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* City laboratory “Module Design” work program in the Russian language, aimed at improving types of speech activity" Head: Olga Valerievna Skopina

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Lesson No. 2 “Creating a module of the work program “Speech activity: listening (effective listening”). Results of testing control activities in listening. *

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Task 1. Vaska listens and eats. Listen more, talk less. Didn't see it, didn't hear it. A speech with a proverb is pleasant to listen to. An attentive listener inspires a speaker. You can't listen to all the speeches. Learn to listen well if you want to enjoy listening *

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* Listening The term “listening” refers to the process of perceiving spoken speech, which involves listening, understanding and interpreting information perceived by ear.

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Task 1 Group 1 - what helps a person to be a good listener? Group 2 - what prevents a person from being a good listener? *

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Task 2 Program “News” Questions: 1. Explain the sequence of events presented. 2. Find the connection between the plots 3. What idea does the program convey? *

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Task 3 Read the text. Formulate a problem related to listening. Why is it important to teach listening? Evaluate each group's statement according to the criteria. *

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Task 4 Control event on the topic: “Creating a statement containing the communicative intention of the characters.” *

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Task 4 Text for analysis by A. Exupery “The Little Prince” Task: Determine the communicative intention of the characters. 1 group. What did the rose want to say? 2nd group. What did the little prince understand for himself? *

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Structure of the control event 1. Topic 2. Goal 3. Specific result *

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Structure of the control event 4. Description of the control event: 4.1. Module tested during the CT 4.2. Object of assessment *

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Structure of the control event 4.3. Technical specifications: 4.3.1. Listen to the text 4.3.2. Answer the questions. Choose the correct one from the proposed answers 4.3.3. You are given ... minutes to complete the task 4.3.4. Description of the assessment procedure *

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Listening Based on experimental data, two reasons can be identified that complicate auditory perception and understanding: the focus of students’ attention only on the general content and the inability to understand secondary, but extremely important for deeper comprehension, information; too quickly switching attention from linguistic form to content. *

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Listening Listening, associated with understanding other people's thoughts and the intention underlying the statement, presupposes the presence of a fairly high level of development of lexical, grammatical and phonetic automatisms. Only under this condition can the listener's attention be concentrated on the content. *

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Listening In order for such listening to be successful, it should be preceded by more thorough development of new material at the explanation stage, as well as exercises in listening to microtexts (semantic pieces) sounded for up to half a minute, which is approximately 50-70 words. Each audition should be accompanied by specific and feasible tasks. *

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* Psychological aspects that should be paid attention to for successful listening Listening to speech messages is associated with the activity of memory. The process of listening to speech is characterized by a high degree of concentration. The success of listening depends, in particular, on the need of schoolchildren to learn something new, on the presence of interest in the topic of the message, on the orientation towards cognitive activity. Thoughtful organization of the educational process, clarity and logic 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 points that will help program the future. practical activities with the perceived material.

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* 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 and correct them, and better remember the logic and sequence of presentation.

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* Dependence of listening on the conditions of perception. Rate of speech messages. The objectively specified tempo of a speech message determines the speed and accuracy of listening comprehension and the effectiveness of memorization. The pace of speech depends on the importance of the information contained in individual parts of the message. More important information is given more slowly, by emphasizing the length of the vowels, the secondary one is given more quickly. The nature of the messages also matters. The difficulty of studying speech tempo lies in the fact that it is closely related to other means of expressiveness - rhythm, stress, and especially pauses.

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* It has been experimentally established that shortening pauses by more than half worsens semantic perception, and at the subjective level causes a false impression of an increase in tempo speed. To ensure that the rate of speech does not become an obstacle to listening comprehension, the speed of presentation in some cases can be slowed down by increasing the duration of pauses between semantic chunks.

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* Number of presentations and volume of speech messages. For effective teaching of listening, it is important correct solution the question of the advisability of repeated (or multiple) presentation of the same speech message and the duration of its sound. Experiments conducted in a school classroom revealed a very noticeable dependence of understanding on the amount of presentation, especially at the initial stage of learning. Thus, 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 provide a significant improvement in speech understanding.

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* When determining the size of a monologue or dialogic message, either the playing time or the number of words or sentences is indicated. For the initial stage of secondary school, descriptive texts consisting of 3-6 sentences are intended, at the middle stage this number increases to 10-15, and by the end of school - to 20-25.

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The volume of speech messages depends on the location of the exercises. As for work in the classroom, the average size of texts, measured by the duration of the sound, in fifth-sixth grades is two or three minutes, and in older ones - three to five minutes. Text up to three minutes long is considered optimal, since it does not exceed students’ ability to retain information.

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* Supports and landmarks of perception. The success of listening largely depends on whether it contains the necessary tips and supports for memorization. Listening to speech begins with identifying semantic landmarks. First of all, this should include intonation, rhythm, pauses and especially logical stress. They must not only be relevant to the content; but also to perform the expressive function of speech, that is, to express the emotional attitude of the speaker to the reported facts and phenomena. When speaking neutrally, understanding is significantly reduced. To highlight semantic landmarks, introductory words, repetitions, rhetorical questions, etc. are also used. Speech cliches, widely used in colloquial speech, are of great help. The nature of landmarks and supports changes depending on speech experience and the method of presentation of audio texts.

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* Preparatory exercises. Taking into account the factors influencing the perception of speech messages, two groups can be distinguished in preparatory exercises: exercises aimed at relieving difficulties of a linguistic nature; exercises aimed at overcoming difficulties of a psychological nature.

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* As a result of performing exercises of the 1st group (removing linguistic difficulties), the following skills are formed: 1) isolating unfamiliar phenomena from speech messages, their differentiation and understanding; 2) correlating sound samples with semantics; 3) determining the meaning of words (using word-formation guesses); 4) determining the contextual meaning of various lexical units and grammatical structures; 5) recognition and comprehension of synonymous and antonymous phenomena.

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* The second group of exercises aimed at overcoming difficulties of a psychological nature promotes the development of: 1) predictive skills; 2) the volume of short-term and verbal-logical memory; 3) the mechanism of equivalent substitutions; 4) speech hearing; 5) skills to collapse (reduce) inner speech.

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* Speech exercises contribute to the development of skills to perceive speech messages in conditions approaching natural speech communication. They teach: a) to identify the most informative parts of a message; b) close gaps in understanding through text-level prediction; c) relate the text to the communication situation; d) divide the audio text into semantic pieces and determine the main idea in each of them; e) record the main part of the information in writing.

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* Speech exercises 1. Listen to texts of varying content at a normal pace, relying on visualization, and then in a sound recording without relying on visualization and answer the questions 2. Listen to the beginning of the story and try to guess what happened next 3. Look at the picture , listen to the beginning of the story, try to guess the subsequent content. 4. Listen to the story and retell that part of it that is a description of this picture. 5. Listen to the story and answer the questions 6. Listen to two stories and say what is common and different about them.

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* 7. Listen to the text and choose a title for it 8. Listen to the text and state its content in two to four sentences 9. Listen to the text and arrange the points of the plan in the right order 10. Listen to the text and determine its type (message, description, narration, reasoning) 11. Listen to the dialogue and briefly convey its content. 12. Tell us about...., after listening to the text. 13. Answer the questions after listening to a fragment of the text. 14. Listen to a fragment of the text and use information from it in preparing a target statement (for a specific addressee). 15. Listen to several fragments of the text, make a plan for the statement. 16. Make a plan for the statement for a given communication situation and listen to several fragments of the text to obtain the necessary information. 17. Make a plan for the statement. Listen to the proposed materials, select those that correspond to the plan, extract from them when listening again necessary information and formulate your statement.

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* Exercises for teaching the perception of speech flow 1. Divide superphrasal unities into sentences by ear. 2. Say what is missing in superphrasal unity. 3. After listening to a group of sentences twice, indicate the sentence that the speaker missed during re-reading 4. From a number of sentences, select the one that does not correspond to the topic 5. While listening to the sentences, mark on the cards the sequence of their pronouncement by the speaker. (Sentences are written on cards in a different order.) 6. In the process of listening to sentences that are related to each other in meaning, rearrange the same sentences written on the card (board) in accordance with the content and logical sequence of their presentation aurally. 7. Compare the order of the same sentences on card u in the sound recording, indicate the differences

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* 8. Listen to a fragment of the text, arrange the points of the plan (retelling) of the text in the required order 9. Arrange keywords in the order of their use in the text read by the speaker 10. Mark in the list the means of coherence used in the listened text. 11. Mark in the list the numbers named in the text 12. Mark in the list the proper names named in the text by the speaker 13. Write down the numbers named in the text 14. Write down the proper names named in the text 15. Write down the character traits of the character named in the text 16. Write down the characters named in the text in the text words and phrases related to the topic being studied. 17. Listen to a fragment of the text, say which of the given topics it corresponds to 18. Listen to two fragments on the same topic and say which new information contained in the second fragment compared to the first. 19. Listen to a fragment of the text and write down the key words 20. Listen to the fragment of the text again and say it using the previously recorded key words.

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* 21. Listen to a fragment of the text and find inaccuracies in its Russian written translation. 22. Listen to a fragment of the text and, based on the content, name its topic and the problem in question. 23. Listen to a fragment of the text and find in it the answers to the questions posed. 24. Listen to a fragment of the text and find in it words and phrases that correspond to the definitions or descriptions of the pictures. 25. Listen to a fragment of text and determine correct option answer to the question (5 options are given.) 26. Listen to the text, and then, when presented again (at a certain moment, the sound turns off), reproduce the rest of the text yourself.

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* Exercises for teaching anticipation (anticipation in philosophy and psychology - anticipation, foresight, an idea of ​​an object or event that arises before the act of perception, waiting for the occurrence of an event) to isolate various categories of semantic information 1. Listen to the sentence and make up the following sentence of your own, combining in meaning with listened to. 2. Listen to the oral message and say who (what) it is about. 3. Listen to a number of sentences in superphrasal unity and identify the sentence that expresses the main idea. 4. Review the outline of the text and give the text a title. 5. Look through the list of keywords and determine the topic of the text. 6. Listen to sentences from the text and try to determine its idea and topic.

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* 7. Listen to the beginning of the text and try to make a plan for the continuation of the text. 8. Listen to a fragment of the text and try to continue it orally. 9. Listen to a fragment of the text with visual support on its condensed retelling on the card u expand this retelling orally using the received semantic information 10. Listen to the fragment of the text u find its place in the graphic text. 11. Listen to a fragment of the text and find where it is missing in the corresponding graphic text 12. Look through a number of sentences, determine the connecting semantic link and arrange the sentences in a logical sequence 13. For each semantic thesis, select key words and, after listening to a fragment of the text, determine how correctly they are chosen words.

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* Exercises to develop auditory memory, attention, imagination, logical thinking 1. Listen to two logically related phrases and repeat them. 2. Listen to the speech samples and show the corresponding illustrations. 3. Listen to the sentences and perform the corresponding actions with objects or imitate these actions. 4. Listen to the sentences and organize them in a logical sequence. 5. Listen to two phrases and say what is missing (what is new) in the second. 6. Memorize the dialogue, repeating the speaker’s remarks. (The remarks gradually lengthen) AUDITING SKILL. A speech operation brought to the level of automatism and associated with recognition and discrimination of individual sounds and sound complexes, including various types of intonation structures in the flow of speech. A. n. is formed as a result of performing special language exercises. AUDITING SKILL. A speech operation brought to the level of automatism and associated with recognition and discrimination of individual sounds and sound complexes, including various types of intonation structures in the flow of speech. A. n. is formed as a result of performing special language exercises.

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* For listening to texts of a descriptive nature, it is very important to develop students’ ability to verbally understand speech, that is, to teach them to recognize and understand speech units with the lexical content in which they were previously encountered: a) in a familiar environment; b) in a new environment; teach to differentiate similar words and speech patterns based on context.

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* To perceive and understand texts of a narrative nature, it is necessary, in addition, to teach students to highlight the facts discussed in the message; separate one episode from another; observe the sequence of actions; have a good idea of ​​what is being discussed; be able to highlight ideas expressed in speech; be able to separate the essential from the secondary; be able to guess the possible content of a statement: a) by exposition; b) according to the situation (for dialogical speech); understand the content of speech regardless of individual incomprehensible passages.

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* To perceive texts of a plot nature, substantive and logical understanding may not be enough. A deep and accurate understanding of what is heard presupposes penetration into what is expressed in the story not directly, but indirectly, allegorically, with the help of artistic means and intonation. In this case, we can talk about understanding the implicit meaning of the statement and understanding the expressiveness of speech, which is a prerequisite for revealing the subtext.

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* When determining easy texts or those most suitable for listening, you can be guided by the following requirements. Texts must: 1) have ideological and educational value; 2) correspond to the age characteristics of students and their speech experience in their native and foreign languages; 3) contain a specific problem of interest to those listening; 4) have a clear, simple presentation, with strict logic and causality; 5) represent different shapes speeches - monologue, dialogic, dialogue-monologue (in the latter case with a minimum of dialogue); 6) not be written in the first person (which makes listening difficult at the initial stage); 7) have redundant elements of information.

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* Intratextual features of the text: The introduction serves as an introduction to the text and serves as a kind of orientation tool. When selecting or restoring audio texts, you should remember that the introduction may contain either one or two connecting phrases, or a rhetorical question that facilitates prediction. It can include a summary of the topic or introduce students to more context.

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* The main part of the message usually consists of paragraphs interconnected in meaning and logical-compositional structure. The conclusion may contain a summative part, an explanation or reinforcement, an assessment, an indication for continuation, or an appeal to the listeners. When learning listening from specially composed texts, it can end with a specific task in which a question is highlighted for discussion.

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* Stages of listening 1. Selection of material. When selecting texts for listening, the teacher takes into account: a) their information content, i.e. the presence in them of information that has cognitive value, b) the presence in the texts of information already known to students (obtained in foreign language lessons or in lessons in other subjects), which can serve as a support for listening or makes it possible to create such a support, c) the correspondence of language difficulties texts to the students’ level of preparation, d) the educational value of the texts, their ideological potential.

LISTENING LISTENING (from Latin audire - to hear) - listening to voiced texts to train their perception and understanding by ear (mainly in the educational process).

Big Encyclopedic Dictionary. 2000 .

See what “LISTENING” is in other dictionaries:

Listening comprehension and understanding of spoken language. See also: Speech activity Interpretation Financial dictionary Finam... Financial Dictionary

- [Dictionary of foreign words of the Russian language

- (from Latin audire to hear), listening to voiced texts to train their perception and understanding by ear (mainly in the educational process) ... encyclopedic Dictionary

Noun, number of synonyms: 4 audit (5) perception (20) teaching (11) ... Synonym dictionary

LISTENING- (from Latin audire – to hear). Receptive type of speech activity; semantic perception of an oral message. A. consists of the simultaneous perception of linguistic form and understanding of the content of the utterance. During training foreign language ultimate goal... ... New dictionary methodological terms and concepts (theory and practice of language teaching)

listening- LISTENING, I, Wed A form of teaching foreign languages, consisting of students listening to spoken texts to train their perception and listening comprehension. Katya disliked listening the most of all foreign language classes... Explanatory dictionary of Russian nouns

I Wed. A receptive type of speech activity, which consists in understanding spoken speech; listening (in language teaching or language learning methods). II Wed. Independent examination of the financial statements of any enterprise, or institution, any... ... Modern explanatory dictionary of the Russian language by Efremova

Listening- (see Hearing) ... Pedagogical speech science

listening- listening, I... Russian spelling dictionary

listening- listening comprehension and understanding of spoken language... Explanatory translation dictionary

Books

• A textbook for preparing for the Unified State Exam in English. Listening and Speaking, Taylore-Knowles Steve. Tutorial to prepare for the Unified State Exam English language: listening and speaking with an online resource will help students prepare for the “Listening” section and the oral part of the Unified...
• Listening. Test tasks in English to prepare for the State Examination. 9th grade, L. M. Gudkova, O. V. Terentyeva. The tests contain tasks provided for in the English language program for grade 9, and correspond to the content and structure of the “Listening” section of the State Academic Examination in English. The authors of the tests are…

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