Учебное пособие предназначено для студентов высших учебных заведений, обучающихся по образовательной программе
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| lower-level “identification” skills, through which they recognize words and
structures necessary for decoding; higher-level “ interpretive” skills, through which they reconstruct meaning of whole parts of the text. Both of these skills blend into one as the listener (reader) attaches meaning to a text and makes it a part of what he or she knows. 2. The factors affecting listening comprehension. The research has documented a number of factors that affect comprehension of a text, be it oral or written. The first factor is the importance of context and background knowledge in understanding input. This linking of new and existing knowledge helps the listener make a sense of the text more quickly. The key role of context has been verified by many studies by listening and reading. These experiments have shown that listeners provided with prior contextual assistance, such as pictures, scripts, comprehend more accurately than they do in the absence of such support. The use of contextual and background information aids understanding. A second factor is the degree to which the listener (or reader) uses strategies, such as guessing in context. Many studies support the claim that learners who interact with the text through predicting, skimming, scanning, and using background knowledge and comprehend much better than learners who fail to use these strategies. A third factor that affects comprehension is the purpose for listening (or reading) or the nature of the task. The type of task determing the kind of strategy required. For example, a person listening to today’s weather report might choose to attend only to temperature and disregard other details. A fourth factor relates to the length of an audio file (text) presented for comprehension. At junior stages of teaching students are given shorter, edited text to listen (or read). Students, who listen to shorter texts are more likely to use word-for- word processing strategies. Some evidence suggests that longer texts may be easier for students to comprehend because they are more interesting, though they require more top-down processing. A fifth factor is the type of text presented. Traditionally, the difficulty of texts has been judged on basis of the simplicity of grammatical structures and the familiarity of the vocabulary. However, studies have shown that exposure to texts with unfamiliar grammar and vocabulary does not significantly affect comprehension. Other factors, such as the quality of the text itself in terms of factual consistency and coherence, as well as the background knowledge and motivation of learners, may be more important considerations for teachers when selecting texts. A sixth factor involves the treatment of new vocabulary. The use of vocabulary lists with definitions does little to help the students build vocabulary or comprehend more effectively. It will be more effective to present new words in terms of their 51 thematic and discourse relationship to the text instead of giving dictionary definitions. Students should be encouraged to learn the same words. Implications for teaching listening (reading). Research points to the following implication for teaching the receptive skills: Students comprehension may increase if they are trained to use strategies such as activation of background knowledge and guessing. Students need pre-reading and pre- listening activities that prepare them for the comprehension task; Text appropriateness should be judged on the basis of text quality, interest level and learners need. Authentic materials provide an effective means for presenting real language, integrating culture and heightening comprehension; Vocabulary must be connected to text structure, students interest and background knowledge in order to aid retention and recall. Students should be taught to interact with the text through the use of both bottom-up and top-down processes; Comprehension assessment engages the learner in activities, through which he or she interact with the text. 3. A system of exercises to teach listening comprehension. There is a system of various exercises to teach listening comprehension. They are: жүктеу/скачать 1,01 Mb. Достарыңызбен бөлісу:
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