Language is the most important means of communication, without which it is impossible to imagine modern life. human society. The development of all spheres of public life and the expansion of geographical boundaries make foreign languages, in particular English, really in demand in human intellectual and practical activity.
Lesson teaching is becoming a thing of the past. foreign language without multimedia equipment, which is a good platform for teaching practical knowledge of a foreign language. The problem of teaching listening is increasingly attracting the attention of methodologists. Special techniques are being developed and master classes are held to teach such a serious and complex process as listening. A serious theoretical and practical search is underway to study this complex process.
The problem of teaching the perception of authentic speech by ear is one of the current ones, since for a long time more attention was paid to speaking, and it was believed that constructing a grammatically and lexically correct and coherent monologue is an indicator of mastery and knowledge of a foreign language. However, even a person with a good level of knowledge of a foreign language may experience difficulties in listening to authentic texts and the speech of English-speaking people.
We encounter listening as an independent type of speech activity in various situations of real communication. This happens when we listen to: various announcements; radio and television news; interlocutor's stories; telephone conversation partner, etc.
Listening is a powerful tool for learning English. In the process of listening, the phonemic and lexical composition of a foreign language is acquired, as well as its grammatical structure. In parallel, the listening process helps to master speaking, reading and writing. If a student understands reproduced speech, it is easier for him to understand graphic speech, that is, to change what he sees to how it should sound.
In addition, listening is one of the abilities tested during the Unified State Exam, where the ability to listen to texts is tested, extracting detailed information from the reproduced text and a general understanding of what was listened to.
Listening is related to the activity of memory. The concept of memory itself can be divided into the following types: short-term – is a method of storing information in a short period of time; operational - designed to store information for a certain period, that is, a predetermined period; Long-term memory is a memory that can store information for an almost unlimited amount of time. When using it for recall, thinking and willpower are often required (therefore, its functioning is not limited); visual memory is associated with the preservation and reproduction of visual images; auditory memory is a good memorization and accurate reproduction of a variety of sounds, musical and speech. It is characterized by the fact that a person can quickly and accurately remember the meaning of a text presented to him, etc., which is very important in relation to listening, since at first children have to memorize the sound of sounds and words by ear; Emotional memory is memory for experiences. The strength of memorizing material is directly based on it: what causes emotional experiences in a person is remembered by him without much difficulty and for a longer period.
These types of memory play a fundamental role in learning to listen; their insufficient development makes it impossible to master a language in general, much less speech. It must be concluded that the fundamental mental processes involved in listening are: memory, imagination, perception and thinking. Consequently, by activating these features of the student’s psyche, we simultaneously develop them, which is the main factor comprehensive development person. This means that listening can be considered an integral part of developmental learning.
Mastery of listening opens up the opportunity to realize educational, educational and developmental goals. Listening allows you to train students to listen carefully to spoken speech, develop the ability to anticipate the semantic content of a text and, therefore, cultivate a culture of communication not only in English, but also in their native language. The educational value in developing skills to understand speech by ear is that it has a beneficial effect on the development of students’ memory, and, above all, on their auditory memory, which is important not only for studying in English, but also absolutely any subject.
For successful teaching of listening in lessons, authentic materials must first be used. Attention should be paid to the age correspondence of students, their intellectual and physical development. In addition to texts and dialogues, poetry, songs and comic stories can also be used to generate interest and response among students. Junior and middle school students are more willing to accept emotional and well-written dialogues and discussions of topics that affect their interests and worldview. For high school students, both professional-oriented texts and dialogues and monologues that sound with extraneous noise are suitable, that is, situations on the streets, in supermarkets, etc., as close as possible to real life.
Listening in the structure of the lesson can occur at the beginning, in the central part, and at the final stage. The place of listening in the structure of the lesson will, first of all, depend on the goal that the teacher has set for himself and the students. At the beginning of the lesson, listening carries a practical load; this can be either phonetic practice of sounds or speech exercises. Students, as it were, “warm up” and immerse themselves in the language environment, thereby preparing their speech apparatus for further work. Listening in the middle of a lesson can serve as a switch from one type of activity to another, thereby practicing students' grammatical and lexical skills while having an informative load. And listening at the end of the lesson, from our point of view, is the most productive, since at the end of the lesson students are completely immersed in work, many elements covered in the lesson have been worked out and repeated, and listening can become a kind of summing up and satisfaction of understanding and mastering the material lesson.
Listening is closely related to other types of speech activity; it plays a key role in learning English, especially in communicative-oriented learning.
The main obstacle to the perception of speech by ear is the lack of a language environment, as a result of which the sound form of a word becomes less significant than the graphic form, as a result of which students often do not understand even those words with which they are well familiar and they know how these words are written. Since students get used to perceiving words mainly through the visual channel. The perception of speech by ear is objectively difficult and has such features of auditory perception as uniqueness and short duration, therefore, this leads to a misunderstanding of individual elements of speech and leads to a violation of the holistic perception of information.
Listening is a receptive activity, the purpose of which is to understand the content of texts by ear with varying degrees of penetration into the meaning of the text, identifying the most significant facts, as well as their mental analysis.
Children have different abilities regarding auditory memory, therefore, different students extract and remember different amounts of information. By interviewing and listening to students’ statements, it is necessary to compose a summary story. And each student will have his own interpretation of the story. The interpretation depends on their personal perception, vocabulary and the amount of information they remember.
Another exercise is comments characterizing your attitude to what you heard, to the problem raised in the text. This is the most difficult and at the same time the most valuable type of exercise, since it is here that we deal with spontaneous speech, which is simply necessary when learning English. Also, here we see exercises for formulating and expressing one’s point of view, that is, another task that is provided for in the Unified State Exam - dialogue for the purpose of exchanging evaluative information.
Listening is the basis of communication, and this is where mastery of oral communication begins. Mastery of such a fundamental type of speech activity as listening provides a person with the opportunity to understand what is being communicated to him, as well as to adequately respond to what is said, and also helps to correctly construct his response to his interlocutor, which is the basis of dialogic speech. In this case, listening teaches the culture of speech: listen to your opponent carefully and listen to him to the end, which is an important aspect not only when communicating in English, but also when speaking in your native language.
In addition to all of the above, listening is fundamental in the study of sounds, because they perceive everything by ear and here, it is very important that students clearly grasp the sound, and with the control of the teacher, are able to reproduce it. Here, students should hear the difference between the teacher’s pronunciation and their own pronunciation, and the teacher, in turn, should require them to pronounce sounds more correctly, as close as possible to the pronunciation of people who are native speakers, and correct immediately after the sound is played . Incorrect pronunciation naturally leads to misunderstanding and distortion of the meaning of what was said.
In our opinion, the role of listening in teaching English cannot be underestimated. Just like the role of other types of speech activity, it is simply impossible to separate listening from writing, speaking or reading. However, priority should be given to listening. Listening, as a type of speech activity, has a dominant role at all stages of students learning English. Listening also contributes to the development of imagination, perception, thinking, and memory. Therefore, listening is necessary not only for easier learning of the English language, but also for the comprehensive development of students.
List of sources used
1. Nemov R.S. Psychology: Textbook. for students higher ped. textbook establishments. / R.S. Nemov. – M.: VLADOS, - 2009.
English teacher,
Lazareva Aliya Vagizovna
English teacher
MBOU "Secondary school No. 19 with in-depth study
individual items" Naberezhnye Chelny
In real communication, we have to listen a lot, and how accurately and completely we perceive the information received can determine our subsequent actions. Speech communication is a two-way process. One of the aspects of communication, along with listening, is listening. These two terms are opposed: if “listening” denotes the acoustic perception of a scale, then the concept of “listening” includes the process of perceiving and understanding sounding speech.
Listening is a very difficult type of speech activity. Firstly, it is characterized by one-time presentation. Consequently, one must learn to understand the text from the first presentation, since in real communication situations repetitions are often simply excluded. Secondly, we are not able to change anything, we cannot adapt the speaker’s speech to our level of understanding. Thirdly, there are a number of objective difficulties that prevent speech from being understood the first time.
Listening also serves as a powerful learning tool.
Through listening, the lexical composition of the language and its grammatical structure are mastered. At the same time, listening facilitates the acquisition of speaking, reading and writing, which is one of the main reasons for using listening as an auxiliary and sometimes the main means of teaching these types of speech activities.
The main tasks of the teacher in a listening lesson:
- prepare the child for listening through a variety of PRE-listening tasks to arouse interest, focus on the topic and update vocabulary before listening;
- help during listening - DURING-listening, to relieve difficulties during listening and to focus attention on some important points and to teach you to hear exactly the necessary information;
- discuss, draw conclusions after listening - POST-listening, not only to check how well the content of the audio material is understood, but also to consolidate knowledge, and also - this is a motive for listening.
PRE-listening, DURING-listening and POST-listening are the three stages of the so-called PDP technique lesson.
And I find that the most important part of PDP is PRE-listening.
It seems to us that in real life we are not preparing to perceive speech, but this is not entirely true. Subconsciously, for example, when ordering lunch in a restaurant, we are already ready to hear, and we know approximately what we will answer to the waiter. And during the lesson, the student must also be ready to perceive audio material on a certain topic, since the level of his understanding depends on how we are able to prepare students and set them up for listening.
So what are the goals of the first stage - PRE-Listening?
1. Establish the situation, the topic that will be discussed - give an idea of what will be discussed.
2. Arouse interest in the topic - perhaps by touching on the topic of future dried material on personal experience. So, if we are talking about animals, talk about the zoo or what animals are found in the forest, in the field, etc.
3. Update your knowledge on the topic - What do you know about...? Where are they…? What it is? What problems do they face? Why are they important?
4. Activate vocabulary on the topic - for example, in the form of a microgame like brainstorming “Who knows more words: (verbs, nouns, adverbs) on the topic?”
5. Predict the content - an attempt to guess from the title, topic, illustrations what might be discussed.
6. Introduce new words - unfamiliar words should not interfere with the perception of speech.
7. Check understanding of the purpose of listening - make sure that students understand the task of listening and have some understanding of the content.
During the actual listening process DURING-listening, students must:
- determine what we are talking about, where the events take place, etc.;
- pay attention to what remains unclear and formulate a question about it;
- confirm or refute your guesses made during the PRE-listening process;
- draw conclusions, evaluate.
The POST-listening stage is no less important. He shows:
- how deeply the students understood the audio material;
- how interesting he is to them;
- whether their assumptions turned out to be correct.
To do this, you can: - analyze and draw conclusions based on the material you listened to;
- summarize information, do this in the form of oral statements or presentations, or dramatization of dialogues, etc.
The following exercises help with this:
- complete the task “Fill in blanks with suitable word” in the text of the audio material;
- Multiple Choice, True/False, Short Answer, Paraphrase\Summary;
Answer the questions;
- illustrate the episode;
- make a plan, retell;
- compare with a situation from life, etc.
The teacher’s speech also plays an important role and takes up a significant part of the lesson, so great demands are placed on it. The main ones:
- speak in short sentences;
- speak in grammatically simple sentences;
Intonate speech;
- highlight keywords;
- limit statements within the framework of only one topic, further expanding the range of topics;
- use repeated words, phrases, sentences;
- paraphrase statements;
- be sure to give pauses between statements;
- increase the size of the statement gradually - first a word, then a phrase, one sentence, several sentences, full text or dialogue;
- organically use facial expressions and gestures, pantomimic techniques;
- ask questions to make sure you are understood;
- give clear, correct tasks;
- use visual supports in the form of pictures or, later, text support;
- at the initial stage of the task, also illustrate;
- systematically check students’ understanding of the teacher’s speech;
- follow English speech norms.
The teacher’s speech is not only tasks in the language, but also the learning process itself. It is advisable at the stage of the introductory oral course to perform Listen-and-Do exercises: teach children a lot of songs and poems, use games, accompany them with pictures, actively use gestures and facial expressions. Musical tasks are incredibly easy to understand and help to develop and improve listening skills.
1. The simplest task is dictation.
1) Listen & write a letter.
2) Listen & write only the first letter.
3) Listen & write a word.
4) Listen & write a sentence.
2. To develop listening skills we use songs.
At this stage of listening, I would like to dwell in more detail.
First we determine the type of song.
It could be:
1. A song associated with certain events (Special Occasion Song), (“Jingle Bells”, etc.)
2.Songs in combination with the game (Game Songs).
3. Action Songs.
There are also songs:
- to certain grammatical structures; songs filled with repetitive vocabulary (songs on a certain vocabulary); songs with vocabulary on a specific topic; songs are stories.
Let’s take for example the well-known song “Alouette”
Listen to the song and draw all the parts of the body that you will hear.
Make up a story about “Alouette”
1.Listen to the song and choose the right word.
(8,2,5) little (monkeys, bears, dogs)
Jumping on the (table, desk, bed),
One fell off and bumped his head
Mother called (the teacher, the doctor, the father)
And………..said
“No more…….. jumping on the……
Give full lyrics
To develop oral speech, we ask questions:
What else can they do?
What do they like to do?
We replace the word monkeys with other animals (bears, squirrels, etc.)
Is it a funny song?
Are they wild or domestic animals?
Are they pets in this song?
Another song:
Once I caught a Fish Alive
Say the difficult phrases first.
Give your associations to the word fish (sea, gold fish, a fisherman, fishing, wish)
holidays, camping, activities, hobbies.
Is fishing our hobby?
And I would also like to say about one type of task.
III. Learning with pencils.
An effective technique at the initial stage of learning, when children do not have the skills to write in a foreign language, is to combine listening with the children’s favorite activity.
1).Do you know colors well?
Listen and color please – on the topics “Colors and Toys”
2). Sunny Day. Listen and Color please - on the topics Holiday and Prepositions.
Literature and Internet resources:
“A framework for planning a Listening skills lesson” by Nik Peachey, trainer and materials writer. The British Council/ The Primary English Teather s Guide by Brewster, J. Ellis, G. Girard D. Pearson Education LTD. “Intensification of teaching listening at the initial stage” “YALS” Resources of educational sites.
www. eif-english. ru
www. eglisexercises. com
5. Resources of other sites
Listening is the process of perceiving and understanding speech by ear during its production.
IN educational process listening acts as both a goal and a means. As a remedy it can be used as:
1. Methods of organizing the educational process.
2. The method of introducing language material orally.
3. Tools for teaching other types of speech activity.
4. A means of monitoring and consolidating acquired knowledge, skills and abilities.
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Teaching listening skills in English lessons
Listening is the process of perceiving and understanding speech by ear during its production.
In the educational process, listening acts as both a goal and a means. As a remedy it can be used as:
1. Method of organizing the educational process.
2. The method of introducing language material orally.
3. Tools for teaching other types of speech activity.
4. A means of monitoring and consolidating acquired knowledge, skills and abilities.
Students must understand by ear foreign language speech, presented once by the teacher or in a sound recording at a natural pace, built on language material of the 11th and previous grades and allowing the inclusion of up to 3-4% of unfamiliar words, ignorance of which does not interfere with the understanding of what they heard. The duration of coherent texts is up to 3-5 minutes.”
We offer the following classification of all listening difficulties, developed by us based on the classifications of N.V. Elukhina. and Prussakova N.N.:
Main listening difficulties
Difficulties associated with the peculiarities of the act of listening and the speech activity of the listener (a wide range of topics, rich linguistic material, a faster rate of speech of native speakers). | Difficulties associated with the speech characteristics of native speakers (inconsistency of the materials of most teaching materials with the criteria of authenticity; the difference between spoken and written speech, authentic texts and educational texts, familiar and literary styles). | Difficulties associated with the sociolinguistic and sociocultural component of communicative competence (language, being a phenomenon of a certain civilization, must be studied in the context of this civilization). |
The difficulties of the first group, in turn, can be divided into three subgroups:
1. Phonetic . This implies the absence of a clear boundary between sounds in a word and between words in a stream of speech. There are two different aspects of hearing: phonemic (perception of individual linguistic phenomena at the level of words and structures) and speech , which involves the process of recognizing the whole in context. It should be noted that when learning listening using authentic materials, it is speech hearing that needs to be developed. Individual speech patterns can be very diverse and present difficulties for perception and understanding. In their native language, this difficulty is compensated by enormous practice in listening, but students’ experience of listening to foreign language speech is very limited.
2. Grammatical . A number of grammatical difficulties are associated primarily with the presence of analytical forms that are not characteristic of the Russian language; Difficult phenomena include grammatical homonymy. When perceiving a phrase, the student must break it down into separate elements, that is, informative features of the sounding phrase, which are physically expressed by the corresponding speech qualities. There are three physically expressed speech parameters: intonation, pause and logical stress. This means that in order to successfully understand a foreign language text, attention should be paid to the development of students’ skills in adequate perception of intonation, pausing and logical stress.
3. Lexical . It is the presence of many unfamiliar words that students point out as the reason for misunderstanding the text. It seems to us necessary to highlight this problem in more detail. The main difficulty in perceiving foreign language speech is that the language form has long been an unreliable support for semantic prediction, because it is on it that the student’s attention is concentrated, although he cannot change it. Therefore, it is necessary to develop his ability to receive information even in the presence of unfamiliar linguistic phenomena, through its filtering, selection and approximate comprehension. Students need to be specially trained in the ability to listen to speech containing unfamiliar vocabulary.Unappreciated or misunderstoodparts of the speech message (word, phrase, phrase) are restored by the recipient thanks to the actionprobabilistic forecasting(the ability to predict something new based on what is already known), therefore, it is necessary to achieve prediction of the meaning of a statement when form and content form complete unity.
Obviously, understanding a text containing unfamiliar words is possible if:
Unfamiliar words will not be supporting (“semantic milestones” - essential for understanding the content of the word, more often than other parts of speech, nouns and verbs, which, being unfamiliar to the recipient, can significantly complicate the understanding of the text.
Unfamiliar words will act as the least semantically informative elements of the sentence, that is, the dependence of the understanding of the meaning on the syntactic function of the word, on how the communicative load is distributed between the members of the sentence. Thus, the subject, predicate, and complement, being the components of the most informative connections, are well remembered and reproduced.
The difficulties of the second group are as follows. Studying in his homeland and not having sufficient contacts with native speakers, the student, as a rule, does not have the necessary background knowledge (knowledge about the world around him in relation to the country of the language being studied), so he interprets the verbal and non-verbal behavior of a native speaker from the perspective of his culture and their norms of behavior in certain communication situations. This can lead to misunderstanding of the perceived information and disruption of contact.
To overcome this difficulty, language, being a phenomenon of a particular civilization, must be studied in the context of that civilization. This position is reflected in the sociolinguistic and sociocultural components of communicative competence.
Under sociolinguistic competenceis understood as knowledge of the norms of using language in various situations and mastery of situational options for expressing the same communicative intention; accordingly, the listener must know these options and understand the reasons for using one of them in the context of a certain communication situation.
Sociocultural competenceimplies knowledge of the rules and social norms of behavior of native speakers, traditions, history, culture and social system of the country of the language being studied.
Consequently, the student must have the ability to perceive and understand oral text from the perspective of intercultural communication, for which he needs background knowledge. Only with this knowledge can the listener correctly interpret the speech and non-speech behavior of a native speaker.
types of educational listening:
the purpose of exploratory listening is to obtain important and necessary information, while subsequent transmission of information is not expected;
the purpose of introductory listening is to obtain information of an educational and entertaining nature without subsequent transmission;
the goal of active listening is detailed capture and memorization of information for subsequent mandatory reproduction.
In conclusion, it seems appropriate to us to highlightfactors determining the success of listening to foreign language speech.
1 . Objective factors depends on:
the recipient himself (depending on the degree of development of speech hearing and memory);
conditions of perception (temporal characteristics, number and form of presentations, duration of sound);
linguistic features - linguistic and structural-compositional complexities of speech messages and their correspondence to the speech experience and knowledge of students.
2. Subjective factors depends on:
students’ needs to learn something new, from the presence of interest in the topic of the message, from awareness of the objective need in a foreign language, etc.
Successful mastery of listening involves removing or overcoming its difficulties.
1.3 Stages of work on listening
There are three stages of work on listening:
pre-text stage (Before listening)
stage of one's own listening (While listening)
post-text stage (Follow-up activities)
Let's consider each of these stages.
Pre-text stage.
If in real situations a person roughly imagines what an oral message might be about, and accordingly determines strategies for himself when perceiving it, then in the conditions of educational listening this is possible only at the pre-text stage of working with audio texts. The degree of motivation of listeners, and, consequently, the percentage of assimilation of the content depends on the primary setting. In addition to strengthening motivation and formulating an attitude towards initial listening, the teacher at this stage can remove possible difficulties, depending on the level of formation of those listening mechanisms and those potential difficulties that I mentioned above.
Let's consider several of the most typical settings and tasks for this stage of working with text and analyze their advantages and disadvantages.
1. Discuss questions/statements before listening.
Of course, it will be possible to determine the correctness of the answer only after listening, but isn’t it interesting to anticipate events using your life experience and guesses? After such an exercise, even skeptical schoolchildren will listen more attentively, because the matter concerns not just some text, but also their insight. The task becomes personally significant.
Exercises and questions do not so much ask for information as they provide it. schoolchildren hear those words that will then be used in the text, because the context has already been determined, and along with it the semantic field has been determined. Here, both semantic and linguistic forecasting and speech hearing come into force, which, in turn, is helped by preliminary pronunciation of a significant part of the information. While listening, you no longer need to be distracted by minor details, but can concentrate on those moments that will be important for repeating the same task.
Much depends on the content of questions and statements, their semantic and linguistic value. With their help, you can highlight and remove those linguistic difficulties that are encountered in the text; pay attention to precision words that might otherwise escape the attention of an inexperienced listener; emphasize those nuances of content and semantic order that will be worthy of discussion in the future. If the proposed statements and questions are too straightforward, impersonal or primitive, then this alarms students, deprives the task of meaning, and along with it, interest.
2. Guess based on the title/new words/possible illustrations.
The teacher can invite students to guess the approximate content of the text from the title, from unfamiliar vocabulary that was previously explained, or from illustrations.
3. Summary main topic by the teacher, introduction to the problems of the text.
This message can be turned into a small conversation by inviting students to determine what they already know about this problem, as well as formulate the questions they would like answers to. This task is also a listening activity because students will be looking for these answers, and a knowledgeable teacher can always guide the discussion and provoke questions that he knows are covered in the text. Here you can familiarize students with the vocabulary necessary to understand the text.
K.A. Krylova
English teacher
Municipal educational institution No. 8 Kyshtym
Technology of teaching listening or how to teach listening and understanding English speech in the classroom
Teaching listening is very relevant today, since without listening it is impossible verbal communication. The concept of listening includes the process of perceiving and understanding spoken speech.
Listening is definitely an important aspect in learning English.
Knowledge of all the difficulties allows you to correctly assess the level of difficulty of listening, take them into account when organizing educational listening, remove them, and sometimes create them artificially, bringing the training session as close as possible to real communication situations. This article will help you understand that teaching listening should be approached with the utmost seriousness, carefully planning wording, tasks and forms of control, taking into account the factor of the language and speech preparation of students.
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Teacher's actions when teaching listening:
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Teaching listening to texts can be based ona certain scheme . The educational process includes:
introductory conversation by the teacher, goal setting in the process of work;
removing language difficulties that occur in the text;
problem formulation;
initial listening to the text;
task control;
formulating a new communicative task;
secondary listening to the text;
monitoring the implementation of a communicative task;
speaking exercises based on the text you listened to;
summing up the work on the text.
Thus, mastery of listening as a type of speech activity should ensure a successful communication process, develop students’ ability to speak and understand a foreign language, and since this process is complex and difficult, schools need to pay more attention to this procedure. It is very important to increase students’ motivation to understand foreign speech by ear. But there are all the prerequisites for improving the process of teaching listening: technology in modern times is developing rapidly, and teachers have more and more opportunities to use different kinds ICT tools taking into account various technologies listening training.
In conclusion, it should be noted that these recommendations will allow you to avoid mistakes when teaching listening comprehension to students, and will help you correctly build your own algorithm, based on the technology presented in the work for teaching listening comprehension in English lessons at school.
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foreign language: textbook. a manual for students of philological faculties of universities \ E.G. Kashin; resp. ed. A.S. Greenstein. - Samara: Publishing house "Univers Group", 2006. - 75 p.
Kolker Ya.M. Practical methods of teaching a foreign language: Textbook.
Manual /Ya.M. Kolker, E.S. Ustinova, T.M. Enalieva. - M.: publishing center "Academy", 2000. - 264 p.
Lurie A.S. Methods of teaching listening. - M., -1988. - 32 s.
Mirolyubov, A. A. General methods of teaching foreign languages in
secondary school / A. A. Mirolyubov, I. V. Rakhmanova, V. S. Tsetlin. - M.: Education, 1967. -504 p.
Pidkasisty P.I. Textbook for pedagogical students
universities and teacher training colleges/ Edited by P.I. Faggot. Moscow, 1998.
Polat E.S. New pedagogical and information technologies in
education system / Edited by E.S. Polat, Moscow, 2002
Sakharova T.E., Rabinovich F.M., Rogova G.V. Teaching Methodologyforeign languages in high school. - M.: Education, 1991.
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allowance. - Moscow, 1998
Solovova, E.N. Methods of teaching foreign languages: basic
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Filatov V.M. Methods of teaching foreign languages in primary
and main secondary school: textbook for students of pedagogical colleges (edited by V.M. Filatov) / Series “Secondary vocational education”. - Rostov n/a: “Phoenix”, 2004
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IG "Osnova"
Introduction.
Listening in an English lesson
Language is the most important means of communication, without which the existence and development of the human community is impossible. Expanding and measuring the quality of the nature of international relations of our state, the internationalization of all spheres of public life make foreign languages, in particular English, really in demand in the practical and intellectual activity of a person.
Due to the orientation of the school learning process towards practical knowledge of a foreign language, the problem of listening is increasingly attracting the attention of methodologists. A serious theoretical search is underway to study this complex process.
It is known that in teaching practice, the methodology for 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 mastery of this skill, then students will learn to understand speech spontaneously, without special targeted training. Although speaking and listening skills are in a certain relationship, their uniform development can be achieved only if a specially designed system of exercises is used to develop understanding of oral speech in natural communication conditions. Even people who are fairly fluent in a foreign language have difficulty listening to the natural speech of native speakers. Psychological data also indicate that the perception and understanding of spoken speech is a very complex mental activity.
Thus, listening is one of the most difficult types of speech activity. The insufficient development of this topic reveals the relevance of our research, since the question arises of how much the use of video materials helps to bring the process of teaching listening closer to situations of real communication from the point of view of information perception.
Object of study- pedagogical process in secondary school.
Subject of study- the process of teaching listening using video materials.
The purpose of this work- develop a set of exercises using video materials to effectively develop listening skills.
Tasks:
1. Define the essence of the concepts “video material” and “listening”;
2. Systematize and generalize knowledge on the topic under study;
3. Identify the features of working with video materials in English lessons; determine the criteria for selecting video materials and their principles;
4. Determine the stages of working with video material;
5. Develop a set of exercises using video recordings to develop listening skills.
1. Theoretical foundations of using video materials in foreign language classes to teach listening comprehension
1.1 The essence of listening as one of the types of speech activity
Listening is the understanding of speech perceived by ear. Mastering listening skills makes it possible to realize educational, educational and developmental goals. It allows you to teach students to listen carefully to speech, develop the ability to anticipate the semantic content of a statement, and thus cultivate a culture of listening not only in a foreign language, but also in their native language.
Listening is the basis of communication, and mastery of oral communication begins with it. It consists of the ability to differentiate perceived sounds, integrate them into semantic complexes, retain them in memory while listening, carry out probabilistic forecasting and, based on the communication situation, understand the perceived sound chain.
Listening is the process of perceiving, comprehending and understanding the speaker’s speech. The main goal of listening (listening) is to understand the content of someone else's speech, other people's thoughts and the intention underlying the oral statement.
Listening is the semantic perception of both spontaneously spoken and voiced written speech.
Listening is a receptive type of speech activity, which is the simultaneous perception and understanding of speech by ear and how independent species speech activity has its own goals, objectives, subject and result. This is a complex skill that cannot be fully automated, but only partially at the level of recognizing phonemes, words and grammatical structures.
We concluded that listening is listening with understanding, an independent type of speech activity, which is more difficult than talking, reading and writing.
Great importance is attached to teaching listening in the methodology of teaching foreign languages, since listening to foreign speech is a complex process that requires maximum attention from the student.
Most people are bad at listening to their interlocutor's speech, especially if it does not affect their interests. Research shows that no more than 10% of people have the ability to listen to a person with concentration and patience, to understand the essence of what he is talking about. The ability to listen is an element of a person’s speech culture, a manifestation of the ability to adequately understand and correctly evaluate spoken speech, as well as the most important condition for obtaining an education and successfully mastering the basics of science.
Educational listening- acts as a teaching tool, serves as a way to introduce language material, create strong auditory images of language units, and constitutes a prerequisite for mastering oral speech, the formation and development of communicative listening skills.
Educational listening allows multiple (during independent work) and 2-fold (during classroom work, under the guidance of a teacher) listening to the same material. Repeated listening provides a more complete and accurate understanding of the audio text, as well as better memorization of its content and linguistic form, especially when the listened text is used for subsequent retelling, oral discussion or written presentation.
Communicative listening- a type of speech activity aimed at perceiving and understanding oral speech during one-time listening. Depending on the communicative attitude, which focuses on what the breadth and depth of understanding should be, the following are distinguished:
· listening with understanding of the main content;
listening with full understanding;
· listening with selective extraction of information;
· listening with critical assessment.
Listening with understanding of the main content, with the extraction of basic information; introductory listening. This type of communicative listening involves processing the semantic information of a spoken text in order to separate the new from the known, the essential from the unimportant, and to consolidate the most important information in memory. Training tasks that target this type of listening and develop the necessary skills include predicting the content of a text based on the title before listening, determining the topic and communicative intention of the speaker, listing the main facts, answering questions about the main content, drawing up a listening plan, summaries and annotations.
Listening with a full understanding of the content and meaning, or detailed listening. Complete, accurate and quick understanding of spoken speech is possible as a result of automation of the operations of perceiving the sound form, recognizing its elements, and synthesizing content based on them. Listening with full understanding requires a high degree of automation of skills, concentration and intensive memory work. In the process of learning to listen with full understanding, students listen to the text, keeping in mind the following post-text tasks: retelling the text with a detailed presentation of the content, answering questions about all the facts, composing detailed plan, completing the text, coming up with additional facts.
Listening with selective information extractionor “expository” listening. The task of this type of listening is to isolate necessary or interesting information from the speech stream, ignoring unnecessary information. Such information can be important arguments, details, keywords, examples or specific data: dates, numbers, proper names or place names. Quick and accurate perception of numbers and dates requires intensive, long-term training, and understanding of proper names and geographical names is based on background knowledge, ideas about the situation and participants in communication.
Critical listeningimplies high level developing the ability to fully and accurately understand the spoken text, determine the communicative intention and point of view of the author. Similar to critical reading, this type of listening includes the ability to distinguish facts from opinions, evaluate the point of view of the author (speaker), draw conclusions, interpret, and understand subtext.
Listening comprehension difficulties.
Speaking about the difficulties that arise when learning to listen, we mean that, first of all, these are the difficulties that arise when perceiving foreign speech by ear. When listening to foreign speech, many things can hinder us: the content of the speech; the choice of linguistic means used by the speaker; the pace it offers; features of the speaker’s speech: strong reduction or “swallowing” of individual sounds, insufficient speech clarity, timbre of the speaker’s voice, volume, etc.Experts identify several reasons for a shallow and inadequate understanding of spoken speech:
· rapid fatigue as a result of complex speech and mental processes of the listener;
· individual manner of speech of the speaker: peculiarities of pronunciation, intonation, timbre of voice, certain speech defects, too fast or very slow pace of speech;
· the presence in oral speech of words unfamiliar to the listener.
Successful listening can be facilitated by:
· rich vocabulary of the listener;
· visual clarity accompanying the spoken text: diagrams, tables, pictures, list of keywords, plan;
· concentration on the speaker: attention to his voice, facial expressions, gestures, intonation, posture, etc.;
· uncritical listening: perceiving the message as it is until it ends, without criticism, interruption, or argument.
1.2 Video materials in the process of teaching foreign languages
In order to use video most effectively in the process of teaching foreign languages, it is necessary to highlight the advantages of this teaching tool.
· Using video makes the lesson more emotional and effective;
· The use of video allows you to develop speech activity and makes it possible to convey information to students in a simple visual form. It is important that interest does not wane with repeated viewings, but helps maintain attention to repetition. educational material and ensures the effectiveness of perception;
· Information richness;
· Concentration of linguistic means;
· The use of films in English lessons brings variety to the educational process, promotes student activation, and increases interest in learning English;
· Emotional impact on students.
1.3 Criteria for selecting video materials in a foreign language lesson when teaching listening comprehension
When analyzing various studies, we came to the conclusion that when selecting authentic video materials, the following criteria should be taken into account:
· compliance of the language content of video recordings with the level of language training of students;
· relevance of the topic of the video recordings;
· quality of sound and artistic design;
· correspondence of genre features of the content of video recordings to educational goals and objectives, interests of students;
· the range of sociocultural and sociolinguistic information contained in the film, reflecting various areas communication and communicative situations;
· informational and artistic value;
· popularity among the audience;
The choice of fragment language is very important. The effectiveness of using a video film in teaching speech depends not only on the precise determination of its place in the teaching system, but also on how rationally the structure of the video lesson is organized, and how the educational capabilities of the video film are coordinated with the learning objectives.
Chapter 2. Using video materials in foreign language classes to teach listening comprehension
2.1 Stages of working with video in a foreign language lesson
Watching a video in class, unlike watching television at home, is an active process. The teacher is the organizer and initiator of it.
Working with video includes three stages:
· Pre-demonstration
· Demo
· Post-demonstration
Before watching the video, students are given a communicative task that directs their attention in the right direction. For this purpose, questions and working handouts are developed, allowing the teacher to organize active viewing in class. As a last resort, the material to be reviewed can be copied from the board. Anticipating watching, children will do it quickly. In any case, the success of the work depends on preliminary preparation - viewing technology, which involves dividing the film into logical passages, developing separate tasks aimed at relieving language difficulties and explaining unfamiliar realities.
When working with didactic handouts, you should follow a certain technology:
1) pre-familiarize yourself with the worksheets or assignments;
2) the handouts should be simple so that the student gains confidence in his successful progress;
3) handouts do not test, but stimulate students’ speech;
4) worksheets allow you to both involve the whole class in the work and carry out individual work.
Making it easier for students to further understand, the teacher gives tasks for understanding the content of the video, content guidelines, key words and phrases.
Possible difficulties in understanding can also be resolved through selective listening. individual fragments soundtrack. In particularly difficult cases, a preliminary reading of the script is possible. This technique is justified when watching authentic feature films in English.
Content questions, illustrations from the film, and character portraits are also offered as pre-film guides.
Immediately before the screening, students are offered communicative tasks that make viewing active and focused. The development of these tasks provides great opportunities for teacher creativity. It can use:
Questions that, while serving as a guide, simultaneously direct students’ attention to specific points;
Tasks on worksheets: mark on the sheet the correct option, direction, fact corresponding to the content, etc.
Task type: arrange frames from the film at your workplaces in the order of their appearance in the video fragment;
Individual assignments that require independent student research. Modern technology allows you to do this using computer programs.
During the demonstration stage, in the case of repeated viewing, after the first demonstration, the teacher conducts the first control of understanding of individual words and phrases. One of the most attractive features of video recording is the ability to use the pause button, as well as rewind the video in reverse side, in order to achieve adequate understanding and implementation of the assigned communicative tasks. During the dialogue between the teacher and students, the difficulties of perception are clarified and additional supports and tips are given.
The simplest form control is the task of indicating true and false statements; choose one correct option from several proposed ones. This form of control is most quick way checks understanding while developing listening skills, however, it does not develop speaking skills. Answers to questions proposed before viewing allow you to organize a conversation based on the content of the viewed fragment, and at a more advanced stage - a discussion, especially when the questions are of a problematic nature.
The watched story video can also become a starting point for students’ independent creative expressions. After watching part of the video fragment, students can predict the development of the plot, expressing their assumptions, and change the ending of the film if it disappointed the students.
2.2 Development of a set of exercises and tasks (based on cards) for the video film “ Hong Kong »
Answer the questions
Fill in the blanks in the sentences
Ask questions
Translate sentences (phrases, words)
Find synonyms and antonyms.
At the post-demonstration stage, students must express their opinion about the fragment of the film they saw, about the behavior of the characters; We also offer students assignments
expanding their active vocabulary. Therefore, exercises should be carried out to consolidate the material. For this stage we offer the following exercises:
After sequentially watching episodes of the film for 10 lessons, students were offered an anonymous questionnaire with questions to identify the difficulties they encountered during work, their opinions about the need to use this type of work in teaching and the effectiveness of this type of work.
Survey results:
15 students who took part in the film were interviewed.
The analysis showed good mastery of the material, which allows us to conclude: the modern method of using videos for teaching listening helps to speed up and improve the process of mastering the material.
The majority of students (13) assessed this type of listening positively. Difficulties in understanding the audio text were mainly associated with the pace of speech and the peculiarities of the conversational style (the presence of slang and jargon vocabulary, abbreviated forms of words).
Many students (13) wanted to watch the passage again. It was also noted that the pre-screening exercises contributed to a better understanding of the film.
The most difficult type of task after viewing was the discussion of fragments of the film, its characters, problems, etc., i.e. the main problems were related to the production of unprepared oral speech (dialogue and monologue).
This type of listening aroused great interest, revival of students and a desire on their part to continue learning listening in this way. Based on experience in conducting listening based on video materials (video film “ Hong Kong ") and analysis of anonymous student questionnaires assessing this type of activity, we made conclusions about working with video material to improve listening skills, namely:
1. Before showing the video, the teacher needs to watch it carefully and note the key points that students should pay attention to. Demonstration of a film without prior acquaintance turns into an entertaining part of the lesson, the effectiveness of using the video film decreases, and the teacher cannot give assignments to students before watching.
2. An important element is a preliminary orientation conversation. Without having such a conversation, the teacher sets an impossible task for the students: to remember the content of the entire film and comprehend it. In this case, students remember only the material they are familiar with and miss out on a significant amount of new information.
3. If there is non-standard vocabulary in the text of the film, it is recommended to create a dictionary and place it before the main material with exercises and assignments for the film, as well as familiarize students with the features of informal conversational speech.
4. It is best if the assignments for the video are printed on cards and handed out to students before watching the film. Each student will be able to read them carefully, and it will be perceived as individual. This is a good motivation and support for students to successfully complete their assignments after watching the film.
5. If necessary, in cases of incomplete understanding of the text and, therefore, the impossibility of discussing its details, it is recommended to re-watch the episode or part of it.
6. After the first viewing, students should re-read the tasks given to them on the cards, individually, and understand which of the tasks they already understood and could already do.
7. It is advisable that the video film has a freeze frame, which allows you to focus attention on certain moments. Freeze frame allows you to pause the video, clarify or discuss a certain episode, return to the episode again, and then continue watching.
8. For this type of listening, it is desirable to have a more advanced material and technical base - a large projection screen that allows all students to clearly see the image.
9. It is best to watch the video in the office where classes are constantly held; this has its positive side.
The importance of using films in the educational process when teaching listening to spoken speech should be emphasized.
Firstly, because screen media are common and favorite for modern children, and meeting them in English lessons brings them joy.
Secondly, the very use of this tool helps the teacher to reveal his creative abilities; it significantly increases the effectiveness of the teacher’s teaching activities, since video materials represent examples of authentic language communication, create an atmosphere of real language communication, and make the process of mastering foreign language material more lively, interesting, problematic, convincing and emotional.
Conclusion
Summarizing the results of this study, it should be emphasized once again that the main purpose of a foreign language as a subject area of study is to enable students to master the ability to communicate in a foreign language. The ability to communicate in a foreign language is not possible without the ability to perceive foreign speech by ear. Listening is by no means an easy type of speech activity. It has been established that listening skills are developed more successfully when audio and visual channels of information are used in interaction, which makes it easier for students to perceive spoken speech and makes it possible to judge what is said more fully than when messages are received separately.. The effectiveness of using video material in teaching speech depends not only on the precise definition of its place in the teaching system, but also on how rationally the structure of the video lesson is organized, and how the educational capabilities of the video material are coordinated with the learning objectives. Thus, video materials in foreign language lessons really contribute to more effective and efficient learning of listening skills, since video materials represent examples of authentic language communication, create an atmosphere of real language communication, and make the process of mastering foreign language material more interesting and emotional.
During the course work, the theoretical foundations of video materials and listening are presented; the features of working with video material in foreign language lessons have been identified; the stages of working with video material were determined; difficulties encountered during listening; A set of exercises has been developed for working with video.