Педагогические науки/ 2.Проблемы подготовки специалистов
Василишина Н. M.
Національний
Авіаційний Університет
Shaping
listening skills is one of the non-linguistic students’ intrinsic communicative
competence components
The
actuality of mastering foreign language in professional preparation is out of
the question. However, modern program made for non-linguistic faculty students anticipates
a lack of periods dedicated to foreign language learning process. As a result,
the tutor has to set a goal to optimize studying in oreder to achieve high
results of communicative competence.
According
the latest researches conducted in the area of methodology, the main practical aim of teaching foreign languages
is acquisition of communicative competence. It is essential to trace back the
course of the research of the phenomenon and to analyse three representative
models of communicative competence done by Dell Hymes, M. Canale and M. Swain,
and L.F. Bachman. D. Hymes was the first who proposed that communicative
competence should include the social meaning. The individual‘s linguistic
system, the psycholinguistic capacity of the individual, the nature of
communication, possibility, feasibility, and appropriateness comprised Hymes‘
understanding of communicative competence [1].
Later M. Canale and M. Swain‘s
version of communicative competence was related more with the communicative
approach application in language teaching. They included grammatical,
sociolinguistic, strategic and discourse competences in their definition. M.
Canale and M. Swain highlighted the importance of context, but somehow ignored
the form (grammatical accuracy) in order to achieve the communicative function. According to the modern point of view, all human
competences contribute in one way or another to the language user‘s ability to communicate and may be regarded as aspects
of communicative competence [1, 3].
Essential to all interaction is
the ability to understand what others are saying. It has been estimated by W.
Rivers, M. Temperly that of the time adults spend in communication activities
45% is devoted to listening, only 30% to speaking, 16 % to reading and a mere
9% to writing. Apart from communicative interaction, much of the enjoyment in
foreign language use comes from listening activities – watching films and plays; listening to radio
broadcasts, songs; talks by native speakers. Even in class students learn a
great deal from listening to their teacher, to tapes or records, or to each
other. In this respect listening is one of the most important skills and a
challengeable activity in a foreign language teaching, and the importance of
being a successful listener can hardly be overestimated [3].
Particularly,
teacher should take into
consideration the following factors which can ensure success in developing
learners'listening skills.
Linguistic material for
listening (phonetic, lexical,
grammatical) [1,2].
Content of the material suggested
for listening comprehension (learners' familiarity with the subject/topic of
communication; type of communication–description, narration; way the narrative
progresses–chronological or narrative order; form of communication–dialogue,
monologue; understanding of the cultural context, observation and
interpretation of the circumstances of the utterance) [1, 2].
Conditions in which the material is
presented (speed of speech; number of presentations; visual
"props"–objects, pictures, photos, motions, etc.; voice of the
speaker; recorded or alive presentation) [1, 2].
In communicative language
classroom a usual framework for teaching listening is three-phased: pre-listening, while-listening, post-listening.
On the pre-listening stage learners
are prepared for grasping the information. In order to facilitate listening
teacher may provoke discussion to introduce the topic,
to arose learners‘ interest or create (according to Roger Gover) a ̳need
to know‘ by telling them how the listening task fits in with a later activity
they are going to do. The stage may contain some pre-teach exercises to
diminish learners‘ difficulties in grammar or vocabulary.
While-listening stage
is the listening itself. Traditionally, the first listening is focused on an
overall understanding while the second listening on more detailed understanding
of the text. The ways of feedback in teaching listening skills may be very
different.
Teacher can use both verbal and
non-verbal means to check learners‘ understanding.
Post-listening activities may include a variety of follow-up study ranging from the development
of speaking or writing skills to practising language aspects. Learners can be
involved into different kinds of interaction-based activities, such as What do
you think?
discussions or debates in pairs
or groups, pre-writing exercises expressing their opinion on the problems arisen in the material listened to and so on. They can be
focused on specific vocabulary or grammar structures used in the text with
following practising
the issues.
To sum
up, acquiring listening skills by students of non-linguistic institutions
demands plenty of efforts from teacher as well as from students. The main point
is to create artificial foreign atmosphere in which every task given to student
will be aimed to practice listening skills, not only separate audio activities.
On balance, we, as teachers should consider each possibility on certain class
to intensify shaping communicative competence by means of applying listening
background.
References:
1.
Анісімова А. І.
Сучасні аспекти методики викладання англійської мови. Теорія і практика / А. І. Анісімова, Л. С. Кошова –Д.: РВВ ДНУ,
2010.–326 с.
2.
Вєтохов
О.М.Наслухатися іноземної мови. Врахування психологічних явищ під час навчання
аудіювання іноземної мови / О. М. Вєтохов // Іноземні мови в середніх
навчальних закладах. – 2005.–No1.– С. 74–82.
3.
Сучасні
технології навчання іншомовного спілкування / [під кер.
С.Ю. Ніколаєвої].–Бібліотечка журналу «Іноземні мови»–1997.–No4.– 96 с.