Устойчивое развитие: язык, межкультурная коммуникация

Underwood (1989) suggests several possible problems, in his opinion, which probably 
confuse intussusception with hearing. Firstly, according to Underwood “many language learners 
believe that the greatest difficulty with listening comprehension, as opposed to reading 
comprehension, is that listener cannot control how quickly a speaker speaks” [4, 16]. 
Rubin (1994) reviewed the factors that affect listening comprehension and reported five 
elements, namely: text characteristics, interlocutor characteristics, task characteristics, listener 
characteristics, and process characteristics. Further studies supported her findings on barriers to 
listening comprehension. Of particular relevance to this study are the findings of Underwood in 
1989 [5, 199-221]. 
According to Krashen (1985), listening skill is an essential element in obtaining 
understandable input which provides the environment that facilitates learning and acquisition (Rost, 
2001) and development of other communicative skills (Cheung, 2010; Hasan, 2000; Rost, 2001) 
[6]. 
Sarsenbayeva (2018) reviewed the model of academic listening teaching.
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According to this logical model, they have developed a special teaching methodology using 
various teaching strategies, including listening training [7, 75-76]. 
Scientists consider foreign languages to be one of the most difficult subjects to study on a par 
with physics, chemistry or mathematics. Listening is one of the main aspects of the educational 
process when teaching a foreign language. It involves listening and understanding oral expressions, 
and learning to speak is almost impossible without it. 
In the process of teaching listening, audiovisual and auditory sources of information are used. 
Audiovisual sources of information include: visual clarity (pictures, slides), accompanied by the 
teacher's story, dubbed film strips and films, television and the teacher's speech. Auditory sources of 
information include radio broadcasts and tape recordings. 
Speaking about the difficulties associated with the source of information, it is necessary to 
establish the role of visual support, since audiovisual sources differ from audible sources by the 
presence of visual support. It is known that the more analyzers are involved in receiving 
information, the more successful the activity is. If we add to this that the visual channel transmits 6 
times more information per second than the auditory channel, then it becomes clear that it is easier 
to perceive speech from audiovisual sources than from audible ones. For methodological purposes, 
it is important to distinguish between subject, or pictorial visibility, as well as gestures and facial 

expressions of the speaker, which, although they do not reveal the content of speech, convey the 
speaker's emotional attitude to the statement. Observing the speaker's articulation reinforces 
auditory sensations and makes the perception of spoken speech more complete and accurate [8, 
358]. The task served as a pre-text exercise. They were performed in a free form and were not 
obligatory: students, at will, gave answers to test questions, making comments, participated in the 
discussion; the errors that arose were corrected by the students themselves. This helped create a 
comfortable working environment, remove possible psychological barriers, since the lesson was 
attended by teachers of the department, which inevitably leads to some stiffness of students. At that 
the same time, this type of task was successfully completed the function of warming up, that is, 
"warming up" students, allowing them to tune in to the topic of the lesson and activate vocabulary. 
Therefore, the easiest source of information is the teacher's story from the picture. The next 
most difficult source of information will be filmstrip and slides, accompanied by the teacher's 
speech. Listening to a teacher's speech without visual clarity is somewhat more difficult. However, 
the teacher's speech has such qualities that make it understandable for students. These include, first 
of all, the habit of the teacher's speech, his tempo and timbre, diction, facial expressions and 
gestures. A more complex source of information is filmstrips and slides, the narration of which is 
spoken in an unfamiliar voice. When establishing the gradation of difficulties between filmstrip and 
film, the former should be recognized as easier. Facilitating factors for understanding speech here 
will be: the ability to slow down the pace of the demonstration, the presence of pauses between 
frames and the ability to re-display individual frames. 
Cinema is the most difficult of the audiovisual sources of information, since the tempo of 
speech in the cinema is quite stable; the most typical form of presentation of speech information is 
dialogue, which is characterized by a higher tempo. The most difficult group is made up of auditory 
sources of information, since they lack any visual support. However, the role of auditory sources in 
the learning process is very important. They provide an opportunity to listen to different people, in 
particular native speakers. Recorded speech is usually exemplary. A widespread and accessible 
auditory source of information is tape recordings. The development of listening comprehension is 
an essential part of any kind of oral work. Therefore, it is necessary to train students in listening. 
Since listening comprehension of oral speech in a foreign language is a rather complicated skill, a 
whole system of special exercises is required. 
Traditionally, in the system of exercises used in listening, two large groups are distinguished: 
preparatory and speech exercises [9, 80]. Preparatory exercises are performed before listening and 
work out artificially isolated difficulties; speech exercises include exercises that are performed after 
listening to a foreign language and in which students face a complex of difficulties. 
I.L. Bim offers another system of exercises, which is reduced to the allocation of three groups 
of exercises [10, 255]: 
1) Conditionally communicative exercises that prepare for the perception of long segments of 
speech by ear; 
2) The actual communication exercises, which are carried out on the basis of a coherent text. 
It is noted that the result of listening should be a verbal or non-verbal reaction of students; 
3) Exercises used specifically to control the formation of listening skills. 
It should be noted that the first group of exercises refers to pre-text exercises, and the second 
and third groups to post-text exercises. Considering separately the system of post-text exercises, the 
following groups of exercises can be distinguished: 
1) Post-textual exercises for text recognition, built on completely familiar material, and 
suggesting a verbal reaction of students during listening or after it; 
2) Post-textual exercises for recognizing text that includes unfamiliar elements, the meaning 
of which should be guessed from the context, consonance with the words of the native language; 
3) Post-textual exercises for text recognition, built on completely familiar material and 
suggesting non-verbal reactions of students during listening or after it. 

Thus, speaking about the system of exercises used in teaching listening, it should be noted 
that there is no single classification of these exercises in the methodology, and different 
methodologists offer different solutions. 

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