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

The object of the research is the process of learning to listen and speak.
The subject is the methods and techniques of teaching communicatively-oriented teaching of a foreign language.
The purpose of this course work is to consider the methods and techniques of communication-oriented teaching of foreign language listening and speaking comprehension.
Tasks of this work:
1. to study and analyze the scientific and methodological literature on this topic;
2. determine the algorithm for teaching foreign language listening and speaking comprehension;
3. Consider the methods and techniques of communication-oriented teaching of a foreign language.

CHAPTER 1. PROBLEMATIC ASPECTS OF CLASSROOM LISTENING AND SPEAKING.
1.1 The problem that the learners can have when listening to a foreign language
Speech activity is an active, purposeful, mediated by the language system and determined by the situation of communication, the process of transmitting or receiving a message. Activity is a system of skills of a creative nature, which is aimed at solving various communicative problems Babinskaya P.K. 
The form of speech is divided into 2 types: oral and written . Also, the types of speech activity differ on the basis of productive / receptive. Accordingly, there are 4 main types of speech activity:

Forms	receptive view	productive view
oral	listening	speaking
written	reading	letter

Oral communication consists of speaking and listening, which in the methodology is called listening. The terms "listening" and "listening" are not synonymous. Listening means only the acoustic perception of the scale, and listening is the process of perceiving sounding speech, in addition to listening, it also involves hearing, understanding and interpreting the information perceived by ear.
Listening can act as an independent type of speech activity (for example, long-term perception and recognition of reports, lectures and other oral presentations) or enter into dialogic communication as its receptive component, i.e. be part of the conversation.
Listening is a very complex type of speech activity, since the processes of listening in real communication are irreversible and practically cannot be analyzed and fixed. What has already been said irretrievably “flies away”, new information replaces the old one, there is not enough time to think about the incoming information, and therefore understanding is often not achieved and the communication process can be reduced to nothing.
The success of listening depends on the listener himself (on the degree of development of speech hearing, memory, on whether he has attention, interest, etc.), on the other hand, on the conditions of perception (temporal characteristics, number and form of presentations, sound duration) and, finally, from linguistic features - linguistic and structural - compositional complexities of speech messages and their correspondence to the speech experience and knowledge of students. Let us turn to a more detailed analysis of the above factors. Individually - the age characteristics of the listeners. It is generally accepted that listening is associated with difficulties of an objective nature that do not depend on the listener himself. listening listening foreign language teaching
At the same time, the success of listening depends on the listener's ability to use probabilistic forecasting, to transfer the skills and abilities developed in their native language to a foreign one. Of great importance are such individual characteristics of the student as his resourcefulness and ingenuity, the ability to listen and quickly respond to all kinds of signals of oral communication (pauses, logical stress, rhetorical questions, etc.), the ability to switch from one mental operation to another, to quickly enter to the subject of the message, etc. These skills develop in the process of teaching many subjects, and in the upper grades, students generally master the culture of speech, both in terms of its generation and perception. A foreign language should also make a certain contribution to the solution of this important secondary school.
The success of listening depends, in particular, on the need to learn something new, on the presence of interest in the topic, on the awareness of the objective need to learn, etc., i.e. from the so-called subjective factors that contribute to the emergence of a mindset for cognitive activity Galskova N.D. Modern methods of teaching a foreign language: a guide for teachers / N.D. Galskova. - M.: ARKTI, 2001 - 25.
Thoughtful organization of the educational process, clarity and consistency 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 moments that will help program future practical activities with the perceived material.
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 them and correct them, better remember the logic and sequence of presentation.
The target setting can have both positive and negative effects on the nature of perception and memorization of content, i.e. it can make perception more accurate or, conversely, erroneous, if the listener, under the influence of the expected, ascribes non-existent signs to the perceived phenomena.
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, secondary information is given more quickly.
The nature of the messages also matters. It is known, for example, that the emotionally colored reading of a poem takes place at a rather slow pace.
A longer pause, as experimental tests show, improves probabilistic forecasting, makes it possible to fill in gaps in understanding based on the general meaning of the received message. Voice messages should be presented not only by the teacher, but also with the help of special means.
For effective listening training, it is important to correctly resolve the issue of the advisability of re-presenting the same speech message and the duration of its sound. Experiments conducted in the school classroom revealed a very tangible dependence of understanding on the number of presentations, especially at the initial stage of learning. So, according to some studies, repeated listening to the message improves understanding by 16.5%, the third - by 12.7% (compared to the second), subsequent listening does not give a significant improvement in speech understanding.
Thus, listening is a complex receptive type of speech activity. This process has a number of difficulties associated with the process of listening to speech, its memorization, its pace, and the nature of its presentation.
In a modern foreign language program, the main goal of teaching listening is to develop students' ability to understand by ear:
Foreign language speech built on program material with the assumption of a certain amount of unfamiliar vocabulary in conditions of direct communication in various communication situations;
· Educational and authentic audio texts with varying degrees and depths of penetration into their content (within the framework of program requirements);
· Basic information (global understanding);
Required information (selective understanding);
Complete information (detailed understanding).
Let's take a closer look at these types of listening.
In global listening, the listener is usually only interested in the general content of the information, its main topic. In the texts that report any events, we are interested in finding out what happened, where, when, who was involved in the event. In this case, we pay attention only to what is understood. Global listening is only a general, primary orientation in an audio text. Gez N.I. 
Sometimes global listening is not enough, because the listener may be interested in some details, details, such as names, quantitative data, etc. in this case we use detailed (studying) listening. However, in order to understand the details, it is necessary first of all to understand the general content of the text. Thus, detailed and global listening proceed simultaneously, which, of course, makes it difficult to understand in detail. For learning purposes, it is necessary to separate these processes from each other: at the first listening, a global understanding should be carried out, at the second - a detailed one. This type of listening is convenient in dialogue, discussion, and lectures. But in a real situation it is applied extremely seldom. The mistake of many teachers is that they offer students to listen to almost every text in detail.
Global and selective listening are the most "economical" auditing strategies that are constantly used in the native language.
Students must master all types of listening: within the framework of the basic course, reach elementary communicative competence (survival level), by the end of the superbasic course - the threshold level.
The content of listening training includes a linguistic (including linguistic and cultural and sociocultural) component , i.e. language and speech material, country studies, linguistic and cultural studies and sociocultural knowledge; psychological component , which is a psycho-physiological mechanisms and actions for their use in the process of listening, communication skills and abilities; methodological component - a set of training and compensatory skills, which, together with speech skills, constitute a strategy for understanding the audio text.
As noted above, the linguistic component of the content of education is the language and speech material - lexical, grammatical, phonetic. However, the most interesting material is at the text level. Therefore, the issue of text selection requirements should be considered in more detail.
The psychological component of the content of training is, first of all, actions that ensure the functioning of listening mechanisms, as well as actions with specific language and speech material, which, thanks to exercises, turns into skills and abilities. The following 6 skills are distinguished as the main listening skills:
Separate the main from the secondary;
Determine the subject of the message;
Divide the text into semantic connections;
Establish logical connections;
· Highlight the main idea;
· Perceive messages at a certain pace, a certain activity, to the end without skipping.
There is also a slightly different group of skills:
Perceive, segment (separate) the flow of speech and differentiate (distinguish) perceived sounds and complexes;
Integrate (combine) them into semantic blocks;
Keep them in mind while listening;
· To carry out probabilistic forecasting (linguistic and semantic);
· Based on the situations of communication, understand the perceived.
General educational and compensatory skills that make up the methodological component of the content of listening training include the ability to take notes during listening, use supports, avoid difficulties, use information that precedes listening (pictures, plan, key words), as well as relying on one's own life experience, knowledge of the subject matter. All these skills are complex. They are based on the synchronous operation of many mechanisms and on the structure of listening as a type of speech activity Methods of teaching foreign languages ​​in primary and secondary schools: a textbook for students of pedagogical colleges
When determining the difficulties of the text, the method of conveying the main idea is taken into account - inductive or deductive, the form of presentation - auditory, audiovisual. In addition, the relevance of the text to a particular style and genre, the scope of communication are taken into account.
In view of the foregoing, three groups of texts can be distinguished, differing in varying degrees of complexity:
1) Light texts
Compiled (educational) and semi-authentic texts of colloquial-literary, popular-science and artistic styles in the genre of message or plot narrative with a simple sequential presentation;
the main idea is expressed explicitly at the beginning of the text;
Sphere of communication: informal, in the form of a simple monologue or dialogue - message/request for information;
2) texts of medium difficulty :
Authentic and semi-authentic texts of colloquial-literary, scientific-popular or artistic style in the genre of conversation, message, description with a consistent and simple presentation;
the main idea is expressed at the beginning or in the middle of the text;
Scope of communication: official and informal; monologue - description/narration; dialogue - questioning/explanation; a polylogue with a limited number of storylines;
3) difficult texts :
· authentic texts of journalistic, popular science and artistic styles in the genre of conversation, interview, reporting, description;
the main idea is expressed at the end of the text or not explicitly expressed;
· the sphere of communication is informal, a polylogue with a variety of storylines, a monologue in the dialogue Galskova N.D., Gez.N.I. Theory of Learning in. lang.: linguodidiactics and methodology / textbook for students of linguistic universities and faculty. in. lang. higher ped. textbook establishments. - M.: Publishing Center "Academy", 2004-160.
Thus, the main goal of teaching listening is to develop students' abilities to understand foreign speech by ear. The content of listening training includes three components: linguistic, psychological and methodological. Texts for teaching listening can be divided into three degrees of complexity: easy, medium and difficult texts.