KARAGANDA UNIVERSITY

NAMED AFTER ACADEMICIAN E.A. BUKETOV

REPORT
Training of listening mechanisms

Student: Akhtanova M.A.

Teacher: Ospanova V.A.

Karaganda, 2022
 Plan
I. Introduction
II. Main part:
1) Types of listening
2) What difficulties can there be in learning to listen?
3) The process of understanding foreign language speech
III. Conclusion
 Listening - is a receptive type of speech activity aimed at the semantic
perception of sounding texts.
Like any activity, listening begins with an awareness of the motives, goals and
objectives of the upcoming work, to which we are prompted by life circumstances,
peculiarities of communication. We listen because the conditions of our life, work,
and study require it from us. Therefore, before starting to listen, a person must
understand for what purpose he will do it, what are the specific tasks that he must
solve in the process of listening, i.e., realize his communicative intention, which
provides a focus on S., orients him to a certain type of listening, allows him to
outline a general program of activities. This stage of learning is called motivational
(awareness of what motivates us to listen, what are the motives underlying the
upcoming speech activity). We are guided by the situation of communication, we
outline a program for the implementation of a conscious communicative intention.
Based on this, some researchers call this stage of speech activity indicative. Then
the process of translation itself begins, i.e. the perception of the text, its
comprehension and understanding (awareness of meaning). At this stage, the
listener simultaneously analyzes the perceived (establishes semantic connections
and relationships between the links of the text) and, synthesizing, generalizing the
results obtained, comprehends the meaning of perception. During the hearing, a
synopsis, a plan, working notes, questions and comments can be made. This stage
of listening is called analytical-synthetic. At the third stage of the hearing, when
the reception of information is completed, the listener can once again comprehend
what he has perceived, correct his conclusions, react with actions to what he has
heard, realize the degree of his understanding of the analyzed statement. The
presentation of the results of what was heard, on the one hand, indicates the
realization of the purpose of the hearing (the measure of its achievement), and on
the other hand, it allows you to control the level and quality of speech activity.
Thus, the last stage of S. implements the executive (reaction to the utterance) and
control phases of speech activity. The effectiveness of S. it is provided by the
actions of appropriate psychophysiological mechanisms.:the process of listening is
impossible without the action of the mechanism of auditory memory, with which
the listener keeps in mind the perceived segments of speech. The work of auditory
memory allows you to perceive speech in large blocks, and not in separate words
(and even more so in sounds and sound combinations). in the process of Writing, a
person foresees the future development of events in the text being analyzed by ear,
predicts the content of the utterance, anticipates the appearance of individual words
in a phrase, anticipates the meaning of a certain part of the text being listened to.
Thirdly, in the process of perceiving the sounding text, the listener should highlight
semantic reference points, which deepens the understanding of what he has heard
and facilitates the memorization of materials.
types of listening are determined depending on:
the type of installation of semantic perception of the text;
from the source (TV, radio broadcasts, tape recordings, etc.);
whether we see the speaker or not;
are we listening to one or more speakers, etc.
 Types of listening, depending on the type of attitude to the semantic perception
of the text: global (when, for example, the task is set — to determine the topic, to
say what was discussed); detailed (when, for example, it is necessary to reproduce
what was heard in detail, in detail); critical (when, for example, it is necessary to
evaluate, critically analyze what was heard).
The ways of listening are non—reflexive and reflexive listening. Non-reflexive
listening consists in the ability to “carefully remain silent” without interfering with
the speaker's speech with his remarks. Reflexive listening is used to establish the
accuracy of perception of what is heard. Sometimes this S.S. is called “active”,
meaning that the listener uses the verbal form more actively (than in non-reflexive
listening) in order to make sure that he understood the speaker. There are three
main techniques of reflexive listening: clarification, paraphrasing, expression of
feelings. The ability to listen is a professionally significant skill (see professional
pedagogical listening). Firstly, the teacher himself should be able to listen to the
student's answer (react quickly to the answer, rearrange — if necessary — the
wording of the question, etc.); dialogue (polylogue) of students; his colleagues,
parents, etc. Secondly, the teacher should teach children to listen carefully so that
they can assimilate educational information
Learning a foreign language in the modern world is becoming an integral part
of the learning process. A foreign language is a vital necessity that allows a person
to develop harmoniously. Learning a native language is caused by a vital necessity,
then a foreign language can help expand the horizons of students, increase
motivation to acquire knowledge, and contribute to the harmonious development
of personality. Communicating in a foreign language, pronouncing rhymes,
participating in dialogues, composing monologue statements, the child acquires
communication skills, becomes motivated to communicate not only in a foreign
language. To construct an utterance, an analysis of the acquired knowledge takes
place and logic develops, which is very important at all stages of training.
Learning a foreign language, which begins in elementary school, involves
mastering all types of speech activity.
The main types of speech activity are:
listening (understanding speech and listening to speech and understanding it),
speaking (oral expression of thought),
reading (perception and understanding of someone else's recorded speech).
writing (graphic, written expression of thought),
All of these types of speech activity exist only in interconnection. The
interdependence of different types of speech activity in rational learning involves
mandatory consideration of the special, specific, correlated with the essential
characteristics of each individual type of speech activity.
Speech activity is one of the most difficult activities for any student.
When do children meet with listening as an independent type of speech
activity? They hear the interlocutor's speech, hear songs, watch cartoons and
movies, and finally, if questions or requests are specifically addressed to them, all
this is somehow connected with the concept of listening.
 Accordingly, it is possible to formulate the goals of teaching listening in the
classroom. At the initial stage, it is necessary to form listening skills that will be
useful in real communication situations, first of all, to learn to hear and perceive
the sound series of a foreign language. It is necessary to adequately perceive
lexical units and speech material in the flow of information, learn to memorize
statements in order to understand more complex structures in speech. It is
necessary to develop auditory memory and auditory response, which, if properly
operated, will lead to the development of the necessary mental functions for the
perception of a non-native language.
The mechanism of listening affects different types of memory, respectively, we
use short-term, operational and long-term memory. It is with the work of short-
term memory that the success of mastering vocabulary begins. Auditory memory,
visual images will be a good support and a great help so that other types of
memory can perform their functions. Emotional perception and emotional
experience is sometimes also a very important link.
What difficulties can there be in learning to listen?
Firstly, these are phonetic difficulties. It should not be forgotten that those
sounds that are absent in the native language should be trained especially carefully,
because only after the student pronounces words with these sounds, they will be
perceived in speech. For the level of younger schoolchildren, it is necessary to
carefully choose the material for listening, so that the complexity of the material is
adequate to those lexical units that are supposed to be remembered for the
performance of listening tasks. At a higher level, the pace of speech and the
manner of speech of the speaker can play a very important role. Individual
peculiarities of pronunciation, namely the accent of a native speaker or dialects
common in certain countries also need to be taken into account. From personal
experience, I can say that not often, but I give higher-level listening assignments
than a particular group needs. But then you need to work more, so that in addition
to listening purposes, this speech material would raise the group to a different
height. And it works. In any case, the more words a student knows, the easier it is
to complete the listening task.
Secondly, grammatical difficulties of speech perception may arise.
Grammatically, a foreign language may not correspond to the native language,
respectively, intonation, the presence of pauses, logical stress in a phrase are
important components of the correct perception of a thought expressed in a foreign
language. Composing dialogues, reading poems, texts, rhymes, in the end,
individual phrases, repeating phrases behind the speaker – all these are training
exercises that will work on successfully mastering the listening skill and creating
additional motivation for further learning a foreign language.
Thirdly, listening is more successful the higher the listening skill. For younger
students, songs, poems, rhymes, cartoons, physical education minutes in the
classroom contribute to the development of listening skills. Phrases and lexical
units are very well perceived when younger schoolchildren can show phrases with
their hands. [5] Here it is quite possible to chase a lot of birds with one stone:
vocabulary, grammar, and listening skills. At a higher level, movies, TV series,
favorite songs become available, especially if you look at the text on the Internet.

Another pitfall in the performance of the hearing may be the socio-cultural

aspect. As a rule, they begin to learn a foreign language in their native country,
respectively, speech behavior is extrapolated to the country in which we live and
which we know better. This can lead to a misunderstanding of the perceived
information and context. In my practice, it was at the hearing that the fourth grade
students looked at me blankly when they heard that the girl with the oil on fire in
the frying pan quickly ran out of the kitchen into the garden, and there was no fire.
How is it from the kitchen, but right into the garden? In our understanding, the
houses are all multi-apartment, the description of a small English city does not
immediately arise in memory. Unfortunately, it is not always possible to lay straw,
but it is necessary to take into account such features.
All this is reflected in the sociolinguistic and socio-cultural components of
communicative competence. Knowledge of the norms of language use in various
situations and possession of situational variants of the expression of the same
communicative intention helps to determine the context in a particular situation.
Norms of behavior, traditions, history should be considered as an integral part of
the knowledge that a student receives in foreign language lessons. With the amount
of knowledge, the student can successfully cope with listening tasks. Accordingly,
for successful listening training, it is necessary to take into account and
successfully overcome difficulties.
A foreign language plays a very significant role in modern education. It is both
a means of communication, and a means of self-education and self-improvement.
Thanks to the knowledge of a foreign language, one's horizons expand, and self-
confidence becomes greater. The use of effective methods and techniques of work
aimed at activating speech activity leads to good results. It is necessary not to stop
at what has been achieved, to analyze your successes and failures
The process of understanding foreign language speech by ear is associated
with certain difficulties, the main way to overcome which is regular and purposeful
training of all mechanisms of this activity (short-term memory, internal
pronunciation, probabilistic forecasting, speech hearing and comprehension) by
performing appropriate exercises.
Preparatory exercises.
1. Exercises for the development of speech hearing and memory of students.
• compose a word from the isolated sounds you have listened to and write it
down;
• listen to the following phrases and repeat them;
• listen to the following words and translate them;
• listen to the words and name the ones that rhyme;
• find the words you have heard in the columns and mark them with the
appropriate numbers in the order in which they sound in the text;
• determine the number of words in the listened sentences;
 • identify by ear and record the last word of each sentence of the listened
segment of speech;
• repeat the list of words after the speaker and, without writing them down,
make a sentence;
• repeat the following sentences after listening once;
• determine by ear the type of sentences (narrative, exclamation, interrogative);
• listen and raise your hand when you hear a sentence with a negative value;
• repeat the list of words after the speaker (the list gradually increases);
• listen to the sentences and write down proper names/geographical names,
dates.
2. Exercises for predicting the topic of the text:
• listen to the title, the first sentence, view the illustration to the text and make
a guess about the topic of the text, the place and time of events;
• listen to the title and tell me what (who) will be discussed in the text;
• tell us what will be discussed in the text, based on the provided keywords /
illustrations.
3. Exercises for predicting the content of the text'.
• listen to the beginning of the text, make a plan for the continuation of the
text;
• listen to the beginning and end of the text and restore the main content of the
audio text;
• consider the drawing, listen to the beginning of the story, try to guess the
subsequent content.
4. Exercise for the development of probabilistic forecasting:
• listen to a number of subjunctives/verbs and name the nouns that are used
with them;
• listen to a number of speech cliches and name the situations in which they
can be used.
Speech exercises are aimed at improving the process of semantic perception
and achieving a certain level of understanding:
• listen to a brief summary of the text and tell me what does not correspond to
its content;
• on the basis of the listened text, confirm/refute the following statements;
• arrange the pictures in a logical sequence and retell the text based on them;
• choose from the proposed statements the one that corresponds to its content,
comment on your point of view;
• write down the keywords, arrange them in the order of use in the text and
retell it;
• fill in the gaps (close test);
• complete the suggestions;
• arrange the points of the plan in a logical sequence and briefly retell the text;
• select the appropriate audio text title, justify your point of view;
• select from the suggested list the proposals reflecting the main and secondary
information, fill in the table;
• name the main idea of the text;
 • list the main issues discussed in the audio message;
• formulate the opinion of all participants in the conversation.
To overcome the subjective and objective difficulties of students when
listening to a foreign language text, it is necessary to rely on the model of listening
training, which includes three stages: before listening (pre-text stage), during
listening (text stage) and after listening (post-text stage). The distinctive features of
the selected stages were described in detail in paragraph 10.1. As I. A. rightly
notes. Dechert, the reliance on reading can be carried out at the following levels: 1)
psychological, based on the similarity of psychological processes in receptive
types of speech activity, and 2) methodical, when the whole process of learning to
read should contribute to the formation of students' methods of working on any,
including sounding, text [1].
Let us briefly dwell on this issue, focusing on the distinctive features of
listening.
The pre-text stage. The pre-text stage includes tasks for understanding the
communicative task, removing possible linguistic and socio-cultural difficulties,
developing linguistic and contextual guesswork, updating students' life experience
on this topic through semantic forecasting of the text content, updating background
knowledge. Semantic forecasting of the text content includes anticipating the
content of what is read by the title and anticipating the content of the text by
illustrative material.
It is important to understand
The flow of the external and internal sides of listening is determined not only
by the complexity of the text and the level of students' learning, but also by the
communicative task, in other words, for what purpose (for general acquaintance,
for full understanding, for extracting the necessary information) it is necessary to
listen to this speech message. Thus, the communicative task determines the type of
listening and the resulting methods of control and self-control.
The pre-text stage reflects the motivational and target aspect of the activity. At
this stage, the teacher:
• conducts special tasks that develop namyat and speech hearing;
• relieves linguistic/socio-cultural difficulties;
• discusses the title of the message with students;
• conducts (based on the title and setting) semantic prediction;
• gives students an exposition text (subject of the message, a problem that
needs to be solved).
Thus, at the pre-text stage, the teacher adjusts the class to the perception of the
audio message, which is achieved through the text-exposition, which provides a
prediction of the main topic (and sometimes the main idea) of the message,
organizes mental activity, attention, memorization in the process of listening.
This is followed by a text stage in which the class listens to an audio message
and performs exercises in parallel (for example, fill out a table, number a sequence
of events, mark words in a list, etc.).
 The purpose of the post-text stage is to perform tasks for the listened text,
which are aimed at a general /detailed / selective understanding of the content of
the audio message.
The textual and post-textual stages are aimed at the formation of the analytical-
synthetic and performing part of the auditory activity.
In conclusion, we will highlight the factors that determine the success of the
process of perception and adequate understanding of foreign language speech by
ear:
• motivation, which is primarily associated with preliminary orientation in a
communicative situation, during which the student receives information about the
subject of a speech message;
• the communicative and cognitive value of the text;
• a communicative task that affects the depth and accuracy of understanding,
which implies that the installation corresponds to the type of listening;
• the level of formed psychological mechanisms of listening, which implies the
inclusion of exercises aimed at their development;
• the level of formed phonetic and lexico-grammatical skills and abilities in
various types of speech activity;
• the level of socio-cultural and contextual awareness;
• the degree of independence of students, which is primarily due to the gradual
decrease of supports;
• attention. Taking into account the individual characteristics of attention
largely affects the success of teaching a foreign language and listening in
particular. The student should be able to concentrate his attention on the audio
message presented and keep his attention during the whole listening process;
• informative richness of the text, which implies taking into account the
difficulties of a linguistic, extralinguistic nature.