The system of exercises to teach listening

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The system of exercises to teach listening

Training and development of listening skills involves the gradual formation of receptive auditive skills when using phonetic, lexical and grammatical material, i.e. skills recognition and understanding of words, phrases, grammatical formation of lexical units of different levels in the phrase, sentence and related texts.

Auditory skills - understanding of a coherent text.

Because listening is hidden from view internal activity, the components of its actions, it is desirable to train specifically, making them the object of purposeful formation.

Methodologist Filatov V. M subdivides auditive exercises on preparatory and speech. Preparatory are directed on overcoming of separate difficulties of audition and on formation of its mechanisms. Speech represent the operated speech activity as they, provide practice of audition on the basis of complex overcoming of auditive difficulties, assume semantic perception of speech reproduction in the conditions which are coming nearer to natural communication and realization of communicative function of audioactivity are directed on improvement of process of semantic perception and on achievement of a certain level of understanding.

Exercises of preparatory character some methodologists call focusing, preparing for implementation actually auditions.

It exercises on perception and recognition of sounds, sound combinations, words, phrases, intonational drawing of the phrase, grammatical forms of the word, for example:

· Listen to words and raise a hand if in the word the long sound sounds;

· Listen to some offers and raise a hand when you hear a question sentence;

· Using alarm cards (".", "?", "!"), define type of a sentence;

· Listen to words and choose what correspond to the picture;

Play an important role in the exercise repetition of words, phrases, sentences, texts. This type of exercise is called the base, since it contributes to working out such important mechanisms listening, as a speech hearing, memory, articulating, probabilistic forecasting.

Among the preparatory exercises on development of the mechanism of probabilistic forecasting are important:

· Listen to the beginning of words and finish them;

· Listen to the beginning of phrases and finish them;

· Listen to words to the audiotext and call its subject;

A major role in the development of predictive skill played by structural signals: unions, union speech, adverbs, etc.

As the structure of signals act as verbs and nouns.

Exercises in identifying training orients students to compare the values of familiar lexical units, phrases, relevant or irrelevant speech passages, the determination and identification of words, phrases, sentences, which were absent in the first presentation of the text, for example:

· Listen to the suggestions and replace the word with another word;

· Listen to the two sentences and say what they differ from each other. What precise information appeared in the second sentence?

· Listen to the proposals and select the ones that do not correspond to the content of the text listened.

It should be said that the division of exercise in accordance with the forming mechanism is conditional, because listening - a single, spontaneous process, during which students simultaneously perform all actions semantic information processing.

In general preparatory exercises are based on the perceived disciples analytical - synthetic activity, as a result of which are formed and developed all the necessary mechanisms listening.

Speech exercises are often referred to in the actual listening exercises that are performed at the level of a complete speech, i.e., expanded text:

· To listen and understand who or that means;

· To entitle the listened;

· To break the audiotext into semantic pieces;

· To write down the main contents in the form of keywords;

· To retell the matter in the native language.

The choice of this or that speech exercise depends on a type of audition (global, selective, detailed).

Work with the audiotext assumes accurate sequence in actions of the teacher and pupils: preliminary instructing and preliminary task; process of perception of the audiotext; the tasks controlling understanding.

The communicative task or the instruction, installation plays extremely important role as it focuses on result of audition: to listen to the text, to understand its general contents and to entitle it, to answer questions (who that does, where, when, with whom, for what), to draw the heard. Communicative installation focuses studying as conscious and purposeful extraction of information. It prevents "dispersion" of attention and helps to concentrate on the main thing. According to psychologists, the correct and exact installation can increase efficiency of understanding for 25 percent.

Besides communicative tasks it is also necessary to give the accurate instruction how to listen: to understand only the main contents of the message or all details; to understand the contents with a support on a guess, bypassing hindrances, what support to use in the course of perception and judgment of information.

Speech exercises with the audiotext are carried out before listening, in the course of listening and after listening.

Exercises before listening of the text.

The purpose of these exercises - training of pupils for perception of the audiotext, introduction to a subject, updating of the knowledge which is available for them and experience, creation of motive on the forthcoming activity, removal of possible difficulties, "turning on" of the mechanism of expectation and forecasting with the help:

* Assotsiaogramms;

* Visual impulses in the form of pictures, photos, schedules;

* Acoustic impulses (music, voices);

Especially it would be desirable to stop on such reception as "assotsiogramm". We will imagine that pupils should hear the text about soccer as one of popular sports in England. Before listening the teacher suggests to call all words which are associated with the concept "soccer". He writes down the word "soccer" on a board, pupils call words. Work can take place in couples, individually. The arising associations are called as pupils both on foreign, and in the native language. In the second option the teacher can translate itself words and write down them in a foreign language or it can (after the assotsiogramm is made) to suggest to find the translation of words in the dictionary.

After listening the teacher suggests to emphasize (to allocate) in a word assotsiogramm which occurred in the text and to add an assotsiogramm with a number of words from the listened text, important for global understanding of information. phonetic listen audiotext voice

Exercise while listening to the audio text.

During hearing of the text pupils have to understand its sense and communicative intention speaking, to keep in memory that new that they learned from the text and to give it an assessment (interestingly, important, it is useful, it is informative or not). In the course of hearing pupils answer questions, carry out actions for correlation (illustrations, points of the plan with the contents), to making an abstract (dates, names, place names), to recognition of a text type, characters, a context, ordering of fragments of the text or remarks of dialogue.

The most part of these exercises assumes use in the course of perception of audiotexts of various working materials: list of words, cards, city map. It is offered to pupils during hearing of the text:

· To note in drawing (scheme) of the name of places of events about which there is a speech in the text;

· To number the subjects mentioned in the text in drawing;

· To reach by means of city map from one place (from the station) in another (the youth center …);

* To find "treasure" by means of a district map;

Exercises after listening of the text.

After text tasks involve pupils in vigorous creative activity, serve for control of understanding and the successful act of communication. It exercises of text character (it is correct - incorrectly and - no), answers to questions, scheduling, retelling, end of the text, conversation, discussion, an assessment of heroes, their acts and the text, etc. [18, c.249]

We will consider other classification of speech exercises in audition.

1. Exercises for training in perception of the dialogical speech "from outside".

* Listen to dialogue, make similar on the same subject.

* Listen to the beginning of dialogue, expand and add the last remark of one of partners.

* Listen to a filmstrip, retell conversation of characters.

2. Exercises for training in perception of the dialogical speech with participation in dialogue.

Listen to a number of questions, written down on the audio cassette. Give the developed answers in the pause which is taken away for this purpose.

Listen to the beginning of dialogue, continue it in pair work.

In process of perception of dialogue in an audio recording (or a movie fragment) replace remarks of one of characters with synonymic expressions. Reproduce then dialogue in new option in pair work.

3. Exercises for training in perception of the monological speech.

· Listen to the text, answer it is developed on questions.

· Reproduce listened with some modification of the end (the beginnings, the middle).

· See the movie, explain his main idea. [15,c.165]

We will consider the system of exercises for training in audition developed by methodologist Galskov N. D.

Compound components of system of exercises are, as we know, groups, types, types of exercises and their arrangement corresponding to sequence of formation of skills and abilities, number of exercises, a form and a place of their performance. From these components of a constant there is only a reasoned sequence of an arrangement of exercises, other components will change depending on character of audiotexts, language training of pupils, complexity of communicative tasks and other factors. For example, at perception aurally of the easy text need for elementary operations to which we refer imitation, distinction of oppositions of phonemes or close intonational models, identification of synonyms, crushing of the text on smaller semantic pieces, etc. disappears. Well prepared pupil doesn't need, as we know, the exercises developing perceptive - sensory base as he owns technical skills of hearing, including phonemic and intonational hearing, an instant receptive combination of words and offers, predictive abilities and etc.

In domestic technique often distinguish between two subsystems exercises: training / preparatory and speech / communicative.

The subsystem of training / preparatory exercises is extremely important link of the common system of exercise, although it is not speech activity, and establish a framework and tools for its implementation. It is designed to provide the technical side listening, remove the linguistic and psychological complexity of semantic perception, the ability to develop logical-semantic processing marks a lower level - from words to microtexts.

The subsystem of speech/communicative exercises promotes development of abilities to perceive speech messages in the conditions which are coming nearer to natural speech communication (contact and distantny), without support, helps and familiarity with a situation or a subject of exercise learn:

* to define the most informative parts of the message;

* to fix problems in understanding due to forecasting at the level of the text;

* to correlate the contents to a communication situation;

* to chlenit the audiotext on semantic parts and to define the main idea in each of them;

* to unite separate semantic pieces in the whole text;

* to use perception reference points (pauses, an accent, intonation, rhetorical questions, repetitions, a cliche, etc.) for creation of installation on performance of a certain activity with the speech message;

Knowing a foreign language at the level of its carriers can purposefully correlate the contents to a language form and a situation of communication that allows to separate objective information from the subjective.

Galskova also subdivides exercises for training of audition on preparatory and speech. We will consider them in more detail.

Preparatory exercises.

1. Exercises for training in speech hearing.

* Listen and repeat some couples of words:

Law - low

* Define aurally the rhymed words, note them in figures, for example:

Sort - pot - part - port (1,4)

1. listen to couples of offers, put in a graphic key (on a card) "+", if offers identical, and "-", if they different;

2. Exercises for training in probabilistic forecasting:

· listen to a number of adjectives (verbs), call nouns which with them are most often used;

* call word meanings, the elements formed from known to you, for example:

thankful, thank1ess (thank)

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

3. Exercises for development short-term and verbally - logical memory:

· listen to a number of the isolated words, remember and reproduce from them what treat one subject;

· listen to two - three short phrases, connect them in one offer;

2. Exercises in recognition aurally realities and abbreviations:

* listen to the phrases containing realities; translate them (write down realities in the course of perception);

* listen to the text containing realities; group the realities understood by you (proper names, place names, names of establishments etc.). Check yourself on a graphic key;

3. Exercises in development of a word-formation and contextual guess:

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

· listen to the compound and derivative words formed of word-formation affixes known to you (or words), translate them (or explain their use in the offer);

· determine value of international words by a context and their sound form;

Speech exercises.

Speech exercises have to be carried out on the texts possessing considerable potential in respect of the solution of communicative and informative tasks. At their perception the language form has to be realized at the level of involuntary attention if the speech doesn't go about the most perfect, so-called critical level of understanding.

Considering need of management of formation of speech abilities, and also importance of interaction of audition and speaking for a subsystem of speech exercises, it is expedient to allocate groups of the following appointment:

a) exercises for partially operated training in audition;

b) exercises for uncontrollable training in audition;

c) exercises for development of abilities of semantic processing and fixing of the apprehended information.

The essence of management consists in ability to influence the course of any process or a state. Specifics of management is that it purposefully and the purpose of management is set beforehand.

If to compare among themselves separate groups of speech exercises, it is easy to notice that exercises are carried out in the conditions facilitating semantic perception aurally, doing it more purposeful, prompted from the point of view of an orientation of thought, specification of a situation of communication, etc.

Increase of difficulties happens due to complication of a language form of the speech message, increase in volume of the text, a variation of various sources of information, a reduction/exception of visual support, elimination of tasks of the instructions preceding semantic perception aurally, etc.

Efficiency of exercises for partially operated training in audition depends on repeatability of separate receptions that is the extremely important for the initial stage, involvement along with acoustical other analyzers, especially visual, steady attention and existence of the creative, predicting cogitative activity. Performance of exercises of this group is resulted by certain "accustoming" To conditions of presentation of texts, control on the set hearing mode, steady working capacity. As for visual support, their use should be considered not only as an element of management, but also as means of an individualization of training.

1. Exercises for partially operated training in audition:

· examine a picture/a series of drawings, listen to the text describing this situation. Choose in the course of hearing one of offers for the name of a picture/a series of drawings;

· * study the plan of the downtown of London (Berlin, Paris), listen to the description of this center. Retell contents of the text in a foreign language, being guided by the plan, and also on the realities and proper names written on a board;

· listen to the text, being guided by key words / the plan. Distribute words/points of the plan in the sequence reflecting contents of the text;

· listen to the text, leaning on a series of drawings, continue the dialogue/description, coordinating it with final drawing;

· listen to the beginning of dialogue, expand and add a final remark of one of partners;

2. Exercises for uncontrollable training in audition:

· listen to the text in phonorecord, divide it into semantic parts and entitle them / make the plan;

· listen to a movie/radio game fragment, lose this sketch;

· фlisten to a fragment of the dialogical speech, retell the content of conversation in the form of a monologue;

· listen to the text, characterize a communication situation;

3. Exercises for development of abilities of semantic processing and fixing of information apprehended aurally:

· listen to the text, make summaries/theses;

· listen to the text, try to fill all actual, including digital, material. Group it in importance degree, give justification of the decision;

· compare the listened audiotext with the graphic text devoted to a similar subject. Compare the contents on similarity / distinction, give the reasoned assessment. [5,c.179]

Thus, each methodologist has the system of exercises for training in audition, but they have similarities: both that and others allocate two groups of exercises - preparatory and speech. Also exercises to, in time and after listening of the text. Each exercise is directed on formation at pupils of skills of audition.

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