Theme: Effective ways of teaching listening and speaking contents introduction chapter problematic aspects of classroom listening and speaking

CHAPTER 2. A PROPOSAL OF THE SOLUTIONS TO CLASSROOM LISTENING AND SPEAKING PROBLEMS
2.1 Possible solutions to the problems with listening
Based on the specifics of listening as one of the most difficult types of speech activity, it seems to us appropriate, first of all, to highlight the difficulties associated with it.
There are three physically expressed speech parameters : intonation, pause and logical stress . For successful understanding of a foreign language text, attention should be paid to the development of students' skills of adequate perception of intonation, pause and logical stress (Andreeva 1979: 127).
Logical stress is of great importance for adequate understanding, since it carries a semantic load, emphasizing and clarifying the speaker's thought (Prussakov 1983:35).
The rate of speech depends on the importance of the information contained in the individual parts of the message. More important information is given more slowly by emphasizing the length of vowels, minor information is given more quickly (Gez 1991:32).
In order for the tempo of speech not to become an obstacle to listening, the speed of presentation can in some cases be slowed down by increasing the duration of the pauses between semantic pieces. Longer pauses, as experimental tests show, improve probabilistic forecasting, make it possible to fill in gaps in understanding based on the general meaning of the received message (Gez 1991:33).
For effective listening training, the number of presentations of the text is of no small importance: one, two or three times, and the duration of its sound. Students should be taught to understand the sounding text from a single presentation, which is typical for the functioning of this type of speech activity. However, in the learning process, not everyone can understand the text from the first presentation. In this case, you can let the students listen to it a second time, but no more. If secondary listening does not lead to understanding, then the teacher did not take into account the difficulties and did not remove them before listening to the text, and further listening will not be of great help (Galzskova 2001: 73).
The linguistic difficulties of the audited text include, first of all, the presence in the text of a certain number of unfamiliar and incomprehensible words of linguistic material (Galzkova 2001: 75).
The success of listening largely depends on what kind of reference points the text has, whether it contains the necessary prompts and supports for memorization (Kolker 2004:29).
If the text contains proper names, geographical names, dates, etc., then, knowing that they can interfere with understanding, you need to tell them to children before listening to the text (Rogova, Vereshchagina 1998: 125).
As for the difficulty of understanding the text due to ignorance of the vocabulary, both the nature of the vocabulary itself and the location of unfamiliar words in the text are important here. Unfamiliar words at the very beginning of the text make it difficult to understand or incorrectly orient the listener regarding the subsequent content of the audited text. The least negative impact on comprehension is an unfamiliar word in the middle of a text or at the end, when its meaning is easily determined from the context (Kolker 2001:93).
Linguistic difficulties should also include stylistic features of the text that complicate the perception of speech by ear, which may be unknown to students (figurative means; dialectisms; colloquial expressions; names; realities associated with the history, life, culture of the country of the language being studied; references to facts). Realities include geographical names, proper names, names of institutions and organizations, works of art, historical facts, customs and traditions, names of various household items, political and military terminology, as well as terminology associated with various fields of art, winged words and expressions. , quotes from fiction. Features that complicate listening are also reverse word order (inversion), unionless submission (he told us he would come), the presence of elliptical sentences, the use of special constructions typical of oral speech. And also the phonetic features of the audited speech should be attributed to the difficulties: the unusual pronunciation of the speaker - a native speaker, non-normative or illegible pronunciation (Rogova, Vereshchagina 1998: 128).
Speaking about the difficulties of linguistic form, we should mention the length of sentences. It is known that the amount of short-term memory in which a phrase is stored up to its end is small.
It should also be noted that not only the length of the phrase affects its retention in memory, but also its depth. Simple sentences are easier to remember, worse - complex ones. Among difficultly subordinate sentences, attributive clauses are the worst remembered. Therefore, at the beginning of education in schools, one should use mostly short simple sentences with additional and adverbial clauses (Winter 1991:53).
The more complex the syntax of the sentence (the more insertions, syntactic constructions that make up the sentence), the more difficult it is to keep it in memory until the end of perception. After all, in order to understand the meaning of the entire sentence, the auditor needs to keep in mind the beginning of the sentence (Winter 1991:56).
The presence or absence of the speaker has a special effect on the understanding of sounding speech by ear. It is easier for children to understand the teacher's speech, since they not only hear what he says, but also see how he says (articulation, facial expressions, facial expressions, eyes, gestures, etc.). It is much more difficult to understand speech in audio recordings when students cannot see the speaker. Therefore, from the very first steps, students should develop the ability to understand the English speech of native speakers in sound recordings (Gez, Lyakhovitsky 1982: 79).
It should be noted that when teaching listening on authentic materials, it is necessary to develop speech hearing. The individual manner of speech can be very diverse and present difficulties for its perception and understanding. In the native language, this difficulty is compensated by a huge practice in listening, however, the experience of listening to foreign language speech among students is very limited. Naturally, any individual peculiarity of pronunciation, the timbre of the voice, a fairly fast pace and certain speech defects will make it difficult to understand. In order to overcome the difficulties associated with understanding the speech of native speakers, it is necessary to listen to their speech from the beginning of training, gradually reducing the number of educational texts presented by the teacher. It should also be remembered that the more native speakers (men, women, children) a student listens to,
Grammar phenomena can also be different in terms of the degree of difficulty of understanding. "Irrelevant" for understanding may be, for example, the endings of adjectives, the personal endings of verbs, if the personal pronoun or noun is correctly understood; word order in an interrogative sentence, etc. A number of grammatical difficulties are primarily associated with the presence of analytical forms that are not characteristic of the Russian language; grammatical homonymy should also be attributed to difficult phenomena (Sakharova, Rabinovich, Rogova 1991:74).
Deep penetration into the context requires polysemantic words, homonyms (hour - our), paronyms (the sound of which differs in only one sound: economiceconomical), homophones, antonyms and synonyms. When perceiving such words by ear, it is necessary to keep the whole context or situation in memory, otherwise the word learned earlier is heard instead of another. Words that sound close to the words of the native language, but have different meanings, are also perceived with difficulty (Sakharova, Rabinovich, Rogova 1991:76).
In the field of grammar, difficulties are also associated with morphology. Perceiving the phrase, the student must divide it into separate elements, that is, informative features of the sounding phrase, which are physically expressed by the corresponding speech qualities (Solovova 2002:45).
Great difficulties in understanding English speech arise due to the fact that in the vast majority of cases the connection between words is carried out with the help of various functional words that do not have an independent lexical meaning. It is not easy to recognize service words by ear, since they are often in an unstressed position, and therefore are reduced and merged with other words. In addition, weak forms of service words (you've, I've, he's) are used in oral speech. As auxiliary words, they can have different meanings (for example, the verb to be can be both a modal verb, a linking verb, and an auxiliary verb that serves to form continuous tenses and a passive form). It should also be noted that a number of function words, which are different parts of speech, coincide in form, their meanings in this case can be close (for example, the adverb off and the preposition of), and sometimes very distant (compare, for example, the adverb off, the preposition off and the postposition off in some compound verbs like to put off). There can be many words of this type in a sentence (for example, she ran out into the garden, he jumped up out of his armchair, etc.) and special training is required to learn how to correctly correlate them with the corresponding significant words (Slednikov 2000: 137) .
There are difficulties associated with the text, its subject, content, structure or form of presentation (monologic, dialogic form) (Rogova, Vereshchagina 1998:124). When teaching listening, this should be remembered and appropriate measures should be taken to alleviate difficulties.
The effectiveness of teaching listening depends primarily on the interest of students in understanding. Narrative story texts are listened to by children with great interest and, consequently, with great attention. They should be given preference especially at the initial stage. It is important that the text be "transparent" in terms of composition: it has a clearly defined beginning (outset), a visually presented development of the action and an ending (Rogova, Vereshchagina 1998:124).
An effective symbol of successful listening is the introduction of elements of humor into the audio text. Humor contributes to creating an atmosphere of ease, relaxation.
There are difficulties associated with the culture of the country. 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 speech and non-speech behavior of a native speaker from the perspective of his culture and his norms of behavior in certain situations of communication (Rogova, Vereshchagina 1998:127). This can lead to a misunderstanding of the perceived information and disruption of contact.
To overcome this difficulty, language, being a phenomenon of a certain civilization, must be studied in the context of this civilization. This provision is reflected in the sociolinguistic and sociocultural components of communicative competence (Nosonovich, Milrud 1999:19).