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Lesson Development

TEACHING LISTENING IN ENGLISH LESSONS

Compiled by:

English teacher

A.Yu. Kashintseva

Introduction

1. Theoretical part

1.1 What is listening

1.2 Difficulties in listening

1.3 Auditing mechanisms

2. Practical part

List of used literature

Attachment 1

Appendix 2

Appendix 3

Introduction

In the modern educational standard for foreign languages mastering listening skills is considered as one of the learning objectives in the framework of the development of language competence. Undoubtedly, the skill of listening is the key to the formation of the language competence of students, since listening is also a means of learning.

The purpose of this work is to get acquainted with the main difficulties in teaching listening and listening mechanisms, get acquainted with the system of exercises for developing listening skills, and consider listening as a means of teaching a foreign language.

1. Theoretical part

1.1 What is listening

Listening is a receptive type of speech activity, which is the simultaneous perception and understanding of speech by ear.

“The term listening comprehension was introduced into the domestic methodology not so long ago and means the process of perception and understanding of speech by ear. This term is not used in English. "Listening comprehension" (perception and understanding by ear), according to foreign methodologists, most accurately conveys the essence of this independent type of speech activity.

Outwardly, this is an unexpressed process, therefore, for a long time in the history of the development of the technique, listening was not considered as an independent type of speech activity, but was considered a passive process and a “by-product of speaking”. Listening plays a significant role in modern English teaching methods, as it is a skill that contributes to the development of other basic language skills. Today, listening is a means of teaching foreign languages.

“Working with audio texts, we simultaneously practice lexical, grammatical and phonetic skills. Audio texts provide information for discussion, which in turn involves the further development of speaking and writing skills. Thus, listening is a learning tool.

1.2 Difficulties in listening

Listening is one of the most difficult types of speech activity. “Firstly, it is characterized by one-time presentation, since in real situations of communication repetitions are often simply excluded”, and secondly, it is not possible to adapt the speaker’s speech to the level of understanding of the listener. Thirdly, the speaker's speech has a number of individual characteristics (accent, manner of speaking, dialect, pronunciation features, etc.), so it takes time to get used to the sound of the speaker's voice, which creates certain difficulties for understanding.

E.N. Solovova distinguishes three groups of objective difficulties in listening: difficulties due to the conditions of listening, difficulties due to the individual characteristics of the source of speech and difficulties due to the linguistic characteristics of the perceived material. Also, the author highlights possible linguistic difficulties arising from precision words - numerals, names of days of the week, months, proper names and geographical names. These words do not carry personally significant information and are poorly remembered by ear. The words of this group represent a significant obstacle not so much for understanding, but for remembering speech from the ear.

When teaching listening, the teacher needs to take into account these difficulties and select audio material in such a way as to teach students to overcome these difficulties. It is advisable to start learning listening comprehension with video material, since the presence of a source of speech greatly facilitates understanding. Then, gradually switch to audio texts. The material for training the listening skill should contain interference and background noise, as this brings the listener closer to the conditions of speech perception in a real language environment. It is very important that trainees have the opportunity to listen to male, female, children's and adolescent voices, as well as older people and people from different walks of life. Because the speech of the BBC announcer will differ even from the speech of the representative of the middle class and very different from the speech of the representative of the working class. Given the role of English as an international language of communication, it is important to include audio recordings of people speaking English with a variety of accents in the later stages of teaching. As for the level of excessively unfamiliar vocabulary in the presented audio material, it should not be too high. As E.N. Solovova “when teaching listening, the teacher focuses on the speech experience of students, corrects it and chooses the appropriate structure for working with audio text. Understanding the potential difficulties that a particular text presents for a particular audience can help to competently organize the training of the necessary speech skills.

All of the above difficulties can also play a positive role in learning to listen, as they can be used as a "challenge" or incentive to study the problem. Of course, this is possible in conditions of multiple listening to the material.

Suppose a student cannot make out some words and expressions due to background noise (the dialogue takes place in a shopping center).

To solve the problem, he has to listen to the recording several times, listening carefully and trying to remember those lexical units that he met in a similar context before.

If the text is replete with unfamiliar vocabulary, then this encourages the student to understand the meaning of words, grammatical structures and, especially, idiomatic expressions.

Thus, he is involved in the process of independent research and “acquisition of knowledge”, and, as you know, the knowledge obtained in this way is much more functional than the knowledge obtained from the presented material. Thus, when choosing and preparing audio material, it is advisable not to try to remove or anticipate possible difficulties in understanding, but, on the contrary, to use it to stimulate the development of language skills, i.e., to make difficulties work for the result.

1.3 Auditing mechanisms

To determine the correct methodology for the formation of skills and abilities in listening, it is necessary to take into account all of the above difficulties and mechanisms of listening.

In the domestic methodology, there are four main mechanisms of listening: speech hearing, memory, probabilistic forecasting and articulation.

“Speech hearing provides the perception of oral speech, dividing it into semantic syntagmas, phrases, words. Thanks to this mechanism, familiar images are recognized in the flow of speech ”(E.N. Solovova). There is a system of exercises for the development of speech hearing, which must be given a place in almost every lesson.

In the process of understanding speech by ear, two types of memory are involved - long-term and short-term. Short-term memory retains what is heard, and long-term memory is involved in the processing of perceived material. In the learning process, another type of memory is formed - working memory. This is short-term memory, capable of retaining information for longer when set to memorization.

"Probabilistic forecasting is the generation of hypotheses, the anticipation of the course of events." Knowledge of the context and compensatory skills are associated with the mechanism of probabilistic forecasting. Allocate semantic and structural forecasting. Semantic prediction is determined by the knowledge of the context and speech situations possible in this context. This must be taken into account when choosing audio material. So, in profile classes with an in-depth study of computer science, a listening text that touches on programming problems will be quite appropriate and even useful as subject material. Whereas in specialized biology classes, work in such an audio text will not make sense. Also, when selecting audio material, it is necessary to take into account the age of students and their interests, as well as individual characteristics. If all of the above conditions are taken into account, then the mechanism of semantic prediction will work most effectively in listening. There is also linguistic forecasting based on the volume of the semantic field, knowledge of lexical and grammatical structures, speech situations and speech models. “Linguistic forecasting is supported by semantic and vice versa” (E.N. Solovova). However, one should not make an installation to rely entirely on probabilistic forecasting when performing control tasks in listening, since confidence in the knowledge of the context or lexico-grammatical structures can be misleading, weaken attention and lead to incorrect performance of the task. For example, in a task for an elementary school to match pictures with days of the week, a student is likely to assume that the picture “picnic” refers to Sunday or Saturday, while the audio text refers to the school leaving for a picnic on Thursday.

It is easy to make a mistake when answering questions from an interview with a representative of the Arab world. When asked what days the interviewee plays his favorite sport or goes on vacation with his family, representatives of European culture are likely to choose Saturday or Sunday, while in the Arab world the days off are Thursday and Friday. Thus, we can say that probabilistic forecasting is extremely important for listening and it is necessary to make a lot of efforts for its development among students. However, one cannot fully and completely rely on semantic and linguistic forecasting when performing control tasks during listening.

Articulation is a very important listening mechanism. “When listening, there is an internal pronunciation of speech, i.e., articulation. The clearer the pronunciation, the higher the level of listening” (E.N. Solovova).

In the "upward" process, understanding is seen as the process of deciphering what has been heard. The level of lexical and grammatical language competence is the starting point for "bottom-up" processing of information in listening.

Heard is analyzed for familiar vocabulary and knowledge of grammatical structures allows you to build connections between sentences and parts of the audio text. According to Clark, Clark (1979) this perception mechanism can be briefly described by the following stages:

1. Students perceive speech and store its phonological image in working (operational) memory;

2. They immediately try to organize the phonological image into directly constituent sentences, determining their content and function;

3. Students build sentences in a logical order;

4. Having determined the semantic meaning of what they heard, students retain in their working memory the meaning of the audio text, and not the phonological image. Thus, the exact words of the audio text are evicted from memory.

With the "upward" mechanism of information processing, the listener mentally breaks the text into components, which allows you to highlight the main thing in each of the components.

D.S. Richards gives the following example to illustrate the mechanism of listening described above:

Once I heard this phrase:

“The man I sat next to on the bus this morning on the way to work was telling me he runs a Thai restaurant in Chinatown. Apparently, it "s very popular at the moment".

The listener mentally breaks it down into the following components: the man / I sat next to on the bus / this morning / was telling me / he runs a Thai restaurant in Chinatown / apparently it / s very popular / at the moment.

Dividing what is heard into components helps to determine the intended meaning of what is being said. Namely, the components line up in complete sentences that describe the picture of what is happening:

I was on the bus. There was a man next to me. We talked. Didn't say he runs a Thai restaurant. It is in Chinatown. It's very popular now.

These sentences are stored in RAM, not the text originally heard.

The level of grammatical competence affects the correct construction of semantic sentences. The intonation of the speaker allows you to determine the emotional color of the statement, which also contributes to better memorization.

In order for students to use the "bottom-up" mechanism of information processing in listening, they need to have a wide range of vocabulary and extensive knowledge of grammatical structures and sentence construction laws in English.

In contrast to the "ascending" method of information processing in listening, the "descending" method involves the use of background (presuppositional) knowledge when understanding audio text.

Whereas in the "ascending" method, understanding proceeds from linguistic structures to meaning, in the "descending" method, on the contrary, from meaning to linguistic structures. The background knowledge necessary for understanding speech may be previously acquired knowledge of lexical units on a given topic, similar situations and possible causal relationships between them.

For example, we hear the following statement:

“I heard on the news there was a big earthquake in China last night.”

If we recognize the word earthquake, then we are interested in learning the following:

Where exactly was the earthquake?

Did it cause a lot of damage?

Were many people killed or injured?

What rescue efforts are underway?

These questions guide the understanding of the following information in the right direction. They focus our attention on the essentials.

In real language situations, there are both "ascending" and "descending" ways of processing information during listening. The predominance of one or another mechanism depends on how well the listener is familiar with the topic of the message, the content and saturation of the audio text with information, and also on the purpose for which this material is being listened to.

For example, if the audio material being listened to is a culinary recipe, then a listener with a certain culinary experience will use a "top-down" information processing mechanism, comparing the proposed recipe with his knowledge in this area. Whereas, a culinary beginner will listen carefully to every word, trying to write down all the details, using the “bottom-up” way of processing information when listening.

1.4 System of exercises for teaching listening

“Building a system of exercises for teaching listening is one of the main problems associated with teaching this type of speech activity. There are various classifications of exercises. Exercises are divided into language and speech (I.V. Rakhmanov), language, pre-speech and speech (S.F. Shatilov), conditional-communicative, conditional-speech and communicative, speech (E.N. Passov, L.V. Skalkin ). These classifications are based on the criterion of the direction of exercises for the development of language skills or speech skills. (M.L. Weissburg, E.A. Kolesnikova).

In addition, preparatory and speech exercises are distinguished for teaching listening (Vaisburg M.L., 1965, Morozova I.D. 1993). From the standpoint of the activity approach I.L. Bim proposes to single out in relation to all types of speech activity: orienting, performing and controlling exercises.

E.N. Solovova offers the following system of exercises for the development of listening skills: repetition of foreign speech after the speaker (development of articulation), exercises for the development of speech hearing, exercises for memory training and exercises for training probabilistic forecasting.

This classification is characterized by a practical orientation and helps to properly organize work with audio text in the lesson. Consider each type of exercise of this system in more detail.

Repetition of foreign language speech after the announcer is a basic exercise. E.N. Solovova believes that this type of training exercise develops all four mechanisms of listening.

The heard text is divided into syntagmas, familiar words and structures are recognized, which contributes to the development of speech hearing. To repeat the text, it must be memorized, and this is the development of memory. Probabilistic forecasting allows you to make up for what was forgotten during a linguistic guess. Articulation is practiced most effectively in this type of work. E.N. Solovova believes that the synchronous repetition of the text after the speaker is very useful, but at the same time a very difficult exercise, even for people who speak the language well and actively.

Synchronous repetition of the text behind the speaker (speech shadowing) is a technology first used by L.A. Chistovich in the 50s to study the mechanisms of speech perception and stuttering problems. With synchronous repetition, the interval between speech and repetition is 254-150 microseconds, which corresponds to the time of pronouncing one syllable in speech. Although outwardly a person only repeats words, syntactic and semantic processes of information processing take place in his mind. This type of work is suitable for the final stage with audio text and the level of its performance shows how successful the work with this material was.

It is advisable to introduce synchronous repetition after the speaker by ear from the so-called "echo reading" (shadow reading). "Echo reading" is a method first proposed by M. Geddes and D. Sturtridge (Marion Geddes and Gill Sturtridge). The first stage of "echo-reading" is to independently read a small passage of text to yourself, at your own pace for its complete understanding. The next stage is repeated listening to the passage. The final stage is the use of the recording to repeat the text after the speaker in sentences, in parts and in full, based on the printed text visually.

This approach allows for the comprehensive development of language skills and listening mechanisms. However, I would like to note that in the case of working with audio recording texts for listening tasks, the actual text of the audio passage (script) should be presented only after completing all kinds of tasks for understanding speech by ear.

To see the advantages of this method for the development of listening skills, it is necessary to note distinctive features spoken audio text and printed text.

Audio text, as a rule, has a linear structure. A unit of text is part of a complex sentence.

Working with audio text while visually relying on printed text gives a synergistic effect.

Firstly, it allows you to identify the features and differences of spoken audio text and use this knowledge for probabilistic forecasting in the future.

Secondly, this type of work trains correct articulation when reading printed text, which is important both for the formation of phonetic skills and for the formation of oral speech skills. Also, this method allows you to connect the visual mechanisms of perception of information and thereby achieve the most complete understanding of all possible aspects of the language being studied.

And most importantly, this is one of the most effective ways to use listening as a means of teaching a foreign language. The systematic use of "reading echo" in English lessons allows students to acquire the right strategy for learning other foreign languages.

It is necessary to form this right habit from the very first English lessons.

The method of "echo reading" (shadow reading) and the method of synchronous repetition (speech shadowing) are well applicable in home reading lessons. To do this, you need to choose a reading aid with sound accompaniment. Students use only audio when doing homework, and they see printed text only in class.

This type of work increases the motivation and interest of students in working with a work of art and at the same time allows you to actively develop listening skills, phonetic skills, reading skills, expand the lexical range and work out grammatical structures. The practical part of the work presents a schematic plan for a home reading lesson using an audio recording of a work of art.

Exercises for the development of speech hearing - “this is listening with visual support. The support can be both printed text and pictures.

An excellent example of such listening is educational videos, where the picture almost completely reflects the content of the text. (E.N. Solovova).

A video film can serve as a good material for the development of almost all listening mechanisms. You can use the video excerpt as follows:

1. Presentation of the title of the video film and discussion of assumptions about its possible content;

2. Watching a video movie with the sound turned off. Students draw conclusions about the correctness of their assumptions and build new ones. Also, they make a list of possible lexical items that, in their opinion, they will meet in the studied passage. This type of work can be performed both in Russian and in a foreign language, depending on the level of foreign language proficiency of students. At the same time, the skill of forecasting develops and long-term memory is activated;

3. Performing typical tasks of the “before listening” stage. It is especially important to include discussion of questions/statements in such exercises. As E.N. Solovov “after such an exercise, even skeptical students will listen more attentively, because the point is not just some text, but their insight. The task becomes personally significant”;

4. Watching a movie with the sound turned on and performing typical tasks "while listening";

5. In the complex of exercises of the “after listening” type, when working with a video film, you can also include “voicing” of the passage being studied. As a rule, this type of work is very to the liking of most students, regardless of their age. In addition to the development of such mechanisms as articulation and speech hearing, the successful completion of such exercises serves as a good motivation for further work.

Exercises for the development of speech hearing also include “directed listening. This is listening for the recognition of specific words, structures, the extraction of specific information. It can be accompanied by action. For example, students should clap their hands, stand up, show a card. (E.N. Solovova).

To exercises for training memory E.N. Solovova classifies the following types of exercises:

Answer questions, agree or refute statements after listening to the text;

Listen to the text, and then compare it with the printed one and find discrepancies;

Remember all the dates, names, geographical names, etc. used in the text, and repeat them in the same sequence;

Listen to the words and group them according to any sign;

Listen to the words and repeat only those that relate to any one topic.

For memory training, you can also offer the following activities:

Listen to the message and arrange the excerpts from the given text in the correct order. For this type of work, you will need to cut the text of the audio message into separate pieces;

Listen to the story and put the pictures depicting the events in the correct order. Such a task is very well suited for elementary school and, as a rule, children like it very much;

Record audio text. Such an exercise is suitable for independent work performed at home. Very well develops many mechanisms of listening, as well as the ability of students to independently cope with the difficulties that arise when understanding foreign speech by ear;

Write down a summary of what you heard.

To exercises for training probabilistic forecasting E.N. Solovova includes the following types of activities:

1. choose definitions for words;

2. make possible phrases with nouns / verbs, adverbs, adjectives;

3. within the framework of specific situations, compose the most typical phrases. Cliches and translate them;

4. exercises in the logical development of the idea, which involve the ability to complete a phrase, text;

5. identify content by title, illustrations, keywords, questions, etc.

The task - to guess how events developed at the beginning and in the middle of history based on the heard end of history, can also contribute to the development of semantic forecasting. Also, the following type of work can be considered a good exercise: suppose what was said by the interlocutor on the other end of the wire.

When performing tasks of this type, both semantic and structural forecasting develops.

Structural forecasting develops well when performing tasks such as - fill in the gaps. Before listening, students predict what type of information they will need to fill in the gaps, thereby adjusting their attention to specific information: dates, names, place names, activities, etc. You can also predict which part of speech the words and phrases that fill in are likely to belong to. passes.

For example, students are asked to complete the following task:

You will hear a telephone conversation between Jenny and Paula. For questions 1-5, fill in the missing information.

Tasks for the formation and development of probabilistic forecasting in this case can be the following:

1. What part of the speech is the word in number 1? What does it mean?

2. In which questions are you expected to fill in centuries or decades?

3. What building can be converted into a house?

4. What can be there too many in a house?

Such tasks also contribute to the development of lexical and grammatical skills.

To the system of exercises for developing listening skills, foreign methodologists offer a system of strategies for understanding foreign speech by ear. (Jack C. Richards “Teaching Listening and Speaking”). Strategies are how students go about completing a listening task. Mastering the right listening comprehension strategies by students engages students in the listening process and allows them to effectively develop this skill. There are strategies (Buck 2001): cognitive (cognitive) and meta-cognitive.

Cognitive strategies include understanding information, storing information in memory, and recalling information from memory.

Meta-cognitive strategies include: situation assessment, planning, monitoring, self-assessment and self-control.

Goh and Yushita (2006) conducted an experiment in a Singapore school to teach meta-cognitive listening strategies to children aged 11-12 and obtained the following results:

Students began to understand English more deeply and be aware of the possible difficulties that arise in listening;

Students began to perform tasks more confidently;

Students easily overcame the difficulties that arise in listening;

The results of students in the listening exam have increased significantly.

Undoubtedly, in the educational process it is necessary to pay attention to all kinds of strategies for understanding speech by ear. "Students should learn to independently choose a strategy for perceiving the text, depending on the communicative intention or communicative task and the characteristics of the audio text." (M.L. Weissburg, E.A. Kolesnikova).

It is also important that in the structure of skills and abilities that provide mastery of different types and strategies of listening, along with specific skills and abilities, there are skills and abilities common to all types of speech activity. Therefore, it is necessary to teach students to use the acquired listening skills as a means of learning a foreign language.

1.5 Listening as a learning tool

Listening is not only a goal, but also a means of learning. It is not easy to draw a clear line here. Audio texts provide information for discussion, which, in turn, involves the further development of speaking and writing skills ...

Even the term "speaking" initially implies both listening skills and speaking skills. Dialogue as a form of oral communication is impossible without well-formed listening and speaking skills. (E.N. Solovova, 2006).

“Recently, such a term as “critical listening” has begun to appear in the methodological literature (Elukhina N.V. 1996, Kolesnikova I.L., Dolgina A.O., 2001).

This type of listening is of great value for the personal development of students and the development of their value orientations, as well as the skill of critical thinking.

An important role in the use of listening as a learning tool is played by "conscious perception of information" (Schmidt, 1990).

Conscious processing of the information heard allows you to include new knowledge in your language competence and apply it in oral and written speech. Schmidt (Schmidt, 1990) distinguishes between input information (input) and learned information (intake). Assimilated information is those lexical units, phrases or grammatical structures and techniques that were not only heard and understood, but also to which attention was paid (“that part of the input that the learner notices”, Schmidt) which is consciously “registered” by working memory and serves as the basis for the further development of language competence.

In order to correctly use listening as a learning tool, it is necessary to distinguish between situations in which listening as understanding of what is heard plays a major role and situations where further work with the audio text is appropriate. Which way to use the audio material depends on its content and form. (Richards, 2008).

There is a type of task for listening, which is called educational listening (Guided Listening). It is believed that educational listening - directly acts as a learning tool, serves as a way to introduce language material, create strong auditory images of language units, is a prerequisite for mastering oral speech, the formation and development of communicative listening skills. 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.

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 - intense;

Extensive - extensive listening.

The use of listening as a learning tool in English lessons gives good results for the formation of meta-subject regulatory skills, when working with fiction for home reading, when working with news information (political, social and popular science) and when studying grammatical constructions.

The use of listening for the formation of meta-cognitive regulatory skills primarily consists in the formation of the skill of listening carefully and respectfully to the interlocutor. This is also the important educational role of this type of activity. This is very easy to organize in the lessons of oral speech practice. When students listen to their classmates. They can perform tasks to extract specific information from a story or analyze the most common grammatical structures and lexical content of an utterance. So, for example, when listening to a monologue on the topic “The Story of My Life”, you can ask the class to write down all the dates that occur in the message and the events associated with them. Then, make a short message using the notes and check them for correctness with the help of the narrator. Also, in the future, you can summarize the information obtained when listening to all messages, summarize, find patterns and draw conclusions.

Tasks that develop the skill of listening carefully should be set when listening to presentations and defending projects at school. Students do not just listen to the message and watch presentations, but fill in the tables or answer pre-suggested questions. For example, students give short presentations on the topic of Festivals in Britain. Listening classmates answer the questions by filling in the following table.

Table 1:

After the speech is over, the listeners ask questions to the narrator to fill in the information that they did not have time to write down or did not hear. It is advisable to give such tasks when information is presented that was previously unfamiliar to students (when reporting the results of design and research activities). It can be said that the involvement of listening in the control and practice of monologue speech contributes to the development of the skill of "academic listening" (Academic Listening) - the skill of "actively" listening to lectures.

Another, no less important meta-subject skill - the skill of setting goals and choosing ways and means to achieve them, is formed when working with listening skills, when students learn to understand tasks for listening exercises and classify them.

In the methodology of teaching foreign languages, there are a very large number of classifications of listening by type. So I.A. Dehert distinguishes two main types of listening: with a general understanding of the content and with a complete understanding of the content. I.L. Beam distinguishes listening with full comprehension, listening with understanding of the main content and listening with selective comprehension.

There is also a division of listening into introductory, exploratory and activity (L.Yu. Kulish).

Foreign methodologists define the above-mentioned types of listening as skim listening (listening for the purpose of superficial understanding), listening for gist (listening for the purpose of understanding the main content), listening for detailed comprehension (listening with a full understanding of the content and meaning, or detailed listening), listening for partial comprehension or selective listening (listening with selective extraction of information or "exploratory" listening (Kulish, 1991).

To form the skill to set goals and objectives of educational activities, find ways and ways to solve them, as well as the ability to carefully read instructions, it is advisable to perform exercises to determine the type of listening based on the wording of the task.

For example, students are given the following exercise:

Table 2. - "Match the following instructions for listening exercises to their types":

	Types of listening exercises
You will hear people talking about the events they attended. Choose form the list A-F which event each speaker attended.
You will hear a woman talking on local radio about different events in an arts festival. Fill in the missing information.
You will hear a woman giving her life story. In which century do you think she lived?	Listening for detailed understanding
You will hear a programmed about reintroducing native species from areas which they have disappeared. For questions 1-10, fill in the answers.	Selective listening
Listen to a quiz show. Choose the correct dates.
Listen to a short detective story. Write its summary.	Listening for partial understanding
You will hear an interview with a famous traveled and adventurer. Write down the names of the countries he has visited do far.
Listen and write the correct day under each picture.	Listening for gist
Put the utterances of the dialogue in the correct order. Then listen and check your answers.

The use of listening in home reading lessons is possible if the work of art exists in both printed and audio formats.

The principle of work is as follows: students receive only audio media for homework, printed text is present only at certain points in the lesson.

Stages of work:

- "Before listening": prediction of possible content based on the name, prediction of lexical units and grammatical structures (verb tense);

- "While listening", performed at home and in the classroom: understanding the general content, extracting specific information (filling in the gaps, tasks like - true or false, ranking information), dictation;

- "After listening", performed in the class:

Working with text for a detailed understanding of the content and for a complete understanding of vocabulary and grammar;

Text exercises for the development of vocabulary (select and transform lexical units of a certain group of words, select synonyms or antonyms), grammar (identify grammatical structures, explain their use in the text, ask questions, build negative sentences) and oral speech skills (retelling, discussion, prediction future developments).

The use of listening to work with news information of a different order is very exciting and interesting for students, as it contributes to their personal development, the formation of a personal value field and the development of critical thinking. The Internet space is an inexhaustible source of material for this type of work.

You can use the BBC news sites, as well as the site "bbclearningenglish.com", where you can collect adapted information of different levels of complexity for learners of English. The value of this approach is that the teacher can select the text corresponding to the age characteristics and interests of a certain group of students. Also, such a requirement for the text for listening as its relevance is fulfilled. The subject of discussion is modern events and phenomena, which increases the motivation and efficiency of information perception.

This type of work is an example of an activity approach to learning a foreign language, since it involves further independent study of the problem using the Internet.

The study of grammatical structures with the help of listening is possible when performing exercises such as "listening in time". These are mindfulness exercises:

Write down the verbs heard in the text in the past tense;

Determine how many times the disjunctive questions are used;

Restore the reduced grammatical forms, etc.).

The development of grammatical structures and phenomena is possible during the text stage of working with audio material, when grammatical structures are highlighted in the text, their purpose and use are explained, additional exercises arising from the context are performed.

One of the simple and enjoyable ways to learn and practice grammar is through grammar songs.

Unfortunately, there is very little material for this type of activity, but there is a series of so-called "synthetic songs" by Mr. Monday recorded by an English group called the Solid British Hat Band in the 80s.

In these songs, the following tenses of the English verb are practiced: Present Simple, Past Simple, Past Continuous, Present Perfect Continuous, Future going to, Future will and some types of conditional sentences:

Table 3. - "MR MONDAY, by the Solid British Hat Band":

	Present Progressive, Baby
		Simple Present, daily routine
	Dream of a City Man
	It's only half past 3	Pres Perfect (has just + V3_
	Tomorrow will be Wonderful
	Did you used to be Like me
	If you go to Rome
	I'm sitting all alone	Pres Perfect Progressive

The value of this material is that the teacher himself can compose exercises of various types, taking the text of the song as a basis. These can be exercises for filling in gaps, for predicting grammatical structures, restoring reduced grammatical structures, transformation and transformation (negative, interrogative sentences). For example, you can use the song Did you use to be like me? In the following way:

A) students listen to the song in order to understand the general content, building statements like It is a story about ...

b) Students listen to the song and fill in the blanks:

C) students analyze the use of lexical units and the grammatical construction Used to do, explain the semantic load that this construction conveys in the narrated story.

D) Students write a short story based on the content of the song using the new vocabulary and grammatical structure Used to do. The story begins with the words: Once there was a man who…

The use of this material for listening involves creative tasks - compiling your own grammatical songs in the image and likeness, composing or selecting music for grammatical songs or writing artistic stories based on the content of the song using grammatical structures that are being worked out.

Listening training

in a foreign language in high school

Plan:

General characteristics of listening as a type of speech activity.

Psychophysiological mechanisms of listening.

Types of listening.

Audio texts.

Difficulties in perception.

Goals and objectives of teaching listening in high school.

Listening teaching technology:

• the actions of the teacher and students in teaching listening;

  stages of learning to listen;

  a subsystem of exercises for teaching listening.

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 that requires maximum attention from the student, and from the teacher - consistent preparation for the development of this type of speech activity. Therefore, a methodically correct organization of the process of teaching listening is necessary, which means that the methodology of teaching foreign languages ​​is faced with the task of 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:

auditory 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. Prepared monologue speech (planned monologue) with its more strict structural organization, with greater clarity and clarity, is easier to hear than an 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 their 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;

Draft Interim State Educational Standard for IYA - IYaSh - 1993 No. 5 pp. 5-17;

FL programs grades 1-4 of 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 goal 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:

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:

• 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.).

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 ... (name of an animal, word on the topic ..., plural noun, action that took place in the past, 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 learning technologies, as its educational possibilities 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 to the basic course of foreign language teaching methods: Textbook for universities / E.N. Solovova.- M.: Enlightenment, 2004. S. 98-112.

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

Possession of listening as a type of speech activity should ensure a successful communication process, develop the ability of students to speak a foreign language and understand it. Our study is devoted to the problem of the specifics of teaching listening at different stages. Since the process of learning through listening is complex and difficult, more attention should be paid to listening in schools. It is very important to increase students' motivation to understand foreign speech by ear and use it as a means of communication.

It is important to achieve the desire of students to learn to listen to speech and understand what is heard, and to let them feel their capabilities, their progress. This increases their interest in learning a foreign language.

Listening is the basis of communication, mastering oral communication begins with it. Possession of listening allows a person to understand what is being told to him and adequately respond to what was said, helps to correctly state his answer to the opponent, which is the basis of oral speech.

The use of listening in teaching a foreign language in a modern secondary school

Currently, there is a tendency to use listening at the initial stage of schooling, and this is the limit of the work of teachers in teaching listening. Basically, for listening to younger students, songs, tongue twisters and rhymes are offered. Of course, the general educational value of such material cannot be denied, since thanks to it the guys get some idea of ​​the culture of another people. But, at the same time, one should not be limited only to the entertainment side of this material. Most teachers only use it to warm up in class.

Without denying the usefulness of such an approach to auditory material, in our opinion it seems unreasonable to limit ourselves to only an auxiliary secondary role of listening. Moreover, teachers at the middle stage, following the above-mentioned generally accepted trend, generally do not consider it necessary to devote a certain amount of time and attention to teaching listening, believing that the children will master this type of speech activity on their own. This point of view is deeply erroneous, since, based on numerous studies and experiments, it can be argued without any doubt that without the purposeful and systematic work of the teacher aimed at mastering students' listening skills, it is simply not possible to teach him.

This statement can be proved by resorting to examples taken from the practice of scientists. They noted that students hardly understand the speech addressed to them in a foreign language, even with repeated repetition, it becomes necessary to translate into their native language.

Partly justified by the similar inability of his pupils to understand foreign speech, the teacher completely excluded listening from his practice both as a goal and as a means of teaching, as a result, they are taught only in their native language, which is contrary to modern principles of teaching a foreign language at school. Scientists have observed this state of affairs in several secondary schools.

Thus, we can conclude that, along with many other reasons, the neglect of listening leads to a violation of all the principles of the communicative orientation of learning. There is no speech-thinking activity of students, there is no situationality and functionality of the tasks performed, students constantly expect translation into their native language and perform exercises that do not require any mental activity based on automated skills and abilities, such as: translation of texts with a dictionary, retelling, rewriting from a textbook , translation and the like.

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

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

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

A monologue can be included as an integral part of a conversation, flow in the form of a story, speech, report or lecture. This, as you know, is the speech of one person, expressing in a more or less detailed form his thoughts, intentions, assessment of events, etc. Monologue speech is usually prepared in advance. Oratory is distinguished by the extended presence of a more complex syntax and lexical constructions, although at the same time the monologue also has such expressive means as repetitions, rhetorical questions, exclamations, interruptions of thoughts and rhythm, introductory words, ellipses, violation of the order of words in English. All this gives the colloquial monologue speech simplicity and naturalness, which increases contact with the audience.

The purpose of teaching a monologue is the formation of monologue speech skills, which are understood as the ability to logically consistently and coherently, quite fully and correctly in linguistic terms, express one's thoughts orally in accordance with the proposed situation. Teaching students monologue speech is easier than dialogic, because. The student can pre-think his message. The development of monologue speech is influenced by listening, which facilitates the mastery of speaking. Through listening, the most important thing is developing - this is phonemic hearing, as well as the assimilation of the lexical composition of the language and its grammatical structure.

In the process of speech perception, two main speech mechanisms work - motor speech coding and decoding of sounding speech, which constitutes the communication channel. The coding process involves mastering the phonological system of the language. At the beginning of learning a foreign language, phonemic hearing in the native language is already formed, and the formation of phonetic hearing in a foreign language depends both on the articulatory properties of the sounds of a foreign language and on the sound system of the native language. Therefore, prolonged passive listening, not supported by external speech practice, can lead to distortion of auditory images and hinder the formation of acoustic-articulatory features.

Consequently, listening and speaking are interconnected in the educational process. Speaking is the result of the process of articulation of the organs of speech, and hearing plays a significant role in this. Listening is the basis for speaking. Hearing has an important function of controlling oral speech, which makes it possible for the speaker to compare the spoken sound, word or phrase with a previously heard pattern. The quality of listening is usually controlled by answering questions about the content of what was heard or by retelling it.

Comparative characteristics of speaking and listening makes it possible to identify common psychological parameters. When speaking, the transition from a word and a phrase to a whole statement is associated with the participation of thinking and memory, as in listening. Listening and speaking are characterized by the presence of complex mental activity based on inner speech and a prediction mechanism. It is essential that both types of speech activity, being in close relationship, contribute to the development of each other in the learning process. “In order to learn to understand speech, it is necessary to speak, and by how your speech will be received, judge your understanding. Understanding is formed in the process of speaking, and speaking in the process of understanding.

The difficulty of monologue speech lies in the fact that you need to constantly maintain the logicality of the statement and not go astray. Therefore, listening as feedback for each speaker during a monologue allows self-control over speech and to know how correctly speech intentions are realized in sound form. The correctness of speaking is controlled by the speaker himself in two ways: through hearing and through the kinesthetic sensations of his own speech movements.

An important role in the regulation of speaking belongs to dynamic stereotypes that arise due to repeated auditory perception. The launch of monologue speech begins with excitations that are formed due to the traces that were left during the reception of someone else's speech and during one's own speaking. Consequently, the monologue turns out to be impossible without prior audition, since only what was received at the reception can be on the issue.

Obviously, without the correct speech of the teacher, it is impossible to teach students oral speech. And it is the teacher who is the one whom the students audition in the first place. Therefore, when preparing for a lesson, the teacher must clearly think over the material that he will use in his speech, as well as choose the best ways to introduce new speech units.

At the initial stage of learning, listening plays an important role in the development of monologue speech. It is very difficult for a child of primary school age, while constructing his monologue statement, to adhere to the logic, coherence, continuity, semantic completeness of the statement, and he reproduces what comes to mind at that moment, without listening to himself and without thinking at all about the form in which he presents your story.

There is a real opportunity to form the skills of oral speech based on listening. The most preferred are the methods that create situations of natural verbal communication, stimulate students to speak out, to exchange opinions. Tasks on the listened text should be creative, students' actions should be internally motivated. It is desirable that they be of a problematic nature, encourage students to apply previously acquired knowledge in their answers, put them in front of the need to compare, guess, look for a solution in the text itself and thereby develop monologue speech.

Paraphrasing is very useful for training monologue speech. And retelling is a reproduction, “copying” orally what is read or heard through a monologue. When retelling, it is important to be able to consistently and fully express one's thoughts, which is determined by the formation of inner speech. Work on a coherent monologue speech begins with the fact that they offer students to listen to texts that are small in volume and simple in content. Then questions are asked for each sentence. Students answer the questions in full sentences and then retell the entire text. In the process of creative retelling, children, after listening to the beginning of the text, must come up with an end, give a name and tell the text in its entirety.

Monologue speech develops in connection with listening, when students speak according to what they have heard with an independent message and personal assessment, and the ability to speak in connection with the situation within the educational, labor, social and socio-cultural spheres of communication is also formed.

With the help of listening, a transition is made from speech at the sentence level to coherent monologue speech at the text level.

At the initial stage, it is important for students to acquire the skills and abilities to perceive and understand foreign speech by ear, which will help them, in turn, to take part in acts of communication and oral monologue speech.

Thus, listening prepares oral speech, and speaking helps to form listening comprehension.

A system of exercises for teaching listening at different stages

Since listening is a very complex type of speech activity, it is still difficult for students to perceive foreign speech by ear, despite the fact that most of the words they hear are familiar to them from learning to read. That is why a special system of exercises is needed to teach students to listen.

The system of exercises for teaching listening should provide:

a) the correspondence of the exercises to the psychological and linguistic complexities of the messages perceived by ear;

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

c) management of the process of formation of skills and abilities of listening;

d) successful implementation of the ultimate practical goal and intermediate learning objectives;

e) a gradual increase in difficulties, which will ensure the feasibility of performing exercises at different stages of training.

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

The components of the system of exercises are, as you know, groups (exercises to remove the linguistic difficulties of listening, exercises to eliminate the psychological difficulties of listening), types, types of exercises and their location corresponding to the sequence of formation of skills and abilities, the number of exercises, the form and place of their performance. Of these components, only the reasoned sequence of the arrangement of exercises remains constant, other components will change depending on the nature of the audio texts, the language training of students, the complexity of communicative tasks and other factors. For example, when listening to a light text, there is no need for elementary operations, to which we include imitation, discrimination between phoneme oppositions or close intonation patterns, identification of synonyms, fragmentation of the text into smaller semantic pieces, etc. A well-prepared student does not, as is known, need exercises that develop a perceptual-sensory base, since he possesses technical listening skills, including phonemic and intonational hearing, instant receptive combination of words and sentences, predictive skills, etc.

There are two subsystems in the methodology:

preparatory / training;

speech/communicative.

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

Preparatory exercises contribute to the development of:

predictive skills;

volume of short-term and verbal-logical memory;

mechanism of equivalent substitutions;

speech hearing;

the ability to collapse (reduce) inner speech, etc.

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

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

2) strict management of the process of preparing for audition by creating supports and guidelines for perception, partial removal of "unprogrammed" difficulties, double presentation, etc.;

3) gradual increase in language difficulties;

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

5) a combination of known and unknown material in exercises;

Preparatory exercises:

listen and repeat a few pairs of words: law - low; saw – so…

identify rhyming words by ear, mark them with numbers, for example: sort - pot - part; - port (1, 4)

listen to a number of adjectives (verbs), name the nouns that are most often used with them.

listen to a number of speech formulas, name (in your native or foreign language) situations in which they can be used;

listen to the text from the phonogram (in the presentation of the teacher), fill in the gaps in the graphic version of the same text, etc.

listen to two or three short phrases, combine them into one sentence;

listen to a series of verbs, form nouns from them with the suffix - er, for example: to listen - listener

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

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

look at the keywords and name the topic that the audio text is about. Then listen to the audio text and check the correctness of your answer.

The perception of coherent oral speech is accompanied by complex mental activity and proceeds under special conditions determined by a number of acoustic factors. Hence the need arises for exercises that direct attention to understanding the content of perceived speech and to overcoming the difficulties associated with perception. Such exercises are called speech. The subsystem of speech / communication exercises contributes to the development of skills to perceive speech messages in conditions approaching natural speech communication (contact and distance), without supports, prompts and preliminary familiarization with the situation and topic. Speech exercises are recommended to be performed on listened texts that have significant potential in terms of solving communicative and cognitive tasks. When they are perceived, the linguistic form should be realized at the level of involuntary perception, if we are talking about the most perfect, the so-called critical level of understanding.

Speech exercises teach:

eliminate comprehension problems by predicting at the text level;

correlate the content with the situation of communication;

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

determine the most informative parts of the message;

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

keep in memory the actual material of the audio text (digital data, chronological dates, proper names, geographical names, etc.).

In everyday speech communication, auditory perception is aimed at the meaning of the speech message, and the form and content form a complete unity, under conditions educational communication it can be directed either to the content or to the form. Studies conducted in school and university audiences have shown that when attention is focused on the language form (setting to perform search operations, differentiation, grouping, etc.), simultaneous understanding of the content becomes more difficult. It was mentioned above that when performing preparatory exercises built on any material, including isolated words, students' mnemonic activity is combined with logical and semantic. In this regard, we can mention such a type of preparatory exercises as grouping the material (words, phrases) perceived by ear according to some attribute. To perform this exercise, orientation in the material is necessary, the ability to differentiate it, having a set of different features, to highlight the common in memorized symbols, etc. Psychologists have repeatedly noted in their works that the ability to correctly group what they heard or read indicates an understanding of internal logical relationships.

A person who speaks a foreign language at the level of its native speakers can purposefully correlate the content with the linguistic form and the situation of communication, which makes it possible to separate objective information from subjective information.

Depending on the language preparation of the class and the complexity of the audio text, students' attention can be deliberately switched from content to language form (with the help of instructions, a special kind of formal supports, etc.) and vice versa, although it is known that at the initial and partly middle stages, this method of control listening is not always justified. It is known that switching attention too quickly from linguistic form to content worsens forecasting, leads to an approximate understanding based on guessing the facts.

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

Speech exercises:

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

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

listen to two stories u say what they have in common and what is different.

listen to the text u choose a title for it.

listen to the text u determine its type (message, description, narrative, reasoning).

Listen to the dialogue and briefly convey its content.

listen to several fragments of the text, make a plan of the statement.

These exercises provide an opportunity to test the depth of meaningfulness of the content, i.e. the degree of penetration into the subtext, into the pragmatic aspect of the statement. The exercises are connected with the involvement of new facts and information, they are distinguished by a critical focus and an orientation towards selective memorization of the most interesting information.

So, at present, the method of teaching listening includes teaching this type of speech activity as a learning goal, and as a means of mastering other types of speech activity. Therefore, in order to achieve the desired results in teaching listening, both special and non-specialized speech exercises should be used, as well as, of course, language (preparatory) ones.

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

Speech exercises, monologue speech contribute to the training of auditory memory, which creates more favorable conditions for learning a foreign language.

A rational change in teaching methods in the same lesson contributes to the involvement of new untired areas of the cerebral cortex in the work, changes in stimuli, since prolonged and monotonous irritation of the cortical cell leads to the development of an inhibition process in it, which first reduces and then stops its work. . Therefore, when building a lesson, we focused on different types of memory. Combined impact on the organs of vision (as, for example, when reading) with the help of audiovisual means that increase the coefficients of stimuli, affect long-term memory and ensure the processing and assimilation of information. Thus, a tape recording creates clear auditory representations in memory and teaches listening comprehension in conditions as close as possible to natural ones.

Auditory teaching aids should be based on material that is as close as possible to oral colloquial speech, based on a life situation and be predominantly dialogic or dialogic-monologic in nature.

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

So, at present, the method of teaching listening includes teaching this type of speech activity as a means of mastering other types of speech activity. Therefore, in order to achieve the desired results in teaching listening, both special and non-specialized speech exercises should be used, as well as, of course, language (preparatory) ones.

All this allows us to fully appreciate the benefits of teaching a foreign language in primary school. Since the process of listening itself involves memorizing feasible texts by ear, which develops memory, the use of riddles and 'confusions' (develops attention), the ability to listen and understand what is heard (educates attentiveness to the interlocutor), and much more, then listening can be attributed to developmental learning .

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Introduction

1.1. Listening as a type of speech activity

1.2. Listening mechanisms and their development

1.3 Difficulties in listening and ways to overcome them

1.4. System for working with audio text

Conclusions on Chapter I

Chapter II. Technology of teaching listening in an English lesson

2.1. Age characteristics of adolescent students

2.2. Analysis of teaching materials intended for teaching listening comprehension in educational and methodological complexes in English for students of the 8th grade of secondary school

Plan outlines of English lessons in the 8th grade of high school

Conclusions on Chapter II

Conclusion

Bibliography

Introduction

The final qualifying work is devoted to the problem of teaching listening in a foreign (English) language lesson in high school. Listening is a complex type of speech activity that involves the perception, understanding and active processing of information contained in an oral speech message. Listening plays an important role in teaching foreign languages, existing not in isolation, but in interaction with speaking, reading and writing. With the help of such a type of speech activity as listening, both the reception of a message and the preparation of a response to the message heard in inner speech are carried out. Thus, speaking contributes to the formation of speech perception by ear, being a way of expressing thoughts by means of a certain language. Listening connects with reading belonging to the receptive types of speech activity. When reading any information aloud or to ourselves, we usually hear the perceived text. Also, when writing, making out speech graphically, a person pronounces this information and hears what he writes down. Issues related to teaching foreign language listening are considered in the works of such methodologists as: N.D. Galskova, N.V. Elukhina, I.A. Winter, R.K. Minyar-Beloruchev, G.V. Rogova, E.N. Solovova and others.

Despite the presence of a certain number of methodological works on teaching listening, the need for foreign language teachers for teaching aids on this issue remains unchanged. All of the above determines the relevance of this study.

The object of the study is the process of teaching foreign language listening.

The subject of the research is the technology of teaching listening in the English lesson for teenagers.

The aim of the study is the theoretical substantiation and practical development of methodological recommendations on the technology of teaching listening in the English lesson of adolescent students.

To achieve this goal, it is necessary to solve the following tasks:

1. Consider the features of listening as a type of speech activity;

2. Describe the mechanisms of auditing and ways of their development;

3. Identify the difficulties of listening and ways to overcome them;

4. Consider the system of working with audio text;

5. To study the age characteristics of adolescent students;

6. Conduct a comparative analysis of educational and methodological complexes

"English with pleasure / Enjoy English" and "English in focus / Spotlight" for grade 8;

7. Select audio texts in English intended for 8th grade students on the topic "Media".

When writing the final qualifying work, the following research methods were used: the study and analysis of scientific literature on the topic of the work; analysis of educational and methodological complexes in English; observation of the educational process in a general education school; experimental verification of methodological recommendations on the technology of teaching listening in the 8th grade during the period of pedagogical practice.

The scientific significance of the study is determined by the fact that the methodological recommendations on the technology of teaching listening in the 8th grade received a theoretical justification.

The practical significance of the study is determined by the fact that the results obtained can be used in the classroom on the methods of teaching a foreign language, during the period of teaching practice of students, when writing term papers and final qualification papers by students, and are also of interest to teachers of English.

The structure of the work corresponds to the goal and objectives of the study and includes: an introduction, two chapters, conclusions by chapters, a conclusion, a list of references, including sources in Russian and English.

Chapter I. The problem of teaching foreign language listening

1.1 Listening as a type of speech activity

Different authors give different interpretations of such a concept as "speech activity" in their works. In the "New Dictionary of Methodological Terms and Concepts", the authors single out the interpretation of the concept presented by I.A. Winter. Speech activity is "an active, purposeful, mediated by the language system and conditioned by the situation of communication, the process of transmitting and receiving messages".

Speech activity, in principle, is a complex phenomenon that is associated with the concepts of the language system, speech communication, speech interaction, and human activity. It is worth noting that when teaching a foreign language, attention has recently been paid to communicative learning, its content is considered such language proficiency that allows you to exchange ideas or essential information. Communication has become both a goal and a means of learning. And as the content of training, training in speech interaction has recently been put forward. Speech interaction, in turn, is an interaction between two people with the aim of inducing a reciprocal speech or non-verbal action.

In order for communication to take place, information and personal interest in the interaction of its participants are necessary.

The main types of speech activity (speaking, reading, listening, writing) perform the function of transmitting and receiving information during the interaction of people, acting as a means of communication. The main types of speech activity are divided into productive and receptive. The productive types of speech activity include speaking and writing, which are aimed at generating and communicating information. Reading and listening are considered to be receptive types of speech activity focused on receiving information. We will dwell on the last of these types of speech activity in more detail.

Listening is "the semantic perception of an oral message, which consists of the simultaneous perception of the language form and understanding of the content of the utterance." This type of speech activity provides the opportunity to communicate in a foreign language. Speech communication is considered a two-way process, and downplaying the role of listening in it can negatively affect the language preparation of students. G.V. Rogova notes in her work that the lack of formation of auditory skills is usually the cause of communication disorders.

Speaking about the structure of listening, I.A. Zimnyaya identifies three consecutive phases and notes that a foreign language teacher must take into account the features and purposefulness of each of the phases in order to conduct successful listening. We will consider all three phases in order.

The first phase is called motivational-incentive. At this level, the comprehension of a speech message (what is the purpose of listening) produced by the speaker or speaker is traced through the recognition and disclosure of phonemes, words, phrases. The internal motive in speech activity is the cognitive and communicative need of the student. Accordingly, the task of a teacher in an English lesson is to create, maintain and increase the internal motivation of students. Namely, the creation of such situations in the lesson that would stimulate the communicative-cognitive need of the student to express or accept thoughts in the foreign language being studied, for any purpose. Such a goal may be the desire to learn to communicate in a foreign language or, for example, the desire to get acquainted with the culture of another country. That is, the task of the teacher is to choose an interesting, emotionally non-neutral topic/problem for students.

The second phase is tentative-research (or analytical-synthetic). Text processing in this phase sometimes begins with a false synthesis. However, after the analysis of the text and the establishment of semantic connections in it, the selection of means and methods for the formation and formulation of one's own or someone else's thoughts in the process of verbal communication is realized. This is the level of planning the internal language organization of a meaningful plan of speech activity.

The third phase is the executive one. At this stage, we see the result of the audit, which can be either positive (understanding) or negative (misunderstanding).

The process of understanding the text is not simple, and according to studies conducted by A.A. Smirnov, A.N. Sokolov, N.I. Zhinkin, this process is carried out in the following stages: “the division of the material into parts by means of its semantic grouping, the allocation of semantic strongholds and the establishment of equivalent replacements” (I.A. Zimnyaya). Establishing equivalent substitutions in a text perceived by ear comes down to memorizing not the words or phrases themselves, but memorizing visual images or “markers” that will help to keep in memory a part of the text, its general meaning. In other words, in order to memorize the general meaning of a part of the text, it is necessary to rephrase what was heard, and if the student is able to produce it, therefore, he understood the meaning of most words and phrases, was able to establish connections between parts of sentences and the sentences themselves, which leads to both understanding and comprehension of the audio text itself. .

Comprehension implies the process of revealing and establishing semantic connections and relationships between concepts expressed in words. Comprehension, like any mental process, has a productive side, which can be both positive and negative.

Several factors influence the process of comprehending the text. Firstly, the language in which the audio text is given for perception is important and in which of the languages ​​the students should reproduce this text orally or in writing. It would be quite fair to note that the learning situation may involve a task of this type: listen to an English text and write an exposition in Russian on this text, for example, or vice versa. I.A. Zimnyaya in her work cites the results of studies conducted by S.D. Tolkacheva. These results show that when listening and reproducing the general idea of ​​a text in one language, the student is able to most fully reproduce the listened text than when using two languages, for example, Russian and English, to complete this task.

Secondly, when comprehending the listened text, memory plays an important role, thanks to which a person’s speech activity is possible, both in his native and in a foreign language. Memory is "a psycho-physiological process consisting in reflection, fixing and preservation in the human brain of his past experience" . We use this experience in the present when performing a particular task. And directly for the analysis of speech activity, the most significant memory is long-term and operational.

Long-term memory stores the acquired knowledge used by a person in the process of communication. And when listening or reading the text, we learn words, grammatical structures, interpret the meaning of the sentence, by updating the language material from long-term memory. Therefore, the main task of long-term memory is the preservation of certain language means, rules, lexical and grammatical schemes of word combinations that are needed for the correct encoding and decoding of a particular message (I.A. Zimnyaya).

With the help of operational (short-term) memory, speech activity is carried out. Working memory is a current memorization, when the storage of material in memory is necessary only for the time of its processing in the process of activity.

It was experimentally proved that the amount of RAM, namely the number of units that a person is able to keep in memory, is 7 ± 2 units. Thus, 9 words is the limit of a person's ability to reproduce a number of words without violating their order. In addition, it was found that in the early stages of learning a foreign language, the amount of RAM of a student is small, short-term memory is inactive and has poor noise immunity. “Studies of the amount of RAM in the native and foreign languages ​​have shown that at the beginning of learning speech activity in a foreign language, its indicators are lower than in the native language, then as a result of exercises they level out.”

Along with memory, probabilistic forecasting plays an important role in the process of listening and reading. What is meant by this? The essence of probabilistic forecasting is due to the fact that, for example, when listening to a text, a student can correctly or falsely assume and predict the further content of the text. Each student starts from his past experience, in particular, linguistic and communicative, i.e. communication experience. A person learns words and phrases in certain combinations with each other, and thus it becomes possible to prevent the end of a phrase, sentence or a whole paragraph. The accuracy of their recognition in a text perceived by ear, for example, depends on the particular appearance of certain words and phrases in the experience of human communication.

The above explains the difficulties at the initial stage of learning a foreign language when perceiving a message by ear or when reading. Since the communicative experience of students with new language means is still small, the process of probabilistic forecasting is rather slow.

Based on the foregoing, we can conclude that what is well learned by a person and firmly entrenched in his long-term memory is easily predicted by him even in new circumstances.

Listening is a complex multi-level type of speech activity. Among the main levels of listening M.A. Romanenko identifies the following: phoneme recognition; recognition of words, syntagmas, phrases; understanding of subject relations at the level of paragraph and text; integration of informative units into the general meaning of the syntagma of the phrase; formation of the meaning of the whole text; reduction of information received. .

At the same time, I.A. Winter gives the following fundamental operations for this type of speech activity: identification of a sound stream; perception of the value of the audited units; identification of significant information in the audited text.

It is also worth saying that listening is an active process that requires great intellectual effort.

listening language english

1.2 Auditing mechanisms and their development

Oral speech, which a person perceives and understands by ear, we call listening. Thus, this is the process of understanding oral speech.

The perception of oral speech by ear involves the following actions: 1) highlighting the perceived object and the ability to distinguish it from other objects; 2) to recognize the object of perception by drawing a parallel between it and the standard that is stored in our memory. In psychology, the first of these actions is called discrimination. The second, respectively, is called recognition. For the first time, the patterns of discrimination and recognition in auditory perception were formulated by N.I. Zhinkin.

What are the features of discrimination and recognition in auditory perception? With auditory perception, discrimination begins with the ascertainment by the analyzers of the presence of a sound complex, which is different from the sound complexes that we are already familiar with. This is how the perception of unfamiliar words or phrases occurs. But if an unfamiliar complex is perceived not once, but repeatedly, then its distinctive features are fixed in memory. Discrimination can occur unconsciously, when the meaning of the sound complex heard remains unknown to us. It can also occur consciously, in the case when we know the meaning of the perceived sound complex. Over time, the distinctive features of a new unit of perception for us form in our memory a certain image, which is a standard.

Recognition, in turn, is permissible only if a standard has already been formed in our long-term memory. With this action (recognition), the perceived features of the sound complex are compared with the features of the standard, after which the object of perception is recognized.

To distinguish and recognize units of perception, it is important that the mechanisms of listening are well developed. In the domestic methodology, it is customary to distinguish four main mechanisms of listening.

Speech hearing is one of the most important mechanisms of listening. It is he who provides "the perception of oral speech, dividing it into semantic syntagmas, phrases, words". This mechanism contributes to the recognition of already familiar images in the flow of speech. Thus, the selection of units of perceived speech, as well as the distinction and recognition of the signs inherent in them, is feasible in the presence of well-trained speech hearing.

However, a well-developed listening mechanism alone is not enough to understand spoken language. Often, while listening to live speech in a foreign language, many people do not recognize the words that they already know, are lost. To prevent this from happening, methodologists (R.K. Minyar - Beloruchev, N.V. Elukhina, E.N. Solovova) developed a system of exercises aimed at developing speech hearing. But we will return to the exercises for developing listening mechanisms a little later, when we consider each mechanism.

Memory is another and no less important mechanism of listening. When perceiving the stream of live speech by ear, the units we recognized and distinguished from this stream must be kept in the head for further comparison with the standard and for subsequent operations with this unit (E.N. Solovova).

In psychology, it is customary to distinguish two main types of memory, namely long-term and short-term. Short-term allows you to keep in memory the perceived, that is, the echo of the word, for 10 seconds, during which we select exactly what is essential for us at the moment.

It should be taken into account that such selection is possible only when the perceived units are recognized through their comparison with the standard stored in long-term memory. Accordingly, we can conclude that both short-term and long-term memory are important for listening.

In addition, psychologists distinguish another type of memory, which is called working memory. Working memory is short-term memory, in which it is possible to retain information in memory for a period of time longer than 10 seconds. This type of memory works most effectively if the setting for memorization is given. The meaning of a certain text due to the context is easier to perceive by ear, and the presence of a speech task contributes to a better memorization of information (E.N. Solovova).

R.K. Minyar - Beloruchev notes that the retention of signs of a unit of perception in working memory and its standard in long-term memory is not the only role of memory. Retention of a perceptual unit in the working memory is also necessary in order to compare it with subsequent perceptual units, which limits the semantic uncertainty of the first perceived sound complex. But recognition of a single word or phrase is not an understanding of the meaning of speech, the meaning of a word is determined in the context.

And how to understand the meaning of oral speech in the conditions of interference, reticence, lack of attention? This is the task of the third auditing mechanism, which in the domestic methodology is called probabilistic forecasting.

A feature of the probabilistic forecasting mechanism is that the addressee makes hypotheses about the meaning of an incomplete statement and about its verbal composition in the process of listening to speech, i.e. anticipates the course of events.

E.N. Solovova notes that this forecasting is carried out both at the semantic and linguistic levels. After all, words in our memory do not exist in isolation, but are included in a complex system of lexico-semantic relations.

Semantic prediction is determined by knowledge of the context and, at the same time, possible situations that involve the use of certain structures, speech formulas, clichés, etc. So, for example, an interpreter specializing in simultaneous translation is unlikely to undertake to interpret negotiations or a conference without knowing the problems or the approximate content of the problems being discussed. If the semantic level of forecasting provides significant assistance to a professional simultaneous interpreter when translating, then it will also be useful to a novice specialist.

Along with semantic forecasting, there is linguistic forecasting. The compatibility of words in a language is limited, and the appearance of each word significantly narrows the circle of words with which it is able to interact, due to which we predict the next word / words with a certain probability. With each of the words, we can make a limited number of phrases. The same is true for grammatical structures. R.K. Minyar-Beloruchev gives a good example from the French language, illustrating forecasting at the linguistic level. If we hear “Quelle heure…” in French, then the expected continuation of the phrase would be “est-il?” There are many similar examples in English too. For example, let's remember the perfect construction “Have you ever…” As E.N. Solovov, in almost 100 percent of cases, the respondents ended such a beginning of a sentence with the verb “been”, despite the fact that this is not yet the most common case of using the perfect. From the foregoing, we can conclude that if a person has a strong command of lexical and grammatical skills, if he knows typical speech situations and owns various speech models, then it will be easier for him to recognize them by ear.

The semantic level of forecasting depends on the knowledge of the situation / context, and the linguistic level - on the knowledge of the patterns of lexical compatibility.

Articulation is the fourth mechanism of listening. Psychologists noted that in the process of listening, we, as it were, pronounce the text perceived by ear behind the speaker, and the clearer this pronunciation, the higher the level of listening (E.N. Solovova).

This mechanism affects the success of listening no less than others. This hypothesis can be tested with a fairly simple example. In lectures, students perceive the material in different ways. But we are more interested in those students who, when writing down the main points of the material read at the lecture, say what they write down or simply follow the lecturer’s thought, pronouncing his speech to himself, repeating after him. As practice shows, when speaking, information is remembered better, being fixed in the memory of a person, respectively, and its understanding also becomes easier. But, of course, not all speech perceived by ear is spoken, but only individual words and phrases. Thus, speech perceived by ear is supported not only by auditory images, but also by articulatory ones (R.K. Minyar-Beloruchev).

We have characterized the four mechanisms of listening and now we will move on to the system of exercises that were developed by such methodologists as E.N. Solovova and R.K. Minyar - Beloruchev. These exercises are aimed at developing listening skills and their mechanisms.

The first such exercise is as follows: repetition of foreign language speech after the announcer. Such repetition is possible in a pause or synchronously in the same language. This exercise, which contributes to the development of all four mechanisms of listening, can be called basic. This is confirmed by the fact that in order to perform this type of exercise, first of all, we must hear the text, then break it into syntagmas, highlight and recognize familiar words and structures, which, at the same time, is the development of speech hearing. To repeat words and structures, it is necessary to memorize them, therefore, memory, as a listening mechanism, also develops here. And if it turns out that not all the words and structures were remembered, then a guess helps us. When building a hypothesis about what should be next in the perceived speech, we use our knowledge of lexical and grammatical compatibility, start from the context and common sense, which is probabilistic forecasting. And accordingly, when repeating a foreign speech after the speaker, we pronounce the speech perceived by ear. This means that the mechanism of articulation is developed by this exercise.

The main educational action that students perform when performing this exercise is repetition. At the initial stage of training, they repeat individual phrases that they perceive by ear. First, these are the phrases that the teacher uses to communicate with students in an English lesson: Good morning, children! How are you? Open your textbooks on page ... Let "s play! Repeat, please, etc. Then students are offered to listen and repeat the phrases used by native speakers in colloquial speech: Sorry, I am late; See you later; Happy Birthday to you; Thank you very much! It is a good idea, etc. It is important to remember that when pronouncing new phrases for students, the teacher or announcer gives their translation into the native language of the students. But this does not allow a literal translation of the phrase, students need to give the equivalent , a correspondence from the colloquial speech of the students' native language.And in the event that the phrase is new, it has not yet been studied before, it is necessary to repeat it again so that the students learn how to pronounce it correctly.

Now we will consider private exercises, the task of which is to develop each mechanism of listening.

Specifically, for the development of such a mechanism as speech hearing, there are special exercises, for example, listening with visual support. With this type of listening, you can use printed text and illustrations for it. Video materials are very good for listening with visual support, in which the picture corresponds to the content of the text, as if reflecting it. Also, for listening with visual support, teachers use presentations with slides, where next to the text of the slide there is also a picture or photograph corresponding to it.

In addition, directed listening is used to develop speech hearing. It is aimed at recognizing certain words, structures and extracting specific information. In directed listening, the teacher can give students the following settings:

1) clap your hands if you hear a consonant sound and stamp your feet if you hear a vowel;

2) raise your hand up if you heard a noun denoting something edible;

3) raise up the yellow card every time you hear a numeral in the text, and the blue card when you hear the geographical name of a place;

4) while listening to the text, raise your hand when talking about a past action, etc.

But besides this, after listening to the text, you can offer students other tasks:

a) fill in the gaps in the text of the handout (sheets with the task prepared in advance by the teacher, distributed in printed form);

b) add the endings of some sentences;

c) when listening to the text, pay attention to the following words ... and say how they are translated, etc.

That is, directed listening involves a peculiar reaction of students to certain information, vocabulary or grammatical structures.

For the development of speech hearing, oral translation from a foreign language can also be useful. Students are invited to listen to a recording with short phrases, between which there is an interval sufficient to give a translation of the phrase. Over time, these intervals should become shorter. This exercise can be considered the most effective if it includes grammatical phenomena that are difficult to understand by ear, for example, words such as homonyms or “words are false friends of the translator”, which sound similar to Russian words, but have a completely different meaning.

The following exercises, performed after listening to the text, serve to train memory. The first such exercise is prepared listening. Let's pay attention to the fact that it is called prepared, because the proposed statements relate to the key points of the text that the students independently read at home or went through in the lesson with the teacher. Prepared listening consists in the fact that students are offered statements on the text, which they refute or with which they agree. Quite often, the teacher asks the student, when answering, to prove his point of view, to support it with the content of the text he heard, i.e. explain why he agrees or disagrees with a particular statement. In the context of this exercise (in English), one can often find, for example, such a formulation - “decide whether these statements are true or false”.

The following exercise is used in the presence of printed text and its audio recording, in which its content is slightly changed. And the exercise itself is to listen to the text and then compare what you hear with the printed version, in order to find inconsistencies.

More difficult is the exercise when the student must listen to the text and then reproduce in the correct order (as in the text) all dates, names, geographical names, etc. At the same time, listening to the text and trying to remember precision words in a certain sequence, which are one of the causes of difficulties in the listening process, is not easy. We will return to this in the next paragraph.

And here we note that numerals, days of the week, names of months and proper names belong to precision words. The complexity of such words lies in the fact that they do not cause almost any associations and, accordingly, do not linger in memory. But there are exercises that help students create associations with the most common precision words in foreign speech.

Specific associations with the names of the days of the week and months are most likely to be created if they fit in a sequential row, the days of the week from Monday to Sunday, and the months from January to December. To master such precise words, it is first necessary to work out these two groups (days of the week, names of months) separately, and then the worked out lexical units are given in a scatter when the teacher checks the words learned by the students.

Working with proper names, the teacher highlights the most commonly used and widely known personalities (Elvis Presley, Prince of Wales), geographical features (the White House, the Atlantic Ocean, the Alps, California, the English Channel), institutions (McDonald " s, Stanford University, Ford), religious concepts (Islam, the Bible), etc. To fix them in the memory of students and further recognition, independent work is periodically carried out to check the passed proper names.

Exercises with numerals contribute to the development of working memory, work out the flexibility of thinking, develop the ability to find the best ways to comprehend the perceived material. Such an exercise is carried out as follows: the teacher dictates to the students the numerals (8-10 numerals) in English, which they must write down in numbers. And then, according to this visual support, the student reads a series of numerals. If a student makes a mistake, then his classmates / classmates correct him. Given the difficulties in perceiving numerals by ear, their complexity should be increased gradually. Therefore, it is worth starting with the simplest numbers - from 1 to 20. The next step will be numbers from 20 to 99. And the last step of difficulty is three-digit numbers, and after them come four-digit ones.

For memory training, the task of grouping the heard lexical units according to one or another feature is well suited, while trying to fix all the words without missing a single one if possible. Before listening to lexical units, there is also such an installation: after listening to the words, repeat only those that relate to this topic.

Among the exercises for the development of memory, microreferencing is also distinguished. This exercise teaches you to highlight key information in the text, which helps to increase memory capacity. The task here is to highlight the main idea of ​​the text and its presentation. At the English lesson, the wording options offered to students main idea of the listened text are discussed, and the teacher gives the best version as a sample.

The first of these exercises is working on word combinations. Students are asked to complete the following tasks during this exercise:

a) select the largest number of definitions for words;

b) make phrases with nouns, verbs, adverbs, adjectives.

After the results of the work of the students should be checked by the teacher in the lesson and, if necessary, supplemented with new examples of phrases. And after that, phrases are automated in translation exercises from Russian into English or vice versa. Gradually, the teacher can reduce the pauses for answering between phrases.

A similar exercise for developing probabilistic forecasting is based on working with situational clichés, i.e. with stereotypical expressions that are used in a suitable speech situation. The task here can be formulated as follows: make up the most typical phrases / clichés within specific situations. On any topic, you can make certain sets of phrases that will be appropriate in situations related to this topic. For example, let's take the topic "Winter Holidays", on which the following phrases can be composed: ice skating, skiing, building a snowman, playing snowballs, sledding, celebrating the New Year, making a wish, etc. And then these clichés are worked out, as well as phrases, in translation exercises.

Further E.N. Solovova and R.K. Minyar - Beloruchev note "an exercise in the logical development of thought." Such a task assumes the student's ability to complete a phrase, text, etc. That is, students are provided with unfinished phrases or small texts for listening, after listening to which they can logically complete a particular thought.

And another exercise in the development of this mechanism can be called the definition of the content of the text by its title, illustrations, keywords, etc. When students are given a new title, they analyze it and guess what the text itself will be about, what idea it reveals. Accordingly, the task of the teacher is to choose the most informative heading. Such activity of students just trains the mechanism of probabilistic forecasting.

And we come to the last mechanism of listening - articulation. It should be noted that this mechanism is developed with the help of a basic exercise, i.e. when repeating a foreign language. And also the development of this mechanism is facilitated by phonetic exercises aimed at the formation of pronunciation skills.

1.3 Difficulties in listening and how to overcome them

It is known that even people who speak a foreign language at a sufficiently high level may experience some difficulties in listening to the live speech of native speakers. And school students who are at the initial stage of learning English or studying it as part of the school curriculum for several years and even more so can experience such difficulties. In this paragraph, we will consider the main difficulties of listening, identified by domestic methodologists (R.K. Minyar - Beloruchev, G.V. Rogova, E.N. Solovova, N.V. Elukhina).

But before that, it should be noted that listening is a rather difficult type of speech activity. N.V. Elukhina emphasizes that the acquisition of a foreign language and the development of speech skills are feasible mainly through listening and, accordingly, listening should be developed better than other skills, although in reality it is listening that causes the greatest difficulties.

The main goal of schooling can be called preparing students for verbal communication in natural conditions, when they hear and perceive the live speech of a native speaker. Thus, the learning process will be considered effective and purposeful if, already at school, when learning a foreign language, students encounter difficulties in natural speech and learn to overcome them. Listening training is considered the most effective in the context of performing rather complex exercises, but only when they are feasible. Feasible exercises are those that contain only one previously unworked difficulty.

The gradual introduction of difficulties ensures their consistent overcoming and at the same time prepares students for listening to natural speech of medium or high complexity.

In order to effectively conduct listening training and teach students to overcome the difficulties associated with this type of speech activity, it is worth highlighting the types of such difficulties and describing possible ways to overcome them.

The first difficulty in listening is related to the conditions for presenting a language message. Such listening conditions mean the following: external noise, interference, poor acoustics, the number of listenings, the rate of the speaker's speech, the absence of visual supports, the level of redundancy of the speaker's speech. Let's consider some of them in more detail.

In a foreign language lesson at school, the quality of the sound recording that the teacher offers his students for perception plays an important role. This is directly related to the quality of the technique used in the lesson. Ideally, the player or computer on which the audio recording is turned on should work so that there is no interference when listening to the text. There should also be silence in the classroom itself, so that external interference (talks in the classroom, traffic and the operation of mechanisms on the street, screams, running around in the corridors of the educational institution) do not interfere with the perception of the information being listened to.

Such difficulty as the lack of visual support also takes place. It has been proved that if a person sees the source of speech, then his speech will be perceived more easily and, accordingly, the level of its understanding will be higher than in the absence of this source of speech visually. Non-verbal means of communication such as facial expressions, gestures, articulation, and even eye contact help most full understanding speech.

In order to facilitate the process of listening, teachers widely use repeated listening to the text to memorize the content of the text. But this should not be abused. Such characteristic features as the transience and uniqueness of auditory reception are a distinctive feature of listening from other types of speech activity. For example, when reading, a person can return to the previous word, sentence, paragraph and read the desired passage again to understand it, it is also possible to choose a reading pace that is convenient for the student. But in the audition process, this is not possible. In the conditions of natural speech of a native speaker, most likely, the possibility of hearing what was said again will be excluded, that is, the perception of this speech will be once, therefore, it is best to initially prepare students for presenting the text once (N.V. Elukhina). Although there are some learning situations that require re-listening to the text. For example, if the listening text is used to teach speaking (retelling) or writing (outlining), then repeated listening is necessary for students to memorize both the language form and the semantic content of the text in more detail.

The fast pace of speech quite often causes difficulties in listening to the text. It is believed that the optimal rate for the addressee is a rate of speech that corresponds to his own rate. But in a foreign language, and especially at the initial stage of its study, the pace of students' speech is very slow. Providing texts at a slow pace does not make sense. Thus, the natural pace of foreign speech will seem very fast to learners. To overcome this difficulty, the following solution is possible: while maintaining the natural pace of speech and without distorting the intonation pattern of the language, pause between phrases (N.V. Elukhina). Such pauses allow the auditor to eliminate the backlog in internal pronunciation. And to speed up the pace of internal pronunciation, students can be offered to read a familiar text after the speaker at a fast pace, for example.

However, students may also encounter difficulties of a different order, for example, difficulties due to the individual characteristics of the speech source.

In their practice, foreign language teachers come to the conclusion that the ability to listen to the voices of both male and female people in a foreign language is quite important (E.N. Solovova). If students are trained solely on the perception of their teacher's speech, then it is quite expected that they will not understand people of the opposite sex. And so that such a problem does not arise, texts for listening are now recorded for educational purposes by both men and women.

The age of a person also matters for understanding his speech. It is believed that it is especially difficult to understand the speech of children under 5 years of age; teenagers who use a lot of slang expressions in everyday speech and swallow part of the sentences; older people, due to the age-related features of articulation. And if a person is able to understand the speech of people of the listed age range, then, most likely, he is able to understand foreign speech at the level of a native speaker.

All people are not the same, and the individual characteristics of the source of speech also include features of diction, timbre, tempo, and possible articulation disorders.

Also E.N. Solovova notes that in the context of conducting a dialogue of cultures, one must learn to understand various dialects of a foreign language, and not just the literary version, the so-called delivered pronunciation (RP - received pronunciation). In modern audio materials for educational purposes, it is precisely the features of the dialectal spoken language that are taken into account, and some texts are recorded using them. This decision is relevant, since only 3-5% of the population of the British Isles owns the set pronunciation. Another part of the population speaks a dialect, that is, it uses a type of language in speech that differs from the norm in grammar, vocabulary and pronunciation.

Methodists also highlight the difficulties caused by the linguistic features of the perceived material. These difficulties arise for two reasons. First, the text of the message contains previously unexplored language material. Secondly, there are well-known words in the listening text that are difficult to understand. Language features include vocabulary unfamiliar to students, idioms, colloquial formulas, special terms, abbreviations, precision words.

In the listening text, not all words should be known to students, however, the level of unfamiliar vocabulary should not be too high, the listening text should not contain more than 3-5% of unfamiliar vocabulary, which concerns exactly the vocabulary that carries the main idea of ​​the audio text perceived by ear. The number of other words in the audio text, also unfamiliar to students, can vary from 15 to 20%. If we are talking about grammatical material, then for listening, you can also choose texts with unexplored phenomena of the grammar of a foreign language, but only if their meaning can be guessed from the context.

The difficulty of listening to idioms and colloquial formulas is that basically such expressions have a stable meaning, which, when learning a foreign language, is usually simply memorized by heart, because. even knowing all the words in that colloquial formula or idiom is not enough to understand the meaning of the phrase. So, for example, we can be misled by the idiomatic expression "it" s raining cats and dogs. that is, to understand such phrases, you need to know the equivalent of your native language, corresponding, for example, to an English idiom.

Ellipses can also be attributed to this group of difficulties. These are phrases in which some of the members of the sentences may be omitted, but which are typical and understandable to native speakers of a particular language in the context of a particular dialogue (R.K. Minyar - Beloruchev).

A group of precision words (numerals, names of days of the week, names of months, proper names, geographical names) also creates difficulties in listening to the text. Basically, because they do not carry personally significant information, do not cause associations and are hard to remember by ear. Accordingly, like idioms, such words need to be taught purposefully. After all, not only are the names of the days of the week, numerals and other words of this group very different from the precision words of the native (Russian) language, but even many geographical names are difficult to recognize in foreign speech. For example, the English Channel in English will sound like English Channel (English Channel). And even stress on another syllable can change the word beyond recognition. And while we focus on an unfamiliar word of this group, we do not perceive the other part of the text and we can miss its main idea. Although some words and phrases of such a group do not interfere with the understanding of the speech chain. For example, March 8 is always associated with International Women's Day, and September 1 with the beginning of the school year.

You should also pay attention to the length of sentences in the listening text. It is known that the amount of RAM is limited. Accordingly, for the most successful understanding of the text, it is necessary that the number of words in one replica be no more than 13. And at the initial stage of training, the length of the phrase should not exceed 5-6 words, since the amount of students' RAM at this stage of training is even less. The ability to retain a phrase in memory is also affected by its depth: simple sentences are remembered better than complex ones.

And so, we examined and characterized the main difficulties that can be encountered in the process of listening and ways to overcome them, based on the classifications of N.V. Elukhina, E.N. Solovova and R.K. Minyar- Belorucheva.

1.4 System for working with audio text

Working with audio text both in domestic and foreign methods is divided into several stages (E.N. Solovova):

1) the pre-text stage (Before listening), which takes place before listening to the audio text and prepares for the perception of the text;

2) the stage of listening to the text (While listening), which takes place during direct listening to the listening text and accompanies the auditory perception of the audio text;

3) the post-text stage (Follow-up activities), which takes place after listening to the text and is based on it.

In the conditions of educational listening at the pre-text stage of working with audio text, students have the opportunity to get an idea about the topic of the text that they will listen to and about its content. Therefore, it is very important here that the teacher give the students such a primary installation that will provide students with motivation to listen and understand the text. For example, it was experimentally found that if a student is informed before listening to the text about the need to retell the text after listening to it, then the efficiency of perception increases significantly. The higher the degree of motivation, the higher the percentage of mastering the content. Also at this stage, it is possible to remove the expected difficulties. Let us name the main speech attitudes and tasks characteristic of the pre-text stage.

First, it is a discussion of questions or statements before listening to the text. Of course, the student will be able to give a really correct answer to a question or statement only after listening to the text, but until that moment he can put forward his own hypotheses and assumptions, guess. Thus, the task will acquire personal significance, because It will be interesting for the student to check his guess, to find out whether it is true or not.

Exercises and questions carry some information, so when getting acquainted with them and discussing them, students are faced with vocabulary that will sound at the next stage of working with the audit text, that is, when listening to the text.

A lot depends on the content of the issues or statements under discussion, as well as on their semantic and linguistic value.

Thanks to these questions and statements, language difficulties that may occur in the text are removed.

Here it is also possible to draw the attention of students to the precise words that are present in the text chosen by the teacher for listening. In addition, the teacher, together with the students, recalls the meaning of precise words, if this vocabulary was studied earlier or parse them together, so that while listening to the text, students can focus on the main idea of ​​the text and not focus on precise words.

In addition, at this stage, students can focus on the features of a meaningful and semantic nature, which will be discussed later.

Secondly, at this stage, an exercise is used that assumes hypotheses regarding the content of the text based on its title, new words, illustrations (if any). For any title of the text, you can ask the following questions: a) what do you think, what will be discussed in the text? b) what issues and problems related to this topic will be discussed? Also, starting from the subject of the title, you can immediately make a small list of words and phrases that can be found in the text for listening.

Thirdly, the teacher at this stage can briefly convey the central theme of the text and thus introduce students to the problems of the text. The presentation of the main idea of ​​the text can become a discussion. The teacher, in this case, will invite the students to establish that they already know what knowledge they have on this topic. Students can also formulate questions on this topic that they would like to receive an answer to. Since the teacher is initially familiar with the listening text, he can guide this discussion and encourage questions that are actually answered in the text. This can serve as a listening setting, because then students will try to find these answers in the audio text.

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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 learning to listen is one of the most relevant topics in the modern methodology of teaching English, 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 for basic 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 a contradiction between the requirements of the State Educational Standard to the level of formation of skills and abilities of listening and the lack of simple and effective methods on teaching listening comprehension 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 given term paper is the study of technologies for teaching 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 foundations of learning to listen to a foreign 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. Great importance have 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, quickly enter the topic messages, 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 the future practical activities with 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.

In 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, it is necessary first of all to 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 issue of text selection requirements should be considered in more detail.

The psychological component of the content of training is, first of all, actions that ensure the functioning of the mechanisms of listening, as well as actions with specific language and speech material, which, thanks to exercises, 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;

Sphere of communication: informal, in the form of a simple monologue or dialogue - 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 per minute, 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. The perception of information by ear in a lesson, according to scientists, is 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 tasks 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 whole 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 into 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 for choosing one or another control task- 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 secondary school No. 24. The experiment was based on the teaching material "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 comprehension 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).

The aim of this study is:

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 the English language. In the course of the study, a system of exercises was developed that contribute to the formation of skills and abilities of listening to a foreign language text.

In the course of educational work, various teaching methods and techniques were used, which stimulated the cognitive activity of 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.

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