina O.A. English-Russian terminological reference book on methods of teaching foreign languages. - St. Petersburg: Publishing house "Russian-Baltic Information Center "BLITS", "Cambridge University Press", 2001. P.101 – 106.

3). Methods of teaching foreign languages: Basic course of lectures: A manual for pedagogical students. universities and teachers / E.N. Solovova. – M.: Education, 2002. P.124 – 139.

4). Workshop for the basic course on methods of teaching foreign languages: Proc. manual for universities / E.N. Solovova. – M.: Education, 2004. P.98 – 112.

5). Galskova N.D. Modern methods of teaching foreign languages: A manual for teachers. – 3rd ed., revised. and additional – M.:ARKTI, 2004. P.175 – 181.

additional:

1). Utrobina A.A. Methods of teaching and learning a foreign language: Lecture notes. – M.: Prior – publishing house, 2006. P.47 – 58.

2). Azimov E.G., Shchukin A.N. Dictionary of methodological terms (theory and practice of teaching languages). – St. Petersburg: “Zlatoust”, 1999. – 472 p.

3). Kolchina A.I. Principles of teaching listening through the Internet // Linguistics and methods of teaching foreign languages: Collection of scientific papers. - St. Petersburg: Publishing House - Russian State Pedagogical University named after. A.I. Herzen, 2005. - Issue 2.

4). Practical course on methods of teaching foreign languages: Textbook/P.K. Babinskaya, T.P. Leontieva, I.M. et al. Mn, 2005. P.71 – 79.

5). Workshop for the basic course on methods of teaching foreign languages: Textbook for universities / E.N. Solovova.- M.: Education, 2004. P. 98-112.