XI Международная студенческая научная конференция Студенческий научный форум - 2019

Studies indicate that listeners take in raw speech and hold an image of it in short-term memory. They then try to organize that image into its constituents, identifying both their content and their function and purpose. These constituents are then grouped together to form a coherent message, which is held in long-term memory as a reconstructed meaning rather than in its original form. In addition to storing the meaning of the message (its content), listeners also try to determine the speaker’s intentions when delivering the message, calling upon their knowledge of the situation, the participants in the communication, and the goals and purposes. This interactional view of meaning stresses the role of inference in comprehension. The listener’s interpretation of the message constitutes the creative dimension of the listening process.

Richards (1983) proposed a tentative model of the listening process involving the following steps:

1. The type of interactional act or speech event is determined (e.g., a lecture, a speech, a conversation, a debate).

2. Scripts (schemata) relevant to the particular situation are retrieved from long-term memory.

3. The goals of the speaker are inferred through references to the actual situational context as well as to the script(s).

4. A literal meaning id determined for the utterance.

5. An intended meaning is assigned to the message.

6. This information is retained and acted upon, and the actual form of the original message is deleted.

Giving this model of listening comprehension processes, Richards proposes a list of micro-skills that are needed in listening to conversational discourse. Many of these same skills apply to other types of discourse as well. For example, listeners must be able to:

1. Retain chunks of language of different lengths in short-term memory

2. Discriminate among distinctive sounds in the target language

3. Recognize stress and rhythmic patterns as well as intonation contours

4. Recognize reduced forms of words

5. Distinguish word boundaries

6. Recognize typical word-order patterns

7. Recognize vocabulary

8. Detect key words, such as those identifying topics and ideas

9. Guess meaning from context

10. Recognize grammatical word classes

11. Recognize basic syntactic patterns

12. Recognize cohesive devices

13. Detect sentence constituents, such as subject, verb, object, prepositions, and the like

14. Reconstruct and infer situations, goals, and participants

15. Use knowledge of the world to make the foregoing inferences, predict outcomes, and infer links and connections among the parts of the conversation or discourse

16. Detect relations, such as main idea, supporting idea, given versus new information, generalizations, and exemplifications

17. Adjust listening strategies to different kinds of listening purposes

After comparing some of these micro-skills to those identified in the proficiency definitions at a given level, there should be formulated objectives for listening comprehension that are suitable to the expected proficiency level. For example, objectives for listeners in the Intermediate range of proficiency might include the following:

1.Listening vocabulary will be developed in content areas such as everyday social and/or survival topics, personal or biographical information, asking and giving directions, transportation, lodging, money matters, making purchases, etc.

2. Listeners will be able to recognize intonation patters for questions, statements, instructions, etc.

3. Listeners will be able to understand information questions and yes/no questions dealing with Novice- and Intermediate-Level topics. On a simple level

4. Listeners will be able to get the main ideas in conversations about these topics and understand some of the detail on a simple level, dealing with present time and concrete situations within their range of familiar subject matter.

References

Richards, Jack C. Listening Comprehension: Approach, Design, Procedure. TESOL Quarterly 17 (1983): 219-40

Геншер, Э.З. Обучение аудированию. Вестник ОГУ №1, 2001 (с.57-60)

Лупиногина, Ю.А. Особенности обучения аудированию студентов неязыковых вузов. жур. Символ науки, изд. Омега сайнс, 2016

Морозова, А.Е. Способы преодоления трудностей при обучении аудированию студентов-международников исторического факультета Томского гос. университета (английский язык), Балтийский гуманитарный журнал, 2018 (с.297-298).

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