Эффективные методики обучения аудированию студентов высших учебных заведений

Аннотация

Ключевые слова: В ответ на растущую потребность учащихся английскому аудирование, языку как языку международного общения, обсуждаются иностранный язык, вопросы, связанные с преподаванием иностранного языка в аудиотексты, высших учебных заведениях. Рассмотрены эффективные высшее образование, формы и методы обучения англоязычному аудиту студентов навыки аудирования, высших учебных заведений. Отмечается характер и роль жизненные ситуации, процесса аудита. Описываются аудиотексты, отражающие трудности, реальные жизненные ситуации. Серии отобраны и проблемы, аудиторская проанализированы. организация. Проблемы и трудности, с которыми сталкиваются студенты при обучении аудиту. Рекомендуются меры для правильной организации процесса прослушивания в классе, наиболее эффективные подходы к развитию у учащегося уверенности при прослушивании аудиотекстов и способности понимать иностранную речь. Listening is the key to all effective communication. Without the ability to listen effectively, messages are easily misunderstood. As a result, communication breaks down and the sender of the message can easily become frustrated or irritated. If there is one communication skill you should aim to master, then listening is it. Listening is a complex process for teaching and learning, because during listening mental processes such as auditory perception and recognition; attention; probabilistic prediction; guesswork; segmenting speech flow; informative analysis; final synthesis, assuming various compressions and interpretations of the received message [2, 34]. In one of his recent publications, M. Growth has described that is a necessary speech activity because it provides the listener with information. Without understanding the information no study can begin [3, 22]. Because of this complexity of the listening process, learners have many difficulties in understanding the language of their speakers. Difficulties cause feelings of uncertainty and even fear [4, 15]. The task of the teacher is to solve these difficulties and to develop the ability to understand foreign language. In fact, the purpose of listening in the classroom is to enable students to navigate through certain real-life situations. If so, two very important interrelated issues are worth considering: The characteristics of real-life situations; How to correctly organize listening in general and in life situations in particular, taking into account their specific characteristics. To address these issues, it is necessary to identify a range of typical situations in which some people listen to others. This, of course, will include situations where not only the process of the hearing is involved, but also other speech activities, 459 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 5 (2021) / ISSN 2181-1415 usually speaking. But the main thing remains that a person needs to be able to understand what they are being told and to respond adequately to that speech [12]. The list of typical situations can be presented as follows: interviews, instructions of various kinds, loudspeakers, radio news, theatrical spectacle, telephone conversations, TV shows, in the shop, etc. It is important to note here that most of these situations the following characteristics combine: Informal speech, which in turn has specific characteristics causing difficulties for students, such as: – Short. It is usually split into short pieces. Conversations are rotated by short phrases; – Pronunciation. Some words are often swallowed they differ markedly from the phonological representation of them in the dictionary. For example, can’t for cannot, orright’ for all right’, or Sh’ we go? ’ for shall we go? ’; – grammar. Informal speech tends to use ungrammatical structures: statements are not clearly divided into sentences, unfinished sentences; – Noise. Words are uttered indistinctly or not known to the listener, or attention is dissipated by outside noise; – redundancy. Usually the speaker uses more words in his speech than is necessary to transmit the message. Excesses include the following: word repetition, corrections, speech fillers such as I mean, well, o‘key, etc. How do we deal with the problem? Firstly, students should be made aware of these features, always paying attention when listening to audio texts. Now students have great opportunities to access foreign literature via the Internet. In order to work independently in the framework of project work, it is possible to give tasks on identification of features of informal speech, keeping correspondence with a native speaker, viewing a film or listening to songs. Such assignments are of much greater interest to students than the audio texts in the textbook; 1) Wait, purpose (expectation and purpose) – the listener almost always knows in advance who he’s with will talk or what to talk about. He usually has a purpose, such as to find out something, and expects to hear the information he needs. It is therefore imp