Introduction
One of the most popular and demanded languages in all of Europe can rightly be called English. This language is currently the official language of the representation of the European Union, and is also quite often used for conducting various kinds of negotiations at the highest level. In addition, this language is most often used for the implementation of business projects, both for one country and for international projects. During the discussion of such projects, it is the knowledge of English that is the only means for communication between representatives of different countries and nationalities. It is for these reasons that such an important issue for any modern person who understands that without knowing English in the modern world, nothing can be achieved, and is the study of this language.
In recent years, the problem of listening has increasingly attracted the attention of psychologists, psycholinguists and methodologists. A serious theoretical search is underway to study this complex process. However, so far, there has been little access to teaching practice. Receptive oral speech (listening) has a single physiological and psychological nature with expressive oral speech. However, each of these aspects of oral speech has its own specifics, involves different skills, requires special techniques and different methods to solve them. Listening is the basis of communication, mastering oral communication begins with it. Listening consists of the ability to differentiate perceived sounds, integrate them into semantic complexes, keep them in memory during listening, carry out probabilistic forecasting and, depending on the communication situation, understand the perceived sound purpose.
The problem of teaching listening is one of the most pressing topics in modern teaching methods. English language, since without listening, speech communication is impossible, since this is a two-way process. And underestimation of listening can have an extremely negative impact on the language training of schoolchildren. The concept of listening includes the process of perception and understanding of sounding speech. It is also known that listening is a very difficult type of speech activity. The lack of formation of auditory skills is often the cause of communication disorders.
In general, listening as an action that is part of oral communicative activity is used in any oral communication subject to production, social or personal needs.
Also, listening as feedback for each speaker during speaking allows you to exercise self-control over speech and know how correctly speech intentions are realized in sound form. And of course, listening can be a separate type of communicative activity with its own motive, reflecting the needs of a person or the nature of his activity. It plays such a role, for example, when watching a movie, TV show, listening to a radio show, etc.
Hence, the importance and relevance of the problem of teaching listening is obvious.
In accordance with the State Educational Standard of the main general education students should be able to understand:
Understand the main content of short, simple authentic texts (weather forecast, TV/radio programs, station/airport announcements) and highlight significant information;
Understand the main content of simple authentic texts related to different communicative types of speech (message / story); be able to determine the topic of the text, highlight the main facts, omitting the secondary ones;
Use a repeat request, a request to repeat.
problem research is the contradiction between the requirements of the State Educational Standard for the level of formation of skills and abilities of listening and the lack of simple and effective methods for teaching listening at the middle stage of teaching English.
Thus, based on this issue, research topic is: "Teaching listening comprehension of a foreign language text at the middle stage of teaching English."
object research is the process of learning to listen.
Subject- methods and techniques of teaching listening at the middle stage of education.
aim This course work is the study of learning technologies for listening at the middle stage of education.
Tasks this work:
1. to study and analyze the scientific and methodological literature on this topic;
2. determine the algorithm for teaching listening at the middle stage of teaching English;
3. to diagnose the level of formation of listening skills;
4. to develop and conduct a series of lessons on teaching listening at the middle stage of teaching English;
5. evaluate the effectiveness of the work done.
Chapter 1. Theoretical basis learning to listen to a foreign language text
1.1 Listening as a type of speech activity
Speech activity- this is an active, purposeful, mediated by the language system and determined by the situation of communication, the process of transmitting or receiving a message. Activity is a system of skills of a creative nature, which is aimed at solving various communicative problems.
The form of speech is divided into 2 types: oral and written. Also, the types of speech activity differ on the basis of productive / receptive. Accordingly, there are 4 main types of speech activity:
| Forms | receptive view | productive view |
| oral | listening | speaking |
| written | reading | letter |
Oral communication consists of speaking and listening, which in the methodology is called listening. The terms "listening" and "listening" are not synonymous. Listening means only the acoustic perception of the scale, and listening- this is the process of perception of sounding speech, in addition to listening, it also involves hearing, understanding and interpreting the information perceived by ear.
Listening can act as an independent type of speech activity (for example, long-term perception and recognition of reports, lectures and other oral presentations) or enter into dialogic communication as its receptive component, i.e. be part of the conversation.
Listening is a very complex type of speech activity, since the processes of listening in real communication are irreversible and practically cannot be analyzed and recorded. What has already been said irrevocably “flies away”, new information replaces the old one, there is not enough time to think about the incoming information, and therefore understanding is often not achieved and the communication process can be reduced to nothing.
The success of listening depends on the listener himself (on the degree of development of speech hearing, memory, on the presence of attention, interest, etc.), on the other hand, on the conditions of perception (temporal characteristics, number and form of presentations, sound duration) and, finally, from linguistic features - linguistic and structural - compositional complexities of speech messages and their correspondence to the speech experience and knowledge of students. Let us turn to a more detailed analysis of the above factors. Individually - the age characteristics of the listeners. It is generally accepted that listening is associated with difficulties of an objective nature that do not depend on the listener himself.
At the same time, the success of listening depends on the listener's ability to use probabilistic forecasting, to transfer the skills and abilities developed in their native language to a foreign one. Of great importance are such individual characteristics of the student as his resourcefulness and ingenuity, the ability to listen and quickly respond to all kinds of signals of oral communication (pauses, logical stress, rhetorical questions, etc.), the ability to switch from one mental operation to another, to quickly enter to the subject of the message, etc. These skills develop in the process of teaching many subjects, and in the upper grades, students generally master the culture of speech, both in terms of its generation and perception. A foreign language should also make a certain contribution to the solution of this important secondary school.
The success of listening depends, in particular, on the need to learn something new, on the presence of interest in the topic, on the awareness of the objective need to learn, etc., i.e. from the so-called subjective factors that contribute to the emergence of an attitude towards cognitive activity.
Thoughtful organization of the educational process, clarity and consistency of presentation, maximum reliance on active mental activity, a variety of teaching methods, clarification of perception tasks allows you to create internal motivation, direct students' attention to moments that will help program future practical activities with the perceived material.
Depending on the target setting prior to listening, perception will be either passive or active. In the latter case, the listener will be able to quickly engage in “search activity”, successfully put forward hypotheses, test them and correct them, better remember the logic and sequence of presentation.
The target setting can have both positive and negative effects on the nature of perception and memorization of content, i.e. it can make perception more accurate or, conversely, erroneous, if the listener, under the influence of the expected, ascribes non-existent signs to the perceived phenomena.
The rate of speech depends on the importance of the information contained in the individual parts of the message. More important information is given more slowly, by emphasizing the length of the vowels, while secondary information is given more quickly.
The nature of the messages also matters. It is known, for example, that the emotionally colored reading of a poem takes place at a rather slow pace.
A longer pause, as experimental tests show, improves probabilistic forecasting, makes it possible to fill in gaps in understanding based on the general meaning of the received message. Voice messages should be presented not only by the teacher, but also with the help of special means.
For effective learning For listening, it is important to correctly resolve the issue of the advisability of re-presenting the same speech message and the duration of its sound. Experiments conducted in the school classroom revealed a very tangible dependence of understanding on the number of presentations, especially at the initial stage of learning. So, according to some studies, repeated listening to a message improves understanding by 16.5%, the third - by 12.7% (compared to the second), subsequent listening does not give a significant improvement in speech understanding.
In this way, listening is a complex receptive type of speech activity. This process has a number of difficulties associated with the process of listening to speech, its memorization, its pace, and the nature of its presentation.
1.2 Purposes and content of listening training
In a modern foreign language program, the main goal of teaching listening is to develop students' ability to understand by ear:
Foreign language speech built on program material with the assumption of a certain amount of unfamiliar vocabulary in conditions of direct communication in various communication situations;
· Educational and authentic audio texts with varying degrees and depths of penetration into their content (within the framework of program requirements);
· Basic information (global understanding);
Required information (selective understanding);
Complete information (detailed understanding).
Let's take a closer look at these types of listening.
With global listening, the listener is usually only interested in the general content of the information, its main topic. In the texts that report any events, we are interested in finding out what happened, where, when, who was involved in the event. In this case, we pay attention only to what is understood. Global listening is only a general, primary orientation in an audio text.
Sometimes global listening is not enough, because the listener may be interested in some details, details, such as names, quantitative data, etc. in this case we use detailed (studying) listening. However, in order to understand the details, one must first understand the general content of the text. Thus, detailed and global listening proceed simultaneously, which, of course, makes it difficult to understand in detail. For learning purposes, it is necessary to separate these processes from each other: at the first listening, a global understanding should be carried out, at the second - a detailed one. This type of listening is convenient in dialogue, discussion, and lectures. But in a real situation it is applied extremely seldom. The mistake of many teachers is that they offer students to listen to almost every text in detail. Most often, in the audio text, we are still interested in some specific information.
Global and selective listening are the most "economical" auditing strategies that are constantly used in the native language.
Students must master all types of listening: within the framework of the basic course (by the end of grade 9) they must achieve elementary communicative competence (survival level), by the end of the superbasic course - a threshold level.
The content of listening training includes linguistic(including linguocultural and sociocultural) component, i.e. language and speech material, country studies, linguistic and cultural studies and sociocultural knowledge; psychological component, which is a psycho-physiological mechanisms and actions for their use in the process of listening, communication skills and abilities; methodological component- a set of training and compensatory skills, which, together with speech skills, constitute a strategy for understanding the audio text.
As noted above, the linguistic component of the content of education is the language and speech material - lexical, grammatical, phonetic. However, the most interesting material is at the text level. Therefore, the question of the requirements for text selection should be considered in more detail.
The psychological component of the content of training is, first of all, actions that ensure the functioning of listening mechanisms, as well as actions with a specific language and speech material which, through exercise, turns into skills and abilities. The following 6 skills are distinguished as the main listening skills:
Separate the main from the secondary;
Determine the subject of the message;
Divide the text into semantic connections;
Establish logical connections;
· Highlight the main idea;
· Perceive messages at a certain pace, a certain activity, to the end without skipping.
There are also several other groups of skills:
Perceive, segment (separate) the flow of speech and differentiate (distinguish) perceived sounds and complexes;
Integrate (combine) them into semantic blocks;
Keep them in mind while listening;
· To carry out probabilistic forecasting (linguistic and semantic);
· Based on the situations of communication, understand the perceived.
General educational and compensatory skills that make up the methodological component of the content of listening training include the ability to take notes during listening, use supports, avoid difficulties, use information that precedes listening (pictures, plan, key words), as well as relying on one's own life experience, knowledge of the subject matter. All these skills are complex. They are based on the synchronous operation of many mechanisms and on the structure of listening as a type of speech activity.
When determining the difficulties of the text, the method of conveying the main idea is taken into account - inductive or deductive, the form of presentation - auditory, audiovisual. In addition, the relevance of the text to a particular style and genre, the scope of communication are taken into account.
In view of the foregoing, three groups of texts can be distinguished, differing in varying degrees of complexity:
1) Light texts
Compiled (educational) and semi-authentic texts of colloquial-literary, popular-science and artistic styles in the genre of message or plot narrative with a simple sequential presentation;
the main idea is expressed explicitly at the beginning of the text;
· the sphere of communication: informal, in the form of a simple monologue or dialogue - a message / request for information;
2) texts of medium difficulty :
Authentic and semi-authentic texts of colloquial-literary, popular science or artistic style in the genre of conversation, message, description with a consistent and simple presentation;
the main idea is expressed at the beginning or in the middle of the text;
Scope of communication: official and informal; monologue - description/narration; dialogue - questioning/explanation; a polylogue with a limited number of storylines;
3) difficult texts :
· authentic texts of journalistic, popular science and artistic styles in the genre of conversation, interview, reporting, description;
the main idea is expressed at the end of the text or not explicitly expressed;
· the sphere of communication is informal, a polylogue with various storylines, a monologue in a dialogue.
In this way, The main goal of teaching listening comprehension is to develop students' ability to understand foreign speech by ear. The content of listening training includes three components: linguistic, psychological and methodological. Texts for teaching listening can be divided into three degrees of complexity: easy, medium and difficult texts.
1.3 Listening difficulties
It is known that in the practice of teaching the methodology of teaching listening is the least developed. One of the main reasons for the lack of attention to listening on the part of methodologists and teachers is the fact that, until recently, listening was considered an easy skill. There was a point of view that if, when teaching oral speech, the teacher focuses all his efforts on speaking and ensures the mastery of this skill, then students will learn to understand speech spontaneously, without special purposeful training. The incorrectness of this point of view is proved by both theory and practice.
So, those teachers who think that the ability to speak at least a little in a foreign language also provides the ability to freely understand oral speech within the same limits are very mistaken. Although these two skills are in a known relationship. To achieve their uniform development is possible only by applying special graduated exercises to develop the ability to understand exactly oral speech in different communication conditions.
Undoubtedly, the most significant difficulty of auditing should be considered the lack of the auditor's ability to regulate activities. Listening is the only type of speech activity in which nothing depends on the person performing it. The listener, unlike the one who reads, writes or speaks, is powerless to change the activity performed, to facilitate it, to adapt it to his abilities and thereby create favorable conditions for receiving information.
In the methodology, there are two ways to deal with difficulties: their elimination or their overcoming.
The removal of difficulties, of course, facilitates the mastery of listening and gives quick and tangible results. Therefore, teachers often strive to facilitate the activities of students as much as possible. However, such artificially facilitated listening does not prepare for the perception of natural speech, since all the eliminated difficulties are present in it, and the student is not prepared to overcome them.
Since the main goal of training is to prepare the student for verbal communication in natural conditions, the learning process will only be purposeful and effective when the student has already encountered the difficulties of natural speech and learned to overcome them. Consequently, it seems to us correct not to eliminate, but to gradually and consistently overcome difficulties in the learning process. It should also be noted that excessive facilitation of activity does not contribute to its improvement. As psychologists point out, the most effective is such training in any activity that is carried out under conditions of high tension in the psyche of the individual, mobilization of his will and attention, and the precise functioning of all mental mechanisms.
In order to target listening training to overcome difficulties and, on this basis, to develop skills and abilities that can successfully function in natural conditions, it is necessary to clearly imagine these difficulties.
Let's look at these difficulties in more detail.
1. The group of difficulties associated with the conditions of perception seems to be the most numerous:
One-time and short-term presentation of information, which requires a quick reaction from the listener when perceiving the sounding text;
The pace set by the speaker. The average rate of English speech is 250 syllables per minute, German - 220 syllables, French - 330 (the measurement is given in syllables, since German words are much longer than English and French). So, the average German word consists of 6 - 13 letters, and the English - from 4 - 5 letters;
Source of listening: live partner in conversation, sounding speech from an audio cassette, speaker, radio text, timbre, voice power, individual characteristics of speech, deviation from the standard pronunciation, gender (male or female voice), age (children's or adult voice);
1. The following group of difficulties is associated with the perception of the linguistic form:
The presence of homonyms in the information (words belonging to the same part of speech and sounding the same, but different in meaning);
The presence of homophones (words that sound the same but have different spellings);
The use of words in a figurative sense, polysemantic words;
Language difficulties distract the listener from the content, making it difficult to understand.
2. Difficulties associated with the content of the audio text:
· Understanding facts (numbers, dates, proper names, geographical names, etc.);
· Understanding the logic of presentation due to information overload;
· Understanding the general idea.
3. Difficulties associated with the form of presentation of the audio text.
Studies show that the teacher's speech, illustrated by visualization, is most easily perceived, it is already more difficult - speech without visualization, audio texts from an audio cassette, and the most difficult are texts on the radio. Having studied various forms of presentation of audio texts (audio text with illustration, listening with and without support from printed text, presentation of audio text), it is believed that listening comprehension depends on:
On the complexity of the text (the more complex the text, the more supports are required to remove difficulties);
Auditory skills of students (the more competent and experienced students are, the faster they are able to give up support in the form of printed text and other illustrations, the faster you can move on to listening to texts without pauses);
· Learning goals and objectives (if the task is to prepare students for a real situation and form a truly auditory competence, the printed basis should be abandoned). It is unlikely that in a real situation of communication there will be a need to perceive information through the auditory and visual channels simultaneously. Genuine auditory competence is formed only with the help of "pure" listening.
4. There are difficulties associated with the perception of a certain type of speech activity and type of utterance. Most researchers believe that monologue texts are easier to perceive than dialogic ones, and among monologues, plot texts are much easier than descriptive ones.
5. A special group is the difficulties associated with the acquisition of sociolinguistic and sociocultural competence. Lack of knowledge of the norms of using the language in accordance with the situation, lack of knowledge of situational options for expressing the same intention, ignorance of the rules and social norms of behavior of native speakers, traditions, history, culture can make it difficult to interpret the partner’s speech behavior, understanding the information perceived by ear.
As you can see, listening is indeed a very complex type of speech activity. Much of the difficulty comes out in natural communication, as we can't go back and rewind the tape. In addition, in a situation of natural communication, there are many distractions - street noise, audience noise, music, laughter, etc. But as some wise man said, if you cannot change the situation, you need to change your attitude towards it. To do this, you need to know how listening works, to understand its mechanisms.
In this way, listening has many difficulties. Difficulties associated with perception, with the form of presentation of the text, with the conditions of perception. Listening training aims to overcome these difficulties.
1.4 Auditing mechanisms
Listening as any process is based on certain psychophysiological mechanisms: perception, recognition and understanding.
To mechanisms perception include the mechanism of internal pronunciation, operational and long-term memory, identification (comparison), anticipation (probabilistic forecasting). Let's consider them in more detail.
The success of listening depends on the size of the "operational unit of perception", which is closely related to the mechanism of auditory memory. It is on the ability to retain the perceived segments of speech in memory that the process of understanding the audio text, the possibility of its interpretation, depends. Auditory working memory retains words and phrases until the comprehension of the heard information occurs.
As you know, auditory reception of information is impossible without the participation of internal pronunciation. The effect of understanding depends on the success of the "internal imitation" of audible speech. Thanks to the mechanism of internal pronunciation, sound images turn into articulatory ones, an “internal imitation” of the perceived audio fragment takes place. If we imitate correctly, then we perceive correctly.
In the process of speech perception, there is a continuous comparison of incoming signals with those models that are stored in our memory. Comparison is closely connected with the past experience of a person, with his feelings and emotions. The better long-term memory is developed, the better the mechanism of comparison - recognition (identification) works.
Using the concept identification mechanism, the listener determines which of the lexico-semantic variants of the sounding word is actualized in the speaker's speech.
Researchers have found that even before the start of perception, as soon as the mindset for listening appears, the articulatory organs already show minimal activity. Due to this, certain patterns are aroused in the listener's cognition. Such presetting is the basis for the action of the mechanism of anticipation or prediction, which makes it possible to predict the end of a word or phrase at the beginning. There are linguistic and semantic forecasting.
Imagine that you hear the beginning of a phrase. Having a certain language experience, it is not difficult for you to guess what word this phrase will end with. Linguistic prediction is facilitated by the skill of word compatibility. Knowing the rules for the compatibility of lexical units, students with a greater and lesser degree of probability can predict the content of incoming information, since the compatibility of words in the language is limited.
Semantic prediction is provided by the context, the situation of communication, the personal experience of the listener, his knowledge. The success of semantic forecasting largely depends on the listener's expectations.
Imagine that you, for example, know that the text you are about to hear contains an interview with a high school student about how German Christmas is celebrated in his family. It is quite natural that you expect to hear questions about who, when and how decorates the Christmas tree in the family, what is on the festive table, what gifts are customary to give, whether he likes to spend Christmas with his family or with friends at a disco, etc.
The richer our knowledge of the world, about a particular topic or situation, the richer our vocabulary, the greater our ability to predict content and use context clues.
So, the main mechanisms of perception (recognition) of listening are the mechanisms of auditory memory, internal pronunciation, operational and long-term memory, identification (comparison) of concepts, probabilistic forecasting (anticipation).
But recognition is not yet understanding. The basis of understanding is the mechanism of comprehension, which already functions at the level of actual awareness on the basis of the analytical and synthetic activity of the brain. The comprehension mechanism “compresses phrases and individual fragments of the text by omitting details and, leaving only semantic milestones in memory, releases it to receive a new portion of information.”
The main characteristics of understanding are completeness, accuracy, depth.
The depth of penetration into the meaning of the perceived information indicates the level of understanding. As a rule, two main levels of understanding are distinguished: the meaning of language units (the level of facts) and the meaning (critical).
But there is no single concept in this regard. Many researchers (A.R. Luria) distinguish the following levels of text understanding:
Fragmentary (separate lexical units);
· Global (message topics);
Detailed (facts);
· Critical (subtext).
Levels of understanding allow you to judge the levels of learning of students and specify the goals of learning.
In addition to the internal mechanisms discussed above, listening, like any type of speech activity, also has its own kind of horizontal structure. Researchers (I.A. Zimnyaya) distinguish three phases in listening: motivational - incentive, analytical - synthetic, and executive. A.A.Leontiev speaks about the need to single out the control phase.
Motivational - incentive phase is set in motion by a communicative task. Students need to be told before listening what they will listen to and what they specifically need to hear. The motive is created, as a rule, by an interesting exposition, a conversation about the author, the theme of the work. In natural communication, the source of the motive for perception and understanding is the topic of communication and the interlocutor himself (his manner of communication, the ability to attract the attention of the listener, etc.).
The analytical-synthetic phase is the main part of listening. It is here that the perception and processing of information coming through the auditory canal takes place. With the help of the mechanisms described above (auditory memory, prediction, identification, etc.), a conclusion occurs - the result of understanding.
All these processes, including the audit result itself, are hidden, i. the executive phase in listening merges with the analytical-synthetic one.
In real communication, the result of listening, i.e. understanding (or misunderstanding) remains, as a rule, hidden, unobservable. In a learning situation, understanding must be made observable in order to teach this type of speech activity. That is why understanding is brought to the external plane, which is carried out at the control phase. With the help of a verbal or non-verbal reaction on the part of the students, the teacher must seek feedback: they understood or did not understand, they succeeded or failed to solve the communicative task.
As experience shows, listening training, taking into account the functioning of its psychophysiological mechanisms and structure as a type of speech activity, gives positive results: the auditory canal becomes a reliable communication channel that provides high quality information reception. Well-developed auditory skills of students are one of the main conditions for successful mastery of a foreign language, since in the context of the communicative orientation of the educational process, listening, in addition to its main function, actually communicative, also performs many auxiliary functions. It plays the role of a stimulator and management of the educational process, as it acts as a means of forming skills (lexical, grammatical, phonetic) and skills in all types of speech activity. Perception of information by ear takes in the lesson, according to scientists, from 40 to 60 pr: this is the perception of the speech of the teacher and classmates, the perception of information in sound recordings, watching video clips, etc. that is why it is necessary to specifically teach this type of speech activity, taking into account its specificity and the complexity of the mechanisms.
In this way, the process of listening is accompanied by mechanisms of perception, recognition and understanding. All these mechanisms are hidden, so it is necessary to specifically teach listening, taking into account its specificity and the complexity of the mechanisms.
1.5 System of exercises for teaching listening
Learning to listen and developing skills involves the gradual formation of receptive auditory skills when working with phonetic, lexical and grammatical material, i.e. skills of recognition and understanding of words, phrases, grammatical arrangement of lexical units of different levels in phrases, sentences and related texts.
Auditory ability - understanding of a coherent text.
Since listening is an internal activity hidden from observation, it is desirable to teach its constituent actions specially, making them the object of purposeful formation.
Methodists Filatov V.M. subdivide auditory exercises into preparatory and speech ones. Preparatory ones are aimed at overcoming individual difficulties of listening and at the formation of its mechanisms. Speech is a controlled speech activity, since they provide listening practice based on the comprehensive overcoming of auditory difficulties, suggest the semantic perception of speech reproduction in conditions approaching natural communication and the implementation of the communicative function of audio activity, are aimed at improving the process of semantic perception and achieving a certain level of understanding .
Consider the system of preparatory exercises Filatov V.M.
Preparatory exercises some methodologists call orienting, preparing for the implementation of the actual audition.
These are exercises for the perception and recognition of sounds, sound combinations, words, phrases, intonation pattern of a phrase, grammatical forms of a word, for example:
Listen to the words and raise your hand if the word has a long sound;
· Listen to a few sentences and raise your hand when you hear an interrogative sentence;
· Using signal cards ("."", "?", "!"), determine the type of sentence;
Listen to the words and choose the ones that match the picture;
An important role is played by exercises in the repetition of words, phrases, phrases, texts. This type of exercise is called basic, as it contributes to the development of such important listening mechanisms as speech hearing, memory, articulation, and probabilistic forecasting.
A special place is occupied by the exercise in the repetition of expanding syntagmas ("snowball").
Among the preparatory exercises, exercises for the development of a probabilistic forecasting mechanism are important:
Listen to the beginning of the words and complete them;
Listen to the beginning of the phrases and complete them;
Listen to the words to the audio text and name its topic;
An important role in the development of prognostic skills is played by structural signals: conjunctions, allied words, adverbs, etc.
Verbs and nouns also act as signal structures.
Exercises in teaching comparison (identification) orient students to compare the meanings of familiar lexical units, phrases that correspond or do not correspond to speech passages, to identify and identify words, phrases, phrases that were absent at the first presentation of the text, for example:
Listen to the sentences and replace the word with another word;
Listen to two sentences and say how they differ from each other. What clarifying information appeared in the second sentence?
Listen to the sentences and mark those that do not correspond to the content of the listened text.
It should be said that the division of exercises in accordance with the mechanisms being formed is conditional, since listening is a single, spontaneous process during which students simultaneously carry out all the actions of semantic processing of information.
In general, the preparatory exercises are based on the analytic and synthetic activity realized by the students, as a result of which all the necessary mechanisms of listening are formed and developed.
Speech exercises often called exercises in actual listening, which are performed at the level of a complete speech whole, i.e. extended text:
Listen and understand who or what is meant;
Title what you heard
Break the audio text into semantic pieces;
Write down the main content in the form of keywords;
· Convey content in your native language.
The choice of this or that speech exercise depends on the type of listening (global, selective, detailed).
Working with audio text implies a clear sequence in the actions of the teacher and students: preliminary briefing and preliminary task; the process of perception of audio text; comprehension tasks.
The communicative task or instruction, installation plays an extremely important role, since it focuses on the result of listening: listen to the text, understand its general content and title it, answer questions (who, what does, where, when, with whom, for what), draw what you hear. The communicative setting orients students to the conscious and purposeful extraction of information. It prevents the "dispersion" of attention and helps to concentrate on the main thing. According to psychologists, a correct and accurate attitude can increase the effectiveness of understanding by 25 percent.
In addition to communicative tasks, it is also necessary to give clear instructions on how to listen: to understand only the main content of the message or all the details; understand the content based on a guess, bypassing interference, what supports to use in the process of perception and comprehension of information.
Speech exercises with audio text are performed before listening, during listening and after listening.
Exercises before listening to the text.
The purpose of these exercises is to prepare students for the perception of an audio text, introduce them to the topic, update their knowledge and experience, create a motive for future activities, remove possible difficulties, “turn on” the mechanism of expectation and forecasting with the help of:
· Associationograms;
· Visual impulses in the form of pictures, photographs, graphs;
I would especially like to dwell on such a technique as the "associogram". Imagine that students are going to hear a text about football as one of the popular sports in England. Before listening, the teacher offers to name all the words that are associated with the concept of "football". He writes the word "football" on the board, the students name the words. Work can take place in pairs, individually. The resulting associations are called by students both in foreign and native languages. In the second option, the teacher can translate the words himself and write them down in a foreign language, or he can (after the associogram is compiled) offer to find the translation of the words in the dictionary.
After listening, the teacher suggests underlining (highlighting) in the associagram the words that are encountered in the text and supplementing the associagram with a number of words from the listened text that are important for a global understanding of the information.
Exercises in the process of listening to audio text.
While listening to the text, students must understand its meaning and the communicative intention of the speaker, keep in mind what they have learned from the text and evaluate it (interesting, important, useful, informative or not). In the process of listening, students answer questions, perform actions to correlate (illustrations, plan items with content), take notes (dates, names, geographical names), recognize the type of text,
actors, context, ordering of text fragments or dialogue replicas.
Most of these exercises involve the use of various working materials in the process of perceiving audio texts: a list of words, maps, a city plan. Students are asked to listen to the text:
Mark in the figure (diagram) the names of the places of events referred to in the text;
· Number the objects mentioned in the text in the figure;
· Using the city plan to get from one place (from the station) to another (youth center…);
· Find the "treasure" using the map of the area;
Exercises after listening to the text.
Post-text assignments involve students in active creative activity, serve to control understanding and a successful act of communication. These are textual exercises (correct - incorrect, yes - no), answering questions, drawing up a plan, retelling, completing the text, conversation, discussion, evaluation of the characters, their actions and the text itself, etc.
Consider another classification of speech exercises in listening.
1. Exercises for teaching the perception of dialogical speech "from the outside".
Listen to the dialogue, make up a similar one on the same topic.
· Listen to the beginning of the dialogue, expand and complete the last remark of one of the partners.
Listen to the film fragment, retell the conversation of the characters.
2. Exercises for teaching the perception of dialogic speech when participating in a dialogue.
1. Listen to a series of questions recorded on an audio cassette. Give detailed answers in the pause allotted for this.
2. Listen to the beginning of the dialogue (polylogue), continue it in pair work.
3. As you perceive the dialogue in the audio recording (or a fragment of a movie), replace the replicas of one of the characters with synonymous expressions. Then reproduce the dialogue in a new version in pair work.
3. Exercises for teaching the perception of monologue speech.
Listen to the text, answer the questions in detail.
· Play what you heard with some modification of the end (beginning, middle).
Watch the movie and explain its main idea.
Consider the system of exercises for teaching listening, developed by the methodologist Galskova N.D.
The components of the system of exercises are, as you know, groups, types, types of exercises and their location, corresponding to the sequence of formation of skills and abilities, the number of exercises, the form and place of their performance. Of these components, only the reasoned sequence of the arrangement of exercises remains constant, other components will change depending on the nature of the audio texts, the language training of students, the complexity of communicative tasks and other factors. For example, when listening to a light text, there is no need for elementary operations, to which we include imitation, discrimination between phoneme oppositions or close intonation patterns, identification of synonyms, fragmentation of the text into smaller semantic pieces, etc. A well-trained student does not need, as you know, exercises that develop a perceptual-sensory base, since he has technical listening skills, including phonemic and intonational hearing, instant receptive combination of words and sentences, predictive skills, etc.
In the domestic methodology, two subsystems of exercises are most often distinguished: training / preparatory and speech / communicative.
The subsystem of training / preparatory exercises is an extremely important link in the overall system of exercises, although this is not yet a speech activity, but the creation of a basis and means for its implementation. It is designed to provide the technical side of listening, remove the linguistic and psychological difficulties of semantic perception, develop the skills of logical and semantic processing of signs of a lower level - from words to microtexts.
The subsystem of speech / communicative exercises contributes to the development of the ability to perceive speech messages in conditions approaching natural speech communication (contact and distant), without supports, prompts and preliminary acquaintance with the situation or topic, the exercises teach:
determine the most informative parts of the message;
Eliminate comprehension problems by predicting at the text level;
correlate the content with the situation of communication;
divide the audio text into semantic parts and determine the main idea in each of them;
combine disparate semantic pieces into a whole text;
use perception guidelines (pauses, stress, intonation, rhetorical questions, repetitions, clichés, etc.) to create an attitude to perform a certain activity with a speech message;
A person who speaks a foreign language at the level of its native speakers can purposefully correlate the content with the linguistic form and the situation of communication, which makes it possible to separate objective information from subjective information.
Galskova also subdivides the exercises for teaching listening into preparatory and speech. Let's consider them in more detail.
preparatory exercises.
1. Exercises for teaching speech hearing.
Listen and repeat a few pairs of words:
Identify rhyming words by ear, mark them with numbers, for example:
Sort-pot-part-port(1,4)
Listen to pairs of sentences, put in a graphic key (on a card) “+” if the sentences are the same, and “-” if they are different;
2. Exercises for teaching probabilistic forecasting:
Listen to a number of adjectives (verbs), name the nouns that are most often used with them;
Name the meanings of words formed from elements known to you, for example:
thankful, thank1ess (thank)
Listen to a number of speech formulas, name (in your native or foreign language) the situations in which they can be used;
3. Exercises for the development of short-term and verbal - logical memory:
Listen to a number of isolated words, remember and reproduce from them those that relate to the same topic;
Listen to two or three short phrases, combine them into one sentence;
4. Exercises in recognizing realities and abbreviations by ear:
Listen to phrases containing realities; translate them (write down the realities in the process of perception);
Listen to the text containing the realities; group the realities you understand (proper names, geographical names, names of institutions, etc.). Check yourself with a graphic key;
5. Exercises in the development of word-building and contextual guesses:
listen to a number of verbs, form nouns from them with the suffix - er, for example:
to listen - listener
listen to compound and derivative words formed from word-building affixes (or words) known to you, translate them (or explain their use in a sentence);
determine the meaning of international words according to the context and their sound form;
Speech exercises.
Speech exercises should be carried out on texts that have significant potential in terms of solving communicative and cognitive tasks. When they are perceived, the linguistic form should be realized at the level of involuntary attention, if we are not talking about the most perfect, the so-called critical level of understanding.
Taking into account the need to control the formation of speech skills, as well as the importance of the interaction of listening and speaking in the subsystem of speech exercises, it is advisable to single out the following groups:
a) exercises for partially guided learning to listen;
b) exercises for unsupervised learning to listen;
c) exercises for developing the skills of semantic processing and fixing the perceived information.
The essence of management is the ability to influence the course of any process or state. The specifics of management is that it is purposeful and the goal of management is set in advance.
If we compare individual groups of speech exercises with each other, it is easy to see that the exercises are performed under conditions that facilitate the semantic perception by ear, making it more purposeful, prompted in terms of the direction of thought, clarification of the situation of communication, etc.
The increase in difficulties occurs due to the complication of the language form of the speech message, the increase in the volume of the text, the variation of various sources of information, the reduction / exclusion of visual supports, the elimination of instruction assignments that precede semantic perception by ear, etc.
The effectiveness of exercises for partially controlled learning to listen depends on the repetition of individual techniques, which is extremely important for the initial stage, involving other analyzers along with auditory, especially visual, sustained attention and the presence of creative, predictive mental activity. As a result of performing the exercises of this group, there is a certain “addiction” to the conditions for presenting texts, tuning to a given listening mode, stable performance. As for visual supports, their use should be considered not only as an element of control, but also as a means of individualizing learning.
1. Exercises for partially guided learning to listen:
Look at the picture/series of drawings, listen to the text describing the given situation. In the process of listening, choose one of the sentences for the title of the painting/series of drawings;
· read the plan of the city center of London (Berlin, Paris), listen to the description of this center. Retell the content of the text in a foreign language, based on the plan, as well as on the realities and proper names written on the board;
Listen to the text based on key words/plan. Arrange the words/points of the plan in
sequence reflecting the content of the text;
Listen to the text based on a series of drawings, continue the dialogue/description, matching it with the final drawing;
Listen to the beginning of the dialogue, expand and complete the final remark of one of the partners;
2. Exercises for unsupervised learning to listen:
Listen to the text in the audio recording, divide it into semantic parts and title them / make a plan;
Listen to a fragment of a movie / radio game, play this scene;
Listen to a fragment of a dialogic speech, retell the content of the conversation in the form of a monologue;
Listen to the text, describe the situation of communication;
3. Exercises to develop the skills of semantic processing and fixation of information perceived by ear:
Listen to the text, make an annotation / theses;
Listen to the text, try to fill in all the actual, including digital, material. Group it by importance, give a rationale for your decision;
Compare the audio text you listened to with a graphic text on a similar topic. Compare the content by similarity / difference, give a reasoned assessment.
In this way, each methodologist has his own system of exercises for teaching listening, but they have similarities: both of them distinguish two groups of exercises - preparatory and speech. Also exercises before, during and after listening to the text. Each exercise is aimed at developing students' listening skills and abilities.
1.6 Monitoring the formation of listening skills
The composition of operations into which the perception of sounding speech is divided at various stages of education in secondary school is not the same and depends on the level of formation of listening skills. A beginner to learn a language performs a more detailed analytical-synthetic activity, which, as he learns, turns into a folded automated process of recognizing words and entire sentences.
Since the purpose of any control is to determine the level of formation of speech skills and how accurately and fully the students perceived this or that audio text, then, before talking about ways to test understanding, it is advisable to turn to the question of levels of perception and understanding.
The most famous in relation to listening is the typology of A. R. Luria, who distinguishes four levels of understanding: the level of words, the level of sentences, the level of a complex syntactic whole (semantic) piece and the level of text.
The main difference between these levels is the depth, completeness and accuracy of understanding, as well as the complexity of the operations performed by the listener. Understanding at the level of words is fragmentary, it depends on the relationship between the listener's productive, receptive and potential vocabulary and on his ability to use the determinant function of phrases and context.
Control should also be included in the program of actions with audio texts. Before listening, students should be informed about how the result of understanding will be checked: should they, after perceiving the text, answer questions, complete a multiple choice test or a close test, make a plan for the text or put things in order in the proposed plan, write out key words or enter them in the proposed table, classifying them in accordance with the perceived information, etc. The palette of tasks for monitoring comprehension is very diverse. The main criterion when choosing one or another control task is the purpose of working with audio text and the type of listening (global, selective, detailed). It is hardly possible to count on successful listening if students, oriented before listening to a general, global understanding of a single perception of an audio text, must answer questions that require detailed understanding.
Let us give examples of some tasks for the control of understanding. After listening:
confirm or refute statements;
select illustrations for the text;
Organize the points of the plan;
mark the route plan on the map;
perform a multiple choice test (out of 3-4 statements - one is correct, the rest are distractors);
Perform a recovery test (students listen to the text twice. The second time the text is presented with gaps at predetermined intervals, for example, every 7th word. The task of the students is to write down the missing words in order);
perform an alternative test (yes - no, "+", "- ~);
Choose a text title from several options.
Output on chapter 1. Listening is a complex type of speech activity, has its own characteristics associated with the difficulties of listening. Also, the process of listening has its own specific psycho-physiological mechanisms, such as perception, recognition and understanding of a foreign text. The process of teaching listening comprehension has its own goals and content of teaching listening comprehension, various types of foreign language texts. The process of listening has a system of exercises for learning, which were developed by different methodologists (Filatova, Galskova). Looking through these systems, you can identify similarities and differences between them. In both systems, exercises are divided into two types: preparatory and speech; in the first system, speech exercises are divided into exercises before, during and after listening to the text; in the second system, speech exercises are divided into exercises for partially controlled learning to listen, for unguided learning to listen, and exercises to develop the skills of semantic processing and fixation of information perceived by ear.
2.1 Diagnosis of the level of formation of the skills of listening to the text of students in grade 6
The theoretical provisions outlined in the previous chapters of this work have been tested in practice. The study was conducted according to the method of natural-experiential learning without disturbing the normal course of the educational process.
The work was carried out with an experimental subgroup of students (10 people) of the 6th grade "B" of the MOU secondary school No. 24. The experiment was based on the EMC "English 4" by I.N. Vereshchagina, O.V. Afanasyeva.
The goal is to identify the level of formation of skills in listening to a foreign language text, to conduct an initial diagnosis of 6th grade students.
Starting diagnostics was carried out with a subgroup of students with different levels of knowledge in the field of English.
The students were asked to listen to the text “TheDiscoveryofAmerica” (see Appendix No. 1) and complete the following tasks on the text:
Task number 1
Choose the right option:
1) America is the name of two continents:
a. north america and south america,
b. Europe and Asia,
c. Arctic and Antarctic.
2) First of all America is the name of:
3) Columbus was born in…
4) Columbus discovered the…
b) New continent,
c) New mountain.
5) At first Columbus was going to sail to ...
6) People began to speak about the land as…
a) “the Old World”
b) "the New World"
c) “the New Country”
Task number 2.
Purpose: to identify the level of formation of skills in listening to a foreign language text
1) The word America means the name of the country and the name of the two continents.
2) Christopher Columbus discovered the new continent America.
3) Christopher Columbus discovered the new continent in 1492.
4) Nobody remembers Columbus's voyage.
5) People know everything about this famous discoverer.
6) Columbus was born in Spain.
Task number 3
Answer the questions.
1) What is the name of the country which located in America?
2) When did Columbus discover America?
3) Where was Columbus born?
4) How many miles did Columbus sail?
5) Who gave Columbus money?
6) What the country did Columbus think he discover?
Results:
In the course of listening to a foreign language text with students, I identified gaps in students' knowledge. Many students do not know how to perceive and understand the text at a fragmentary level. There were also difficulties related to the content of the audio text. The text contained dates, place names and proper names. I offered the students enough supports to overcome these difficulties. Almost all students coped with the first task excellently, with the second task it was more difficult for them. In the third task, the students had to answer questions, since their foreign language speech is not sufficiently developed, then no one got excellent marks when completing this task.
Thus, it is possible to distinguish three levels of formation of students' ability to listen to the text.
High level - students were able to correctly choose the correct option, refute or confirm the statement; but could not clearly answer the questions.
Intermediate level - students were able to choose the right option, not all correct statements were confirmed, they answered questions poorly.
Low level - students could not choose the correct option out of 3 proposed, could not refute, refute or confirm the statement, did not answer any questions.
Table No. 1 The results of diagnosing the level of formation of foreign language text listening comprehension skills among students of grade 6 "B"
Diagram 1 The level of formation of skills of listening to a foreign language text among students of the 6th "b" class
Thus, as a result of the diagnostics, it can be seen that two students (Vladimir V., Olga K.) have a high level of formation of foreign language text listening skills. They coped with all the proposed tasks and did not make mistakes in the course of work. The average level of formation of foreign language text listening skills was revealed in five students (Irina B., Oleg N., Dmitry A., Albina R., Kirill.T). These students also coped well with all the proposed tasks, they got confused in geographical names. Three students (Mikhail K., Daria A., Alexander V.) showed a low level of formation of listening skills of a foreign text. The data obtained during the experiment made it possible to correct further work with students.
2.2 Formation of listening skills of a foreign language text of students in grade 6
Teaching English in the 6th "b" grade is carried out according to the educational and methodological complex "English Language" a textbook for the 4th grade of educational institutions, edited by I.N. Vereshchagina and O.V. Afanasyeva.
The training kit consists of the following components:
· Textbook
・Teacher's book
· Workbook
· Audio aid.
The structure of the textbook provides for listening assignments at the end of each lesson: the texts contained in the book for the teacher and on the cassettes of the audio aid, assignments for them in the workbook.
During the period of state practice, lessons on teaching listening were developed and conducted, as well as systems of exercises on the formation of listening skills and skills were compiled.
The study was conducted with a subgroup of students (10 people).
aim this study is an:
1. The development of students' abilities to understand foreign speech by ear, built on program material with the assumption of a certain amount of unfamiliar vocabulary.
2. The development of students' abilities to perceive foreign speech at different levels of understanding.
3. Teach students how to deal with listening difficulties.
4. To develop students' listening mechanisms using various types of exercises.
Fragment of lesson number 1
Topic: Native Americans.
Objectives: 1. Educational:
Formation of skills and abilities of listening to a foreign language text.
2. Developing:
Development of educational and informational skills and abilities;
Vocabulary expansion;
Development of memory, thinking, attention.
3.Educational:
Structure:
1. Organizational moment.
At first I'd like to ask you some questions.
Children, look at the pictures. Do you know who is this? What do they do? How do you think about what will be the text?
These words and word combinations help you understand the text. Please I read and then you repeat it after me.
Smoke a pipe, reservations, native, hunt, friendship, fisherman, wood.
Now we read some proper names from the text:
The Mississippi, Alaska, Siberia, Asia, Indians.
Please repeat the next words after me:
peace - peaceful
Color - colorful
Wonder-wonderful
beauty-beautiful
The suffix –ful makes from nouns to adjective.
3. Formation of skills and abilities of text listening.
Children, listen to the text and say who lived in America many years ago.
Native Americans came from Asia. Over 20000 years ago they traveled across the land between Siberia and Alaska.
When English colonists came to the New World on board the "Mayflower" the Native Americans met them and were very friendly and helped them a lot. In those days people lived in small earth houses and grew their own food. Some Indians ate only grass, nuts and what fruit they could find. Other people were fishermen and lived in wooden houses. Most Native Americans were very peaceful. They wanted to live happily with nature and each other. They believed in many gods and thought that gods lived in trees, stones, water and fire. They believed their gods could bring success in hunting, farming and fishing. They often had special ceremonies with dances and music before they went hunting or fishing or when they began farming.
Native American songs and poems are a very important part of their traditions as they help them to keep their history and culture alive.
Another famous tradition was smoking of a peace pipe. When they smoked this pipe together with people they didn't know, it meant friendship and peace.
Many years ago Native American tribes lived in all parts of the USA, and hunted and fished wherever they chose. Now most of them live in poor lands to the west of the Mississippi River. Many live on "reservations".
Task number 1
Give the title of the text.
Task number 2
Task number 3
Answers to the following questions:
I. Where did Native Americans come from?
2. How did they travel?
3. Where did they live? What did they eat?
4. What did Native Americans believe in?
5. Where do most Native Americans live now?
Task number 4
Fill in the words:
1. Native Americans came from ….
2. Over 20000 years ago they traveled across the land between … and ….
3. Other people were … and lived in wooden houses.
4. Most Native Americans were very….
5. Another famous … was smoking of a peace pipe.
6. Many years ago … … tribes lived in all parts of the USA.
Task number 5
“Yes” or “no”:
1.Native Americans came from Africa.
2. Over 40000 years ago they traveled across the land between Siberia and Alaska.
3. Some Indians ate only grass, nuts and what fruit they could find.
4. Most Native Americans were very evil.
5. Native Americans often had special ceremonies with dances and music before they went hunting or fishing.
4. Summing up.
Fragment lesson №2
Theme: “the Wild West”.
Objectives: 1. Educational:
2. Developing:
3.Educational:
Maintaining interest in learning a foreign language.
Tasks: 1. Train in listening to the text.
Equipment: pictures, handouts, textbook.
Structure:
1. Organizational moment.
Good morning kids! How are you today? What day is it today? Who is missing?
Today we have listening comprehensive lesson.
2. Preparation for the main stage.
Task number 1
Listen and repeat the pair of words.
Repeat the words after me and try to guess their meaning:
Colony, negroes, plantation, rice, tobacco, attack, police, president.
Children, listen to the text and say why the Americans went west.
At the beginning of the 17th century the first colonies appeared in America. Many of them were English colonies, for example, New England. But there were also Spanish, German colonies there. African Negroes arrived as slaves in 1619 and began working on plantations located in the South. They grew rice and tobacco.
There were 13 colonies in America, in 1733. The English King who lived in England, far away, was the King of New England and the other colonies. The colonists in America didn't like that. They didn't want to depend on the English King or on England. The Americans began to fight for their independence and got it. George Washington became the first president of the United States.
In the 18th century some Americans went to the west to look for new lands, and the story of "Wild West" began. In the 19th century people went west to look for gold. They built new settlements and new towns on these lands. Some people were lucky but some were not as they couldn't find any gold. Then they left the towns, so they became empty. Now these "ghost towns" are very popular with tourists.
Life in the Wild West was full of danger. The Native Americans in the west didn't like white people who took their land. Sometimes they attacked them.
There were bears and other wild animals and people had to have guns. Today many Americans still keep a gun in their houses and all American police officers have guns.
Task number 2
Select the title of the text:
2. Colonies in America.
4 African Negroes.
Task number 3
Distribute the points of the plan in the correct sequence:
1.Colonies in America.
2.George Washington.
3.Search for gold.
4. African Negroes as slaves.
5. Danger life in Wild West.
Task number 4
Have you understood the main themes of the text? Then think over the questions and answers:
1. When did the first colonies appear in America?
2. Were all the colonies English?
3. How many colonies were there in America in 1733?
4. Why did the Americans begin to fight for their independence?
5. Where did Americans go in the 18 th - 19 th centuries and why?
6. Why did Americans have to wear guns?
Task number 5
Try to retell the text.
4. Summing up.
Children, you worked very well today. All of you get a good mark.
Say me, what do you know today? good bye
Fragment lesson №3
Theme: “American Symbols”.
Objectives: 1. Educational:
· Formation of skills and abilities of listening to a foreign language text.
2. Developing:
· Development of educational and informational skills and abilities;
· Expansion of vocabulary;
Development of memory, thinking, attention.
3.Educational:
Maintaining interest in learning a foreign language.
Tasks: 1. Train in listening to the text.
Equipment: pictures, handouts, textbook.
Structure:
1. Organizational moment.
Today we have listening comprehensive lesson.
2. Preparation for the main stage.
Task number 1
Learn how to read these proper nouns.
New York, France, the Statue of Liberty, Liberty Island,
the Star - Spangled Banner.
Plate - state, cold - sold,
Better - letter, bell - sell,
Known - own, news - newspaper.
3. Formation of skills and abilities of text listening.
Listen to the text and say all American symbols.
American Symbols.
The American flag is often called "The Stars and Stripes". There are three colors on the flag of the United States - red, white, and blue. As there are fifty states in the United States, there are fifty stars on the American flag: one star for each state.
The American flag has thirty stripes. The stripes are red and white. The flag has seven red stripes and six white stripes. There is one stripe for each of the first thirteen colonies of the United States.
People must know many things about the flag, for example: you should display it 1 only during the day and you should fold it in a special way. In some schools there is a flag in each classroom, and children stand in front of the flag every day. You can see the American flag in shops and offices, in the streets and squares, in small towns and in big cities. You can see pictures of the American flag in newspapers and magazines. Americans are proud of their "flag and display it in many places.
One of the most famous symbols of the USA is the Statue of Liberty.3 France gave the statue to America in 1884 as a symbol of friendship. The Statue is in New York on Liberty Island. It is one of the first things people see when they arrive in New York by sea.
The eagle became the official national symbol of the country in 1782. It has an olive branch (a symbol of peace) and arrows (symbols of strength). You can see the eagle on the back of a dollar bill.
The United States of America has an official song too. It is called "The Star - Spangled Banner".
Every state in the USA has its own flag, its own symbol and its own song too.
Task number 2
Have you learned some new information about the American symbols? Could you answer the questions?
1.What do people often call the American flag?
2.What are the colors of the American flag?
3.How many states are there in the USA?
4.How many stars are there on the American flag? Why?
5.How many stripes has the flag got?
6.What colors are the stripes?
7. Why are there 13 stripes on the flag? What do they mean?
8.What must people know about the American flag?
Task number 3
You have learned about four American symbols. Here are three of them:
The Statue Of Liberty,
- “the Star - Spangled Banner”.
Which one is missing?
Task number 4
Fill in the words:
1. The American flag is red, white and ….
2. There are 13 … on the American flag.
3. There fifty … on the American flag.
4. There are fifty … in the USA.
5. There are 3 … on the flag of the USA.
Task number 5
Noted on the picture the names of places and numbered them in the right order.
Task number 6
Say everything you know about American symbols.
4. Summing up.
Children, you worked very well today. All of you get a good mark.
Say me, what do you know today? good bye
Fragment lesson №4
Theme: “Everyday life in America”.
Objectives: 1. Educational:
· Formation of skills and abilities of listening to a foreign language text.
2. Developing:
· Development of educational and informational skills and abilities;
· Expansion of vocabulary;
Development of memory, thinking, attention.
3.Educational:
Maintaining interest in learning a foreign language.
Tasks: 1. Train in listening to the text.
Equipment: pictures, handouts, textbook.
Structure:
1. Organizational moment.
goodmorningchildren! How are you today? What day is it today? Who is missing?
Today we have listening comprehensive lesson.
2. Preparation for the main stage.
Task number 1
Listen and repeat the pairs of words.
Explain - explanation, relax - relaxation,
Prepare - preparation, translate - translation,
Decorate - decoration, operate - operation.
3. Formation of skills and abilities of text listening.
Listen to the text and say why America is a friendly country.
America is a friendly country with friendly people. In small American towns you hear "hello" to friends and also to people who have just arrived. People easily start to talk with each other. Waiters in restaurants will often tell you their names and talk to you. When you leave they will tell you to "Take care!" or "Have a nice day!". Often, people you have just met begin to ask you personal questions or start telling you all about themselves.
When Americans meet people for the first time they usually shake hands. When they meet friends or relatives they haven't seen for a long time they sometimes kiss them on the cheek.
“Pot luck”, dinners are very popular with Americans.
At a "pot luck" dinner all the guests bring something to eat and usually ask the host or hostess what they would like. Often you bring salad, some vegetables, or something sweet. Usually guests will arrive 10 or 15 minutes late - this gives your hosts time to finish their preparations.
Americans love to get together and to have parties.
Traditional parties are a birthday, moving to a new house, a wedding,4 New Year's Eve and the Fourth of July - Independence Day.
These parties are often informal and there are not many rules for them. Americans like to relax and enjoy themselves. So, maybe the best advise is to relax, smile, and enjoy yourself too!
Task number 2
Give the title of the text.
Task number 3
Divide the text into semantic parts.
Task number 4
1. America is a friendly country.
2. All people in the street you meet say: “Have a nice day!”
3. Americans never ask personal questions.
4. Americans never shake hands.
5. “Pot luck” dinners are very popular with Americans.
6. All parties in America are informal.
7. Americans like to relax and enjoy themselves.
Task number 5
Answer to the questions:
1. Who tell you their names in the restaurant?
2. What do Americans do when meet people for the first time?
3. What do Americans do when they meet friends or relatives?
4. What the name of dinners is popular with Americans?
5. What traditional American parties do you know?
6. What is the best advice?
Task number 6
Say what you can about the way American people live.
4. Summing up.
Children, you worked very well today. All of you get a good mark.
Thus, in the process of work, exercises were selected that corresponded to the age characteristics of the students. At this stage, substitution and answer-question exercises, exercises of a reproductive and productive nature were used, which contributed to the solution of the goals. These exercises were aimed at developing the skills and abilities of listening to the text in 6th grade students. Also, the proposed texts were of country-specific content, which contributed to the expansion of the horizons of students and the implementation of educational goals. Almost all students successfully coped with the proposed material, as a result of which very good indicators were revealed in the level of formation of skills and abilities of listening to a foreign language text.
2.3 Identification of the level of effectiveness of the teacher's work on the formation of text listening skills
The students were asked to listen to the text “ BlueJeans" (see Appendix No. 1) and complete the following tasks on the text:
Task number 1
Selecting the correct answer from multiple options.
Choose the right option:
1. Levi Strauss came to America from
2. In.........he arrived in San Francisco
3. San Francisco is situated in.
4. Levi Strauss had a lot of material to make.....,
5. People were looking for.
6. Levi Strauss colored his jeans blue because.
a) he was fond of this color
b) he wanted to help people
7. Now people.......... wear blue jeans.
b) all over the world
Task number 2.
Purpose: to identify the level of formation of skills in listening to a foreign language text
Confirm or refute the statement.
1.Levi Strauss came to America from Germany.
2. He arrived in New York.
3.He had a lot of material to make tents bf.
4.People looking for gold wanted to have light. beautiful jeans.
5.Levi Strauss colored his jeans because he was fond of the blue colour.
6.People usually wear a pair of blue jeans for more than 3 years.
Task number 3
Answer the questions.
Answer the following questions:
1. When did Levi Strauss arrive in San Francisco?
2. Where are a lot of people and why?
3. What did people look for in California?
4. In what color Levi Strauss did color jeans?
5. Why do people think that jeans are good?
Table No. 2 The results of monitoring the level of formation of skills and abilities of listening to the text among students of the 6th "B" class
Diagram 2 The level of formation of skills of listening to a foreign language text among students of the 6th "b" class
Thus, as a result of the diagnostics, it can be seen that many students have improved their performance. A high level of formation of listening skills was shown by five students (Vladimir V., Olga K., Irina B., Dmitry A., Albina R.,.). These students successfully completed the tasks and did not make mistakes in the course of work. The average level of formation of listening skills was revealed in three students (Oleg N., Mikhail K., Kirill T.). These guys also did a good job with all the tasks offered, allowing only minor ones. The low level of formation of dialogic speech skills remained in two students (Daria A., Alexei V). From the foregoing, we can conclude that the level of formation of listening skills in students of this class increased after the work. In order to form the students' ability to listen to the text, it is necessary to constantly monitor, think through each lesson, choosing exercises for teaching listening of a different nature.
Conclusion for chapter 2. The process of teaching listening should be systemic. Listening skills are formed in stages under the close supervision of the teacher. First, the teacher trains students' listening mechanisms, overcomes the difficulties of listening, and only at the last stage can the level of formation of text listening skills be revealed.
Work on the formation of foreign language text listening skills requires a strict consideration of age and individual characteristics on the part of the teacher.
In the course of the study, one of the main goals of the study was achieved - the development of a series of exercises for teaching listening, the effectiveness of which is reflected in the results of monitoring the level of formation of listening skills, namely, in improving the quality of knowledge of the subjects.
Conclusion
Listening training is very relevant today, since speech communication is impossible without listening. The concept of listening includes the process of perception and understanding of sounding speech.
Based on the analysis of scientific research, it can be concluded that listening is an important aspect in learning English. In the course of the study, a system of exercises was developed that contribute to the formation of skills and abilities in listening to a foreign text.
In the course of educational work, various teaching methods and techniques were used, which stimulated cognitive activity students. The use of methods and techniques proved to be effective.
During the execution of the work, the tasks set were achieved, which made it possible to develop and test the effectiveness of the developed lessons.
It should be noted that the tasks assigned to the study are fully completed:
1. Studied and analyzed the scientific - methodological literature on the topic;
2. The algorithm of work on teaching listening comprehension at the middle stage of teaching English has been determined;
3. The diagnostics of the level of formation of skills and abilities of listening to a foreign language text was carried out;
4. A series of lessons was developed and conducted on the formation of the skills and abilities of listening to the text in grade 6 students;
5. Evaluated the effectiveness of the work done.
However, the study does not exhaust the content of the problem under study and suggests its further study.
List of used literature
1. Babinskaya P.K. Practical course of methods of teaching foreign languages: tutorial/ P.K. Babinskaya, T.M. Leontiev, A.F. Budko. – 3rd ed. – M.: Tetra System, 2005.
2. Galskova N.D. Modern methods of teaching a foreign language: a guide for teachers / N.D. Galskova. – M.: ARKTI, 2001.
3. Gez N.I. Methods of teaching a foreign language in secondary school: textbook / N.I. Gez, M.V. Lyakhovitsky, A.A. Mirolyubov. - M.: high school, 1996.
4. Elukhina N. V. Learning to listen at the middle stage of the school with the teaching of a number of subjects in English: Dis. cann. ped. Sciences. M., 2001.
5. Galskova N.D., Gez.N.I. Theory of foreign language learning: linguodidiactics and methodology / textbook for students of linguistic universities and faculty. foreign language. higher pedagogical educational institutions. - M.: Publishing Center "Academy", 2004.
6. Elukhina N. V., Kasparova M. G. Preparation of educational text for listening / Foreign languages at school No. 2 2005
7. Kolker Ya.M. Teaching listening comprehension of English speech: a workshop: a textbook for students of higher educational institutions / Ya.M. Kolker, E.S. Ustinov. - M .: Publishing Center "Academy", 2004.
8. Kolker Ya.M. Practical methods of teaching a foreign language: study guide / Ya.M. Kolker, E.S. Ustinova, T.M. Enamiva. - M.: Publishing Center "Academy", 2004.
9. Kritskaya I.P. Some syntactic features of the material for listening / foreign languages in school No. 4. 2005.
10. Kuzmenko O.D. Some questions of the methodology of teaching foreign languages at school and university. / M., 2003.
11. Passov E.I. Communicative foreign language education: a guide for teachers / S.I. Passov. - M.: Lexis, 2003.
12. Slednikov B.P. Teaching listening comprehension of foreign speech in high school: Dis. … Candidate of Pedagogical Sciences. M., 2000.
13. Stasyulevichute A.A. Analysis of the reasons for the misunderstanding of the studied vocabulary during its visual perception out of context / Topical issues of teaching the main types of speech activity: Sat.tr. / ed. M.K. Borodulina. M., 1995.
14. Fundamentals of methods of teaching foreign languages / ed. V.A. Buchbinder, W. Strauss. - M.: Higher school, 2004.
15. Methods of teaching foreign languages in secondary school / Ed. M.N. Kolkov. - St. Petersburg: KARO, 2005.
16. Modern theories and methods of teaching foreign languages / ed. L.M. Fedorova, T.I. Ryazantseva. - M.: Publishing house "Exam", 2004.
17. Solovova E. N. Methods of teaching foreign languages: Basic course of lectures: A guide for students of ped. universities and teachers / E. N. Solovova. - M.: Enlightenment, 2002.
18. Methods of teaching foreign languages in primary and basic general education school: textbook for students of pedagogical colleges (under the editorship of V.M. Filatov) / Series "Secondary vocational education". - Rostov n / a: "Phoenix", 2004.
19. Vereshchagina I.N., Afanas'eva O.V. English: textbook for grade 4 with in-depth study of English. - M.: Enlightenment, 2002.
20. Sakharova T.E., Rabinovich F.M., Rogova G.V. Methods of teaching foreign languages in high school. - M.: Enlightenment, 1991.
listening
Unified State Exam 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 the final certification
- Typology of tasks
- Test Format
- Assessment Technology
II. Technology for the formation of skills tested in the "Listening" section
- Task execution strategy
- Technology for performing different types of tasks
- Common Mistakes
- Tips for Avoiding Errors
Types of listening
- Listening with understanding main content
( Listening for gist )
- listening
( Listening for specific information
- listening with full understanding
( listening to detail )
Skills tested at the final certification
Types of listening
Skills
listening
- Determine the main idea
- Define main theme
(a basic level of)
listening
with the extraction of the requested information
(high 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 meaning from 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 for listening
Types of listening
listening
Level of difficulty
understanding the main content
Job type
listening
Number of questions
(Listening for gist)
listening
with the extraction of the requested information
with full understanding
(Listening for specific information)
(Listening for detail)
Assessment Technology
- When completing the tasks of Section 1 "Listening", the examiner receives 1 point for each correct answer.
- The maximum number of points for a section is -
- The recommended time to complete Section 1 is 30 minutes.
Task execution strategies various types
Type of listening
Strategy
1. Read the tasks, 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 key words in assignments..
with understanding
Determine the main idea of the statement
4. Think about synonyms for keywords, because the audio text uses synonymous expressions, not the words given in the tasks.
5. In the matching task, the main idea, as a rule, sounds at the end of the audio text.
6. When listening to audio for the first time
text, focus on keywords / their synonyms, they will help determine the main idea of the statement.
7. When listening again, make the 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 etc.
listening
3. Try to identify which part of speech is missing.
with the extraction of the necessary information
Retrieve requested information
4. Try predict y answer..
5. When listening audio text do not pay attention to unfamiliar words, focus on finding only the requested information.
Type of listening
Strategy
1. Read the instructions for the task carefully.
2. Read the tasks, they will help you navigate the topic of the statement.
listening
3. Underline key words in tasks. Think about what synonyms they can be replaced with.
with full understanding
4. Do not choose answer options just because the same words are heard in the audio text - as a rule, these are distractors. The correct answer is usually expressed by synonymous expressions.
Determine cause and effect relationships
5. Pay attention to information that sounds after opposing conjunctions: “but”, “however”, etc.
6. During the initial listening, try to understand the main idea of the statement.
7. When listening again
focus on synonyms for keywords, make your choice.
TRAINING IN LISTENING STRATEGIES: DISCUSSION OF OPEN LESSONS
- What techniques does the teacher use to teach listening strategies for different purposes?
Technology for performing tasks of various types
Job type
Execution Technology
2. Notice 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 tasks carefully and highlight the key words.
5. When listening to audio text, pay attention
Matching
on synonyms for the keywords you have 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 chosen answer is more suitable for another statement,
which may involve substitution of letters in other answers.
8. Check if you have used the same letter twice.
Job type
Execution Technology
- Highlight keywords and think about what synonyms they can replace.
- The choice of answer should be based only on the information that sounds in the text.
- Choose the answer "true" if the meaning of the statement completely matches the statement given in the task, if it only partially matches, choose "false", if the requested information was not in the text, choose "not given".
Alternative answers
(true/false/not given)
Job type
Execution Technology
- Read the questions 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 provided.
- Think of synonyms for keywords that are used in distractors.
- When you first listen, try to understand the main idea of the statement.
- When listening again, focus on the answer that you think is the most correct.
Multiple Choice
(multiple choices)
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 carefully the instructions for the task.
- Read the tasks and decide what information is requested. When listening to audio text, do not pay attention to unfamiliar words, focus on finding only 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 the answer, you should write down the words that sound in the audio text, interpretation in the form of synonyms can lead to an incorrect answer.
(short answer questions)
Job type
Execution Technology
- Read the instructions for the assignment carefully.
- Determine what part of speech is missing, for example, a noun, a numeral, an adjective, etc.
- Try to anticipate the answer.
- In the answer, you should write down the words that sound in the audio text; interpretation as synonyms may lead to an incorrect answer.
- The answer you wrote down should be consistent with the grammatical structure of the sentence.
Fill in the blanks
USE information support portal: www.ege.edu.ru
- prepare the child for listening through a variety of PRE-listening tasks to generate interest, focus on the topic and update vocabulary before listening;
- help while listening - DURING-listening, to remove difficulties during listening and to focus on some important points and to teach you to hear exactly the right 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 three stages of the lesson of the so-called PDP technique, which allows you to form and improve receptive skills and abilities, reading and listening, and also helps to develop skills in understanding printed or audio text. In addition, the activities in the lesson within the framework of the PDP are organized in such a volume and sequence that students can better understand the content of the text. And I find that the most important part of the PDP is the PRE-listening.
It seems to us that in real life we are not preparing for the perception of 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. Or, attending a lecture, we are also ready to perceive a speech on a certain scientific or cognitive topic, anticipating its content. And in the lesson, the student should also be ready to perceive audio material on a specific topic, since the level of his understanding depends on how we are able to prepare students, set them up for listening.
So what are the goals of the first stage - PRE-Listening?
- Set the situation, the topic that will be discussed - give an idea of what will be discussed.
- Arouse interest in the topic - perhaps by touching on the topic of the 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.
- Update knowledge on the topic - What do you know about ...? Where are they…? What it is? What problems do they face? Why are they important?
- Activate vocabulary on the topic - for example, in the form of a brainstorming microgame “Who knows more words: (verbs, nouns, adverbs) on the topic?”
- Predict content - an attempt to guess by the title, topic, illustrations what the speech might be about.
- Introduce new words - unfamiliar words should not interfere with the perception of speech.
- Check understanding of the purpose of listening - to make sure that students understand the task of listening, have some idea of the content.
You can predict content by title, topic, image supports, keywords and expressions before listening, for example, by filling out a card, for example:
Listening guide:
Sample listening Guide (*)
1. Situation: …………………
2. Speaker "s name: …………….
3.When………………..
4. Where: ……………………….
5 What is the general subject of this talk? ………
6. What is the main point or message of this talk? ……………….
7. What transitional expressions does the speaker use? ………………..
In the process of direct DURING-listening, students should:
- determine what is at stake, where events take place, etc.;
- to pay attention to what remains incomprehensible and formulate a question about it;
- confirm or refute your guesses made during the PRE-listening process;
- draw conclusions and evaluate.
Tempo and pauses during listening are important. Pausing while listening:
- summarize what has happened so far;
- try to guess what might happen next, assuming all predictions are equally probable;
- ask students to explain why they think so, avoiding "right" or "wrong" and using "maybe", "probably".
In order to focus the attention of students while listening, it is also advisable to use handouts - the so-called “Listening guide” (see above)
The POST-listening stage is equally important. He shows:
- how deeply the students understood the audio material;
- how interested they are;
- whether their assumptions were correct.
For this you can:
- review and correct preliminary entries in the “Listening guide”;
- analyze, critically evaluate and draw conclusions on the material heard;
- summarize information, do it in the form of oral statements or presentations, or dramatized 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 speech of the teacher also plays an important role and occupies a considerable part of the lesson, so great demands are placed on it. The main ones are:
- speak in short sentences;
- speak grammatically in simple sentences;
- intotone speech;
- highlight keywords;
- limit statements within the framework of only one topic, further expanding the range of topics;
- use repetitive 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, pantomime techniques;
- ask questions to make sure you are understood;
- give clear and correct tasks;
- use visual supports in the form of pictures or later - support for text;
- at the initial stage of the task also illustrate;
- systematically check students' understanding of the teacher's speech;
- comply with English language rules.
The speech of the teacher is not only tasks in the language, but also the learning process itself. It is advisable to perform Listen-and-Do exercises at the stage of the introductory oral course: teach children a lot of songs and poems, use games, accompany them with pictures, actively use gestures, facial expressions of movement. Music tasks incredibly facilitate perception and help to form and improve listening skills.
The atmosphere in the classroom is also important. Here are some guidelines for teachers about lesson organization. Since listening with understanding is the hardest work in learning a foreign language, and even some stress is possible, it is desirable:
- lead the lesson in a calming, but somewhat intriguing voice;
- encourage children, encourage success, inspire confidence;
- explain that it is not always possible to understand all the words - sometimes this is not necessary;
- children should clearly understand why they are listening, what they should hear;
- develop children's language guess with the help of a system of exercises;
- ask children to look carefully at the teacher, incl. on its articulation;
- ask children to be quiet during listening;
- prepare visual material and visual supports in advance.
I. The easiest 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.
II. Phonemic awareness exercises.
III. We use songs to develop listening skills.
1) Listen to the song and choose the best alternative. - we offer to fill in the gaps in the text of the song while listening.
Hello! …………. day!
Please see you!
Let’s…………..!
Let's………………...!
I will ……………. to you!
IV. Learning listening in a playful way.
Games help:
- to teach students to understand the meaning of a single statement;
- to teach to highlight the main thing in the flow of information;
- to teach students to recognize individual speech patterns and combinations of words in the flow of speech;
- develop the auditory memory of students;
- develop an auditory response
For example:
- Follow me!- Look and do like me, on the topic ‘Action verbs’.
- Is it edible?- Edible-inedible, on the topic ‘Food’, ‘Fruit - Vegetables’.
v. Learning with pencils. An effective technique at the initial stage of learning, when children do not have writing skills in a foreign language, is to combine listening with the children's favorite pastime.
Listening training
in a foreign language in high school
Plan:
the actions of the teacher and students in teaching listening;
stages of learning to listen;
a subsystem of exercises for teaching listening.
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 high school.
Listening teaching technology:
8. Learning to listen using the Internet.
Learning to listen in the methodology of teaching foreign languages was given great importance, since the perception of foreign speech by ear is a complex process, requiring 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 properly organizing and planning this process so that the level of formation of students' auditory skills meets the needs of modern society.
listening- a receptive type of speech activity (WRS), which is the simultaneous perception and understanding of speech by ear and, as an independent WRS, has its own goals, objectives, subject and result. This is a complex skill that cannot be fully automated, but only partially at the level of recognition of phonemes, words and grammatical structures.
Outwardly, this is an unexpressed process, therefore, for a long time in the history of the development of the methodology, listening was not considered as an independent WFD, but was considered a passive process and a “by-product of speaking” (Galskova N.D., Gez N.I. - p. 161).
However, later scientists proved that listening is an active process, during which all mental and mental processes are hard at work, the received information is perceived in the form of a sound form, it is processed and compared with the standards stored in the long-term memory of students, recognition and understanding thoughts.
Listening is closely related to other WFDs: listening and reading are aimed at the perception and semantic processing of information, and this explains the commonality of speech mechanisms that serve receptive WFDs. Listening and speaking are two sides of a single phenomenon called oral speech.
Listening is the only WFD when almost nothing depends on us (listeners), since the linguistic form and content are set from the outside by the speaker, the bandwidth of the auditory channel is lower than, for example, the visual one, respectively, the auditory memory is developed worse than the visual one, therefore, with prolonged listening, fatigue quickly sets in and forgetting what we hear is faster. And, of course, in a real situation of communication 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 TV / radio broadcast, announcements over a loudspeaker at railway stations / railway stations, etc.
Based on the foregoing, we can conclude that it is difficult to teach listening. As practice teachers testify, it is more difficult than for other WFDs, especially since the work on listening does not cause positive emotions among the students themselves.
However, the need to teach listening as a separate, independent WFD is due to the following factors:
samples of foreign speech come through hearing, which, being standards, are laid down in long-term memory, where they are stored;
auditory-speech-motor images are included in all WFDs and, accordingly, it is impossible to teach other WFDs without the development of the auditory analyzer;
the listener (student) develops auditory control, which is included in all WFDs, i.e. a person, when he speaks / writes or reads, controls himself through hearing;
auditory memory develops, without which successful educational activity(since we are talking about the organization of the educational process) and, in particular, it is impossible to master a foreign language.
Listening, as the researchers found, takes up to 40 - 60% of the study time in the lesson, begins with the first phrase of the teacher: “Hello / Good morning / afternoon; Glad to see you; Let’s start/begin our lesson” and ends when summarizing the lesson: “Thank’s a lot for your work; your home-work/task is…;your marks for the lesson are…”.
Therefore, the conclusion about the need for special, targeted training in listening as an independent WFD is obvious.
Listening begins with the perception of speech, the essential features are perceived by the auditory organs and are compared (compared) with the standards stored in long-term memory. If the student does not have solid 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 mechanism of listening are the following mental processes:
auditory perception and recognition (recognition, discrimination);
attention (concentration);
anticipation, anticipation or probabilistic forecasting (anticipation / prediction / forward inferencing);
semantic guess (guessing / inferring from context);
speech flow segmentation (segmentation /chunking) and grouping (grouping);
informative analysis based on the isolation of units of semantic information;
the final synthesis, which involves various kinds of compression and interpretation of the perceived message.
Listening includes the following auditory skills, the integration of which ensures the mastery of this WFD:
hearing and pronunciation skills, that is, the ability of unmistakable, fast, stable simultaneous perception and recognition of a phonetic code brought to automatism;
receptive lexical and grammatical skills.
Psychophysiological mechanisms of listening:
Listening, like any other process of cognition, has 2 sides - sensual and logical. These sides are qualitatively different, but they function in an inseparable unity. Auditing mechanisms are linked to 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 does not hear him either. Perception is improved by increasing the “operational unit of perception” (P.I. Zinchenko). The success of listening depends on the value of this unit: the larger blocks (sound-thinking complexes) will perceive the speech, the more successful will be the processing of the information contained in it. At the initial stage of training, for an immature listener, of course, perception occurs in parts (words), and then - holistically, as an indivisible unit (phrase), but to achieve such a desired level of perception, special training is needed.
Mechanisms of internal pronunciation - necessary for speech analysis, understanding and memorization. The development of internal pronunciation depends on the complexity of the content, the level of knowledge of foreign language by students, as well as on the conditions of perception of the text.
Memory mechanisms – operational(we connect what we hear now with what we just heard, i.e. we connect the end of the phrase with its beginning), the better the memory is developed, the greater the value of the unit of perception; long-term(repository of standards), unlike other speech mechanisms, long-term memory is formed not by special exercises, but by all previous experience.
Mechanisms of comprehension- we highlight semantic milestones for understanding the text, establish semantic connections - "main - secondary".
Here we also consider it necessary to indicate the levels of understanding of the text: from individual words to a sentence and a whole statement. 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.
Mechanisms of anticipation- 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 “presetting” of the speech organs, which contributes to the excitation of certain models in the cerebral cortex. Even before the beginning of perception, as soon as the set to listen appears, the articulatory organs already show minimal activity. Due to this, certain patterns are excited in the mind of the listener, which makes it possible to anticipate, to anticipate what is to be heard. That is why it is necessary to pay great attention to the formulation of the installation.
The understanding of the text is influenced by its semantic organization. The story (text) should be constructed in such a way that the main idea stands out easily, and the details adjoin it. It should be borne in mind that if the main idea is expressed at the beginning of the message, then it is understood by 100%, at the end of the message - by 70%, and in the middle - by 40%.
Mechanisms of comparison - recognition- work continuously, because there is a comparison of incoming signals with those standards that are stored in our long-term memory. Comparison is closely connected with the past experience of a person, 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 potentially active enough, then when the same message is perceived, 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 on the basis of the variability of the material perceived in the past.
Solovova E. N. - pp. 129 - 132.
Audition occurs in 3 stages:
motivational - incentive (motive and purpose);
analytical-synthetic (perception and processing of the text);
executive (understanding).
Types of listening
Before the text, make a table - otherwise it is difficult to perceive ...... ..
It is 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 the skills of recognizing lexical and grammatical material and the skills of understanding and evaluating what was heard takes place. Communicative listening is purpose of learning and is a complex speech ability to understand speech by ear during its one-time reproduction.
Guidedlistening
Study listening - acts as means of education, serves as a way to introduce language material, create strong auditory images of language units, is a prerequisite for mastering oral speech, the formation and development of communicative listening skills.
Educational listening allows multiple (with independent work) and 2-fold (with classroom work, under the guidance of a teacher) listening to the same material. Repeated listening provides a more complete and accurate understanding of the audio text, as well as a better memorization of its content and language form, especially when the listened text is used for subsequent retelling, oral discussion or written presentation.
Depending on the method and nature of working with text for listening in educational listening, there are:
intensive - intensive and;
extensive - extensive listening.
Communicative Listening
Communicative listening - receptive WFD, aimed at the perception and understanding of oral speech by ear during its one-time listening. In foreign and domestic methods, it is customary to distinguish types of communicative listening depending on the communicative setting (training task) and the relationship with expressive oral speech.
Depending on the communicative attitude, orienting on what should be the breadth and depth of understanding, 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 extraction of information;
critical listening - listening with critical appraisal.
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 to and understanding a dialogue or polylogue;
Transactional Listening - listening and understanding monologue speech.
These three types of listening also differ in the nature of the situation in which receptive speech activity takes place. Depending on the situation, the roles of the listener are also varied, which impose restrictions on his speech behavior (the right to start a conversation, interrupt the speaker, ask again, clarify) and thus determine the difficulties of listening to speech.
Skim Listening / Listening for Gist
Listening with understanding of the main content, with the extraction of basic information; introductory listening(Kulish, 1991). This type of communicative listening involves the processing of semantic information from a listening text in order to separate the new from the known, the essential from the unimportant, and to fix the most important information in memory. Training tasks aimed at this type of listening and developing the necessary skills include predicting the content of the text by the title before listening, determining the topic and communicative intention of the speaker, listing the main facts, answering questions on the main content, drawing up an outline of what was heard, summaries and annotations.
Listening to Detailed Comprehension
Listening with a full understanding of the content and meaning, or detailed listening (Elukhina, 1996 a, 1996 b). A complete, accurate and quick understanding of sounding speech is possible as a result of automation of the operations of perceiving a sound form, recognizing its elements, and synthesizing content based on them. Listening with full comprehension requires a high degree of automation of skills, concentration and hard work of memory. In the process of learning to listen with full understanding, students listen to the text, keeping in mind the following post-text activities: retelling the text with a detailed presentation of the content, answering questions to all the facts, drawing up a detailed plan, completing the text, inventing additional facts.
Listening for Partial Comprehension /Selective Listening
Listening with selective extraction of information or "exploratory" listening (Kulish, 1991). The task of this type of listening is to isolate the necessary or interesting information in the speech stream, ignoring the unnecessary. Such information can be important arguments, details, key words, 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 relies 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 sounding text, determine the communicative intention and point of view of the author. Similar to critical reading, this type of listening includes the ability to distinguish facts from opinions, evaluate the point of view of the author (speaker), draw conclusions, interpret, understand subtext.
Interactional Listening / Conversational Listening / Reciprocal Listening
Listening as a component of oral communication, the participants of which act alternately in the role of the speaker, then in the role of the listener. Contact between interlocutors can be direct or indirect, as, for example, during a telephone conversation. In the process of communication, when for each participant, listening alternates with speaking, 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 occurs during the listening process, ask questions again, ask clarifying questions, ask for repetition, explain, express thought differently, that is, rephrase what has been said.
Listening to Interaction
This type of listening is listening and understanding dialogue or polylogue in the case when the listener himself does not participate in verbal communication. This type of listening has its own characteristics in comparison with listening, alternating with speaking in the process of direct verbal communication. There is a need to overcome the difficulties associated with the originality of pronunciation, timbre of voice, tempo of speech of the participants in the conversation. Understanding is hampered by unexpected change of remarks, pauses and repetitions. The process of listening is also complicated by purely linguistic difficulties caused by the peculiarities of the syntax of dialogic speech (incomplete sentences, brevity of replicas, 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 remark, the thread of the conversation may be lost, its content may be missed. The most complete is the perception of oral speech 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 replicas (Bim, 1988, p. 193). The idea of the situation, the participants in the communication and their communicative intentions makes it easier to understand the audio recording of the dialogue or polylogue.
transactionallistening / Non – interactionallistening
Listening comprehension and understanding of oral monologue speech aimed at transmitting information. This type of listening is most often implemented when listening to lectures, audio recordings of literary works, informational radio broadcasts, while watching documentaries, videos and television programs. A prepared monologue (planned monologue), with its more strict structural organization, greater clarity and clarity, is easier to hear than unprepared (unplanned monologue), which can be unpredictable, fragmented, less logical and coherent.
Academic Listening / Listening to Lectures
Listening of lectures by foreign students, students in English-speaking countries. This type of listening - listening and understanding of oral speech aimed at the transmission and exchange of information - is intensively studied in foreign methods due to the increase in the 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 workshops. According to foreign scientists, at present, the attention of researchers is mainly focused on studying the process of listening to lectures, while listening to foreign speech at seminars and practical classes is given less attention. (……, 1994).
Listening to lectures is different:
the nature of background conceptual knowledge, to a greater extent determined by the content of the subject;
increased requirements for the ability to differentiate between essential and non-essential;
characteristics of the exchange of replicas. In general, the lecturer's monologue speech can be periodically interrupted by questions to the audience, replicas that prompt responses, comments, and questions from the listeners. Students are expected to be able, focusing attention for a long time, to understand large in volume and complex in content segments of sounding speech. At the same time, the ability of listeners to rely on auxiliary elements of oral-speech communication (requests for repetitions, clarifications, paraphrase) is limited.
One of the specific learning skills 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.
Difficulties in perception
Make a table
See the following sources for more details:
Solovova E. N. - pp. 125 -129;
Galskova N.D., Gez N.I. – pp. 166 – 171;
Filatov V.M. –p. 239 - 241;
IYASH- 1977 - № 1 - ???
Goals and objectives of teaching listening in high 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;
A program on foreign language for schools with in-depth study of foreign language and gymnasiums. M., 1996;
The project of the interim state educational standard according to IYA - IYaSh - 1993 No. 5 p. 5-17;
FL programs grades 1-4 elementary school educational institutions. M. Enlightenment 1994.
Listening can act as a goal and as a means of teaching other WFDs. It is impossible to teach listening skills perfectly in school conditions. (a task for students for the seminar is to think, explain - why). The boundaries of learning are fixed in the Program. (give examples from the program).
Listening technology
Teacher actions:
Determination of 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 learning 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 students) and the interests of 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 small, consisting of several sentences, and intended for the development of certain listening mechanisms (auditory memory, anticipation, guessing, comprehension, etc.).
Analysis of possible difficulties (linguistic/linguistic, substantive) of the given text.
Determining the conditions for presenting the text (with the help of TSO or directly, from the teacher's voice or an unfamiliar voice, using deployed supports or without supports).
Definition of preparatory work at the pre-text stage, taking into account the identified difficulties.
Formulation of the installation before listening and determining the number of listening / presentation of the text (one or two times, which depends on the goal given by the teacher: is listening the goal or means of learning. Here we consider it necessary to note that at the senior stage learning the setting should aim students at understanding the meaning, not the facts from the text), so, based on the foregoing, special attention should be paid to the formulation of the attitude, since the success of students' understanding of the text largely depends on it.
Determination of ways to control the understanding of the text: the use of speech or non-speech methods of control.
Education listening is carried out in 3 stages:
pretext;
text;
post-text.
Pre-text stage:
orienting remarks teachers about the importance of information contained in the text;
prediction of possible text content by its title/first sentence;
presentation of supports(verbal: keywords, sentence beginnings, plan, questions; visual / non-verbal: pictures, diagrams, maps, etc.).
opening talk, as a rule, in the "teacher-class" mode, in order to identify background knowledge students. Sometimes it is advisable to conduct an introductory conversation in the "student-class" mode, where the student prepared in advance by the teacher plays the role of the same teacher. This technique - "learn to be a teacher" - is traditional, it contributes to the activation of students and the intensification of the educational process as a whole. Of course, the correct use of this technique during the lesson requires a certain amount of time and effort from the teacher. During the introductory conversation, it is also possible:
Removing difficulties(linguistic / linguistic: phonetic - lexical - grammatical and meaningful) of the given text.
Presentation students installations before listening to the text.
Thus, at the pre-text stage, three most significant moments stand out: the introductory conversation, the removal of difficulties, and the presentation of the installation. If listening acts as the goal of teaching another type of speech activity, most often speaking, then these moments are obligatory and the further success of the lesson stage, where listening is taught, depends on the thoroughness of the preparation and conduct of the pre-text stage by the teacher.
Text stage - presentation of the text:
If the purpose 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 , without any difficulties and immediately after listening to the text, the control of its understanding is carried out.
If a detailed discussion of the text is organized and speaking skills are developed at the same time, i.e., as mentioned above, listening is a means of teaching another WFD, then the text is shown 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 the lesson is interesting: it is believed that the text can be presented to students more than 2 times, as much as necessary - 3 or even 4. This is possible if the text is large enough or very difficult for students. We are closest to the traditional position of Russian methodologists: a large text can be divided into several parts and, accordingly, work in parts, and the level of the text should correspond to the level of language proficiency of students, in addition, the text can be adapted by the teacher and more attention is paid to removing difficulties in the pre-text stage. It is hardly advisable to present the text to students in the lesson more than 2 times. 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 connected story, a joke, a riddle, a thematic message, an instruction for some action.
You can compose text using events from the immediate environment of students. For example, the teacher describes the appearance of one of the students or talks about the celebration of Halloween in the classroom / school, or about the last trip to the hostel during the holidays / on a day off, etc.
Sometimes the text can be presented as a message prepared by a student in advance, respectively, in the “student-class” mode (for details, see above, in this case, the “learn to be a teacher” method is used).
And our last remark about the presentation of the text concerns the setting. The setting can be given as a general one for the whole class, it can be varied according to the rows / options, it is possible, given a differentiated approach, to give different settings to different students depending on their level of foreign language proficiency.
Of course, all this requires an individual, differentiated, or, more simply, 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, solid knowledge, as a rule, with a real teacher, he “wins” over all difficulties, both objective and subjective.
See also: Solovova E.N.–p. 135 - 139;
Galskova N.D. –p. 178-181.
Post-text stage - control understanding of the listened text
All methods of control, as a rule, can be divided into 2 large groups: speech and non-speech. Here are some examples:
Non-verbal methods of control:
raise your hand when you hear….;
raise your hand if the sentence doesn't match the picture/text;
execute commands;
testing;
collect a briefcase, arrange furniture (in the dollhouse, pictures on a magnetic board, etc.), dress the doll, etc. in accordance with the text heard;
draw, make a table, diagram in accordance with the content of the text;
select a picture;
arrange the pictures in the correct order;
rearrange the points of the plan in the desired sequence;
guess who/what the text is about;
select (from several proposed) a title for the text;
arrange the verbs in the sequence that reflects the development of the main events in the text.
As can be seen from the non-verbal 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-verbal 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;
agree or disagree;
make sentences that do not correspond to the content of the text, and refer to classmates;
Guess: a riddle, about whom, what city, writer, literary hero, book, country, are we talking about;
choose (from several offered) 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 just listened to and previously read texts;
what is the difference between text and picture;
what is the difference between the two listened chips;
write down key words for retelling;
make a conclusion;
find a phrase that does not fit the meaning;
arrange the sentences in a logical sequence;
what happened before... what happened afterwards;
come up with your own version of the end of the text;
make selections from what you listened to: what, where, when, who, what, what did you do? etc.;
did you like it or not, why, is it good or not, why?;
explain, prove, why, how, why? etc.;
retelling of the text: frontally (in the “student-class” mode), in a chain, in pairs (various options: horizontally, vertically, interchangeable composition), “snowball”.
See also: 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 ... (animal name, related word ..., plural noun, past action, etc.);
listen and raise your hand if the sentence is correct, applies to you;
listen, memorize the list of commands (the 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 - if necessary, in a foreign language);
listen to 2 sentences and determine how they differ;
listen to 3 words and repeat only the one that has the sound /…./…./, or the word that means ……;
listen to 3 words and find "extra", for example,
cat, dog, pupil: 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 belong to the right picture, raise your right hand; if to the left, then raise your left.
In many of the above exercises, words, phrases, sentences can be grouped both lexically and grammatically.
Notes
One of the possible options for teaching listening:
"test - recovery"
Listening training using the Internet system.
The relevance of teaching foreign languages through the Internet is becoming increasingly important today. The Internet system is even regarded as one of the leading modern technologies education, as its educational opportunities are endless. The Internet provides the following opportunities:
organization, planning of the learning process;
search for the necessary information for both the teacher and the student;
selection of texts for students with different levels of foreign language proficiency, which allows not only to intensify the educational process, but also to use a student-centered approach,
which, in general, will ensure a level of foreign language proficiency that meets the modern demands of society.
The above points, from the point of view of teaching methods, make the use of the Internet in the system of teaching foreign languages relevant and provide the most effective development of all types of speech activity, and listening, in particular.
Since the methodology is based on the data of the basic sciences, in this case, on pedagogy and didactics, we know both the didactic and methodological principles of teaching, but here it is necessary to clearly formulate teaching principles not just listening, but listening through the Internet.
In the modern methodology of teaching foreign languages, the leading role is given to the communicative approach, respectively, 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. Principle of immanence . Immanent development is carried out with the help of consistent teaching in a foreign language. At the same time, the attention of students is directed to comprehending linguistic phenomena, understanding the instructions of the teacher in the classroom, and the simultaneous development of all types of speech activity (listening, speaking, reading and writing).
3. The principle of material selection, 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 awareness by students 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 Kolchin A.I. pp. 174 – 177.
Literature:
main:
one). Theory of teaching foreign languages. Linguodidactics and methodology: textbook for students of linguistic universities and faculty.in.language of higher pedagogical educational institutions / N.D. Galskova, N.I. Gez. - 4th ed., Sr. - M .: Publishing Center "Academy", 2007. - S. 161 - 189.
2). Kolesnikova I.L., Dolgina O.A. English-Russian terminological reference book on the methodology of teaching foreign languages. - St. Petersburg: Publishing House "Russian-Baltic Information Center "BLITZ", "Cambridge University Press", 2001. P.101 - 106.
3). Methods of teaching foreign languages: Basic course of lectures: A guide for students of ped. universities and teachers / E.N. Solovova. - M .: Education, 2002. P. 124 - 139.
4). Workshop for the basic course of foreign language teaching methods: Proc. allowance for universities / E.N. Solovova. - M .: Education, 2004. P. 98 - 112.
five). Galskova N.D. Modern methods of teaching foreign languages: A guide for the teacher. - 3rd ed., revised. and additional - M.: ARKTI, 2004. P.175 - 181.
additional:
one). Utrobina A.A. Methods of teaching and learning a foreign language: Lecture notes. - M .: Prior-ed., 2006. P. 47 - 58.
2). Azimov E.G., Schukin 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 - in RGPU im. A.I. Herzen, 2005. - Issue 2.
4). Practical course of methods of teaching foreign languages: Textbook / P.K. Babinskaya, T.P. Leontiev, I.M. et al. Mn, 2005. S.71 - 79.
five). Practicum for the basic course of foreign language teaching methods: Textbook for universities / E.N. Solovova.- M.: Enlightenment, 2004. S. 98-112.
Listening is the process of perceiving and understanding speech by ear at the time of its generation.
In the educational process, listening acts as a goal and as a means. As a tool, it can be used as:
1. Ways to organize the educational process.
2. The method of introducing language material orally.
3. Means of teaching other types of speech activity.
4. Means of control and consolidation of acquired knowledge, skills and abilities.
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Learning to listen in English lessons
Listening is the process of perceiving and understanding speech by ear at the time of its generation.
In the educational process, listening acts as a goal and as a means. As a tool, it can be used as:
1. Ways to organize the educational process.
2. The method of introducing language material orally.
3. Means of teaching other types of speech activity.
4. Means of control and consolidation of acquired knowledge, skills and abilities.
Students should understand by ear a foreign speech, presented once by a teacher or in a sound recording at a natural pace, built on the language material of the 11th and previous grades and allowing the inclusion of up to 3-4% of unfamiliar words, ignorance of which does not prevent understanding what they hear. The duration of sounding connected texts is up to 3-5 minutes.
We offer the following classification of all listening difficulties, developed by us on the basis of the classifications of Elukhina N.V. and Prussakova N. N.:
Main listening difficulties
Difficulties associated with the peculiarities of the act of listening and speech activity of the listener (a wide range of topics, rich language material, a faster rate of speech of native speakers). | Difficulties associated with the peculiarities of the speech of native speakers (non-compliance of the materials of most teaching materials with the criteria of authenticity; difference between spoken and written speech, authentic texts and educational texts, familiar and literary styles). | Difficulties associated with the sociolinguistic and sociocultural component of communicative competence (language, being a phenomenon of a certain civilization, must be studied in the context of this civilization). |
The difficulties of the first group, in turn, can be divided into three subgroups:
1. Phonetic . This implies the absence of a clear boundary between sounds in a word and between words in a stream of speech. There are two aspects of hearing: phonemic (perception of individual linguistic phenomena at the level of words and structures) and speech , which includes the process of recognizing the whole in context. It should be noted that when teaching listening on authentic materials, it is necessary to develop speech hearing. The individual manner of speech can be very diverse and present difficulties for its perception and understanding. In the native language, this difficulty is compensated by a huge practice in listening, however, the experience of listening to foreign language speech among students is very limited.
2. Grammar . A number of grammatical difficulties are associated primarily with the presence of analytical forms that are not characteristic of the Russian language; grammatical homonymy should also be attributed to difficult phenomena. Perceiving the phrase, the student must divide it into separate elements, that is, informative features of the sounding phrase, which are physically expressed by the corresponding speech qualities. There are three physically expressed speech parameters: intonation, pause and logical stress. This means that for successful understanding of a foreign language text, attention should be paid to the development of students' skills of adequate perception of intonation, pause and logical stress.
3. Lexical . It is the presence of many unfamiliar words that students point to as the reason for misunderstanding the text. We think it necessary to elucidate this problem in more detail. The main difficulty in the perception of foreign speech is that the language form long time is an unreliable support for semantic forecasting, because it is on it that the student's attention is concentrated, although he cannot change it. Therefore, it is necessary to develop in him the ability to receive information even in the presence of unfamiliar linguistic phenomena, by filtering, selecting and approximating it. Students need to be specially trained in the ability to understand by ear speech containing unfamiliar vocabulary.Misunderstood or misunderstoodparts of a speech message (word, phrase, phrase) are restored by the recipient due to the actionprobabilistic forecasting(the ability to foresee the new based on what is already known), therefore, it is necessary to achieve prediction of the meaning of the statement, when the form and content form a complete unity.
Obviously, understanding a text containing unfamiliar words is possible if:
Unfamiliar words will not be supporting (“semantic milestones” - essential for understanding the content of the word, more often than other parts of speech, nouns and verbs, which, being unfamiliar to the recipient, can significantly complicate the understanding of the text.
Unfamiliar words will act as the least semantically informative elements of the sentence, that is, the understanding of the meaning depends on the syntactic function of the word, on how the communicative load is distributed among the members of the sentence. So, the subject, predicate, object, being the components of the most informative connections, are well remembered and reproduced.
The difficulties of the second group are as follows. Studying in his homeland and not having sufficient contacts with native speakers, the student, as a rule, does not have the necessary background knowledge (knowledge of the world around him in relation to the country of the language being studied), so he interprets the speech and non-speech behavior of a native speaker from the perspective of his culture and their norms of behavior in certain situations of communication. This can lead to a misunderstanding of the perceived information and disruption of contact.
To overcome this difficulty, language, being a phenomenon of a certain civilization, must be studied in the context of this civilization. This provision is reflected in the sociolinguistic and sociocultural components of communicative competence.
Under sociolinguistic competencemeaning knowledge of the norms of using the language in various situations and possession of situational options for expressing the same communicative intention, respectively, the listener must know these options and understand the reasons for using one of them in the context of a particular communication situation.
Sociocultural competenceimplies knowledge of the rules and social norms of behavior of native speakers, traditions, history, culture and social system of the country of the language being studied.
Therefore, the student must have the ability to perceive and understand the oral text from the position of intercultural communication, for which he needs background knowledge. Only with this knowledge, the listener can correctly interpret the verbal and non-verbal behavior of a native speaker.
types of learning listening:
the purpose of investigative auditing is to obtain important and necessary information, while the subsequent transmission of information is not expected;
the purpose of introductory listening is to obtain information of an educational and entertaining nature without subsequent transmission;
the purpose of active listening is a detailed capture and memorization of information for subsequent mandatory reproduction.
In conclusion, we would like to point outfactors that determine the success of listening to foreign speech.
1 . Objective factors depends on:
the recipient himself (depending on the degree of development of speech hearing, memory);
conditions of perception (temporal characteristics, number and form of presentations, sound duration);
linguistic features - linguistic and structural-compositional complexities of speech messages and their correspondence to the speech experience and knowledge of students.
2. Subjective factors depends on:
the needs of students to learn something new, from the presence of interest in the topic of the message, from the awareness of the objective need for a foreign language, etc.
Successful mastery of listening involves the removal or overcoming of its difficulties.
1.3 Stages of work on listening
There are three stages of work on listening:
pre-text stage (Before listening)
stage of own hearing (While listening)
post-text stage (Follow-up activities)
Let's consider each of these stages.
pre-text stage.
If in real situations a person roughly imagines what an oral message can be about, and accordingly determines strategies for himself when he perceives it, then in the conditions of educational listening this is possible only at the pre-text stage of working with audio texts. The degree of motivation of listeners and, consequently, the percentage of assimilation of the content also depends on the primary installation. In addition to strengthening motivation and formulating a mindset for primary listening, the teacher at this stage can remove possible difficulties, depending on the level of formation of those listening mechanisms and those potential difficulties that I mentioned above.
Let's consider some of the most typical settings and tasks for this stage of working with text and analyze their advantages and disadvantages.
1. Discuss questions/statements before listening.
Of course, it will be possible to determine the correctness of the answer only after listening, but isn't it interesting to anticipate events using your life experience and guesswork? After such an exercise, even skeptical schoolchildren will listen more attentively, because the point is not just some text, but also their insight. The task becomes personally significant.
Exercises and questions do not so much ask for information as carry it. schoolchildren hear those words that will then be used in the text, because the context is already defined, and with it the semantic field is also defined. Here, both semantic and linguistic forecasting and speech hearing come into force, which, in turn, is helped by the preliminary pronunciation of a significant part of the information. While listening, you no longer need to be distracted by minor details, but you can concentrate on those moments that will be important for repeating the same task.
Much depends on the content of questions and statements, their semantic and linguistic value. With their help, you can highlight and remove those linguistic difficulties that will occur in the text; pay attention to precision words that may otherwise escape the attention of an inexperienced listener; emphasize those nuances of the substantive and semantic order that will be worthy of discussion in the future. If the proposed statements and questions are too straightforward, faceless or primitive, then this alarms the students, deprives the task of meaning, and with it, of interest.
2. Guessing from the title/new words/possible illustrations.
The teacher can invite students to guess the approximate content of the text from the title, from unfamiliar vocabulary, which he previously explained, or from illustrations.
3. A brief summary of the main topic by the teacher, an introduction to the problems of the text.
This message can be turned into a small conversation by asking the students to identify what they already know about the problem, as well as formulate questions they would like answered. This task is also a listening setting, since the students will be looking for these answers, and a knowledgeable teacher can always steer the discussion in the right direction and provoke questions that he knows are covered in the text. Here you can familiarize students with the vocabulary necessary for understanding the text.