XI Международная студенческая научная конференция Студенческий научный форум - 2019

 Currently, the processes of globalization are becoming more intense every day. This leads to a growing interest in foreign languages and the quality of their teaching at different levels of education. Here it should be noted that the requirements of the Ministry of Education to the model of the graduate are constantly growing, therefore, we come to the idea of deepening the learning process. Especially important is this work at the senior level, which proves the relevance of the theme of the course work"the Use of the media in teaching listening in high school." The object of our study is the process of teaching English to high school pupils. 1 the Subject of our study is the features of the formation of listening skills of high school pupils on the texts of the media. The purpose of our study is to identify the basic principles of the use of media texts in teaching listening at the senior stage of education in secondary school. In the course of work on the study, we faced the following tasks:  

to identify the features of training at the senior stage in school;

to analyze listening as a type of speech activity;

to give a General description of listening as a type of speech activity;

to describe the mechanisms of listening;

to analyze traditional exercises for teaching listening;

to give guidelines for teaching listening at the senior stage in school on the media materials.

Our hypothesis is that teaching listening at the senior stage of school will be effective if it is based on media materials. Research methods-descriptive method, method of analysis of methodical and pedagogical literature, method of text interpretation. The theoretical significance of the study lies in the fact that we have systematized the scientific knowledge accumulated in this field of foreign language teaching methods. The practical significance of the study lies in the fact that we have compiled exemplary exercises and guidelines related to training in listening to media materials. Work consists of an introduction, two chapters, conclusion and references. The total volume of 23 pages

Section I. Theoretical foundation of learning listening of pupils with the use of mass media of higher school.

1.1Listening as a type of speech activity

The term "listening" (from lat. audire-listen, hear), was introduced in the methodology of the American psychologist Don brown in the XX century. Listening is a meaningful understanding of listening comprehension. It is a receptive type of speech activity and is primarily aimed at the identification, extraction and processing of foreign language information. The term "listening" was introduced in the domestic literature by psychologist Z.A.Kochkina. Listening, being a reactive type of speech activity, provides an opportunity to communicate in a foreign language, as listening to the feedback channels affects the act of communication, expressing a response with facial expressions, gestures, replicas. Also, auditory perception can be contact, i.e. it can be an integral part of oral interactive communication (situational dialogical communication), and distant, mediated, which is an independent form of speech communication (for example, listening to radio, television). According to the academician Mirolyubova, most people only 30% of what is heard is remembered, as their acoustic perception and auditory memory are not sufficiently developed. When teaching a foreign language at school, the emphasis is on the visual analyzer, which does not lead to positive results in the development of listening skills. The optic nerve intercepts the initiative of perception. To direct pupils ' attention to the semantic content of the text, it is necessary to give visual support non-linguistic information from the text, for example, proper names, numbers.

Very important for the teaching of English has logically - built connection of listening with such types of speech activities as speaking, reading and writing. Let us consider in detail the system of mutual work of the above types. Despite the fact that listening and speaking are different types of speech activity, both processes are interrelated in communication, and even more so in language learning. This is explained by the fact that speaking is an oral expression of their thoughts, while listening plays a role the process of perceiving and understanding these thoughts. Therefore, learning to speak is impossible without learning to listen.

Listening and reading. Reading in the educational process is the perception and comprehension of writing. Having an understanding of what listening is, we can say that there are similarities and interactions between these types of receptive activities. Possession of listening skills helps to comprehend the read text's. For example, in working on the rules of reading letters and transcription signs, teachers often use audio recordings with the correct pronunciation of the necessary phonemes, as a result of which children perceive the correct sounding speech and practice it in the process of reading.

Listening and writing. There is the closest relationship between listening and writing in the methodology of language teaching. Writing is a" graphical process " of listening. The results of listening to the sounding speech are transmitted by means of written speech. The simplest form of learning listening by writing are tasks in which you need to insert the missing words, phrases or sentences, according to the listened text. To a more complex form of training can be attributed to different types of dictations or translation of authentic texts. As you know, speech is the basis of thinking. Based on this, we can conclude that without mastering speech in all its forms (listening, reading, speaking and the letter) it is impossible neither to learn a foreign language, nor to teach it.

Listening skill should be taught properly to the pupils at at school. Instead of leaving it to be developed as part of a pupil’s general education training, it is to be taught explicitly to them. Pupils spend half of the classroom time in listening, so it should be developed properly. In this context, Harmer suggests that listening should be developed in all school children since it is a vital means of learning that may be as important as reading. In order to teach listening properly and effectively, appropriate approaches should be used. Without employing the appropriate approaches, listening skills cannot be taught well. Listening, i.e. understanding of speech requires possession of linguistic means. Work on listening comprehension includes: 1) linguistic units, their assimilation in the form of skills; 2) the ability to understand speech, using these skills.

Audition process begins with perception. It may be right, wrong, accurate estimate. The correct perception is based on a thorough work on the formation of hearing and pronunciation skills. Perception should be fast; it must be equal to the rate of speech of the speaker. Perception is accompanied by a process of recognition of words and phrases. At the same time there is a process of understanding. Understanding is possible when there is no word translation, but consolidation of words into meaningful units (the sentence). The maturity level of listening (completeness, accuracy, depth of understanding of oral speech) depends on how well the development of pupils' listening and mechanisms of formation of his ability to overcome the many difficulties accompanying the oral reception. Accordingly, in the exercise system for training to audition we can distinguish two groups. The first group includes exercises aimed at testing of the individual constituent elements of activity. These exercises develop listening mechanisms, phonetic and intonation hearing; they generate skills of recognition and differentiation of linguistic units at different levels, i.e. form the phonetic, lexical and grammatical listening skills. These exercises are called preparatory ones, they are the first level, leading to the formation of auditive abilities. They are also called oral-language, orally-training exercises. They propose to work on all languages spoken by units. The second group - this is the voice exercises, which are controlled by speech activity, since provide listening practice on the basis of complex auditive overcome difficulties. The exercises for listening training should be considered working closely listening to speaking and listening to reading as two types of receptive activity. And here the following types of preparations and speech exercises can be offered: exercises for the development of phonemic hearing and the internal mechanism of pronunciation; intonation exercises to develop hearing and speech segmentation mechanism chain; exercises to develop memory mechanism; exercises on the development of language guesstimate and probabilistic forecasting mechanism; exercises to develop a mechanism equivalent substitutions; exercises on the material of the text. It is important to remember that the understanding of the text - is a complex activity. Texts for listening (in content, design and language) must be correlative with the texts to be read. For listening texts should contain a simple material. In the text there should not be things hard for understanding (new words need to specify in advance). In the text there should be meaningful 3-5 parts. With the text we have to work consistently with every sentence: in a sentence to highlight the main part, and then combine with secondary parts.

Experiment with audio recording.

Two classes 9 “a” and 9 “b”took part in the experiment. In 9 " a "class 17 pupils in 9" b " - 13 .Before the experiment, a test was conducted to analyze the performance of pupils, which showed the following results (see table 1).

Table 1

Class	number of pupils	% of achievement before the experiment
9 “A”	17	47%
9 “B”	13	61%

For two weeks in 9“b” lessons were conducted with the use of audio recording, and in 9 ” a " class audio recording was not used at all. During the period of experimental training, pupils learned the theme:” Complex addition “and vocabulary on”the Relationship between children and their parents."It was tested in the 11th grade, consisting of two tasks. The first task was on grammar on the topic " Complex addition“, the second task was on vocabulary”Relationship between children and their parents.

Table 2

Class	number of pupils	% of achievement after the experiment
9 “A”	17	58%
9 “B”	13	84%

After the experiment, the indicators in 9 " a "increased by 11%, in 9” b" by 23% (see table 2),which indicates a higher improvement in the quality of knowledge in the experimental group and allows us to conclude that the use of audio recording contributes to a better assimilation of knowledge.

Conclusion

The conducted experimental study allowed to draw the following conclusion: media education in teaching a foreign language contributes to the formation of a culture of communication with the media, creative, communicative abilities, critical thinking; the use of media in a foreign language lesson, contributes to the rapid and easy assimilation of educational material, develops pupils 'memory, adjusts to active work, motivates pupils' interest in the subject, which leads to an increase in the efficiency of the educational process as a whole. Individual work with media contributes to the development of independence, develops the ability to analyze, synthesize and generalize.

1.2.The role of the mass media in teaching audio listening at school

Teaching listening refers to teaching listening comprehension. Listening is an activity of paying attention to and trying to get meaning from something we hear. It involves understanding a speaker’s accent and pronunciation, his grammar and vocabulary and grasping his meaning. For successful communication, listening skill is essential, so it should be taught to pupils .Much has been written and discussed about listening comprehension, learning strategies and their importance to language learning. It is undeniable that we use listening more than any other language skill. In other words, language learning depends on listening because most learners spend more time in listening to the foreign language than in producing it themselves . Listening is the aural medium that gives the way to language acquisition and enables learners to interact in spoken communication. Therefore, pupils with good listening comprehension skills are better able to participate effectively in class. In addition, pupilss learn to speak, read and write by listening to others.The critical role of listening comprehension in the teaching and learning of English as a Foreign Language has been acknowledged by researchers and language educators. Formerly, listening was the least emphasis skill in EFL classes, it is now recognized as a language skill which needs an active process in the learners’ mind and therefore has increasingly received more attention in language learning. Hence, listening is an important skill which needs more consideration in teaching foreign languages. Researchers estimate that we listen to twice as much language as we speak four times as much as we read, and five times as much times as we write.

According to Nation and Newton “listening is the way of learning a language”. There are certain reasons for the importance of listening for foreign language learners. First, listening is an essential perquisite for oral communication to take place. Second, it often influences the development of reading and writing. Third, it plays a central role in academic success, since pupils understand teachers or lecturers through listening. In order to teach listening comprehension effectively, the teacher should be clear about the skill to be developed in pupils. According to Rivers, before the teacher can devise sequence of activities which will train pupils in listening comprehension, he must understand the nature of the skill he is setting out to develop . Field in Richards and Renandya examines a commonly used format for teaching listening, one which involves three stages in a listening activity: pre-listening, while-listening and post-listening. They are also known as listening techniques. Exposure to mass media news (for example, TV and radio news), the pedagogical value of such materials, and the possibility of using TV and radio news at all levels of EFL/ESL settings in order to enhance different language skills have been the focus of so many studies. In a research conducted by Brinton and Gaskell (1978), the effect of listening to TV and radio news on improving EFL pupils’ listening comprehension was studied. Brinton and Gaskell (1978) argue that using TV and radio news utterances as teaching material has proved effective on improving listening comprehension of EFL learners having difficulty in dealing with comprehending news utterances. However, Brinton and Gaskell do not mention any thing about the kind of news to be selected. A similar study which focused on using TV news to improve listening proficiency was also conducted by Poon (1992). Poon found out that greater exposure to TV and radio News improves listening comprehension to significant amount. In addition to the above mentioned studies, Baker (1996) also focused on the pedagogical value of TV news in EFL classes and listening comprehension. According to Baker (1996), TV and radio news can help EFL pupils improve their listening comprehension. The use of fast speech such as those of TV and radio news in EFL/ESL classrooms has also been studied by some other scholars. In this regard, Caldwell (1996) conducted a study aiming at discovering the relationship between direct encounters with fast speech such as TV and radio news and teaching listening to EFL pupils. Accordingly, pupils may have some problems copping with fast speech at first. However, EFL pupils can alleviate these problems and improve their listening through great amount of exposure to fast speech. Another short study conducted by Mackenzie (1997) also highlighted the possibility of using TV and radio news reports at all levels of EFL learning. The study rejected the assumption that because the reporters speak too fast, the content is too complex, and the vocabulary is too difficult, TV and radio news cannot be used at lowest levels of EFL situations. Mackenzie’s study included some techniques to be used by the teachers while trying to use news in their classes. As the matter of fact, Mackenzie did not say anything about criteria for the selection of news. What he focused on was the use of fast news at all levels with different techniques. Regarding proficiency and comprehension of television and radio news in a foreign language, a research by Berber (1997) highlighted the point that through enough exposure to these materials, pupils can easily cope with the сcomprehension of such materials. Cabaj and Nicolic (2000) also noted that a great amount of exposure to TV and radio news could help pupils improve their listening comprehension. Moreover, through exposure to TV news and radio programs pupils acquire the knowledge, structures, strategies, and vocabularies they can use in everyday situations. However, Wetzel et al. (1994), in their study, found that TV news is not always helpful in comprehension. In short, the majority of the aforementioned descriptive and experimental works have been conducted on the pedagogical value and the effect of exposure to TV and radio news genre on promoting different language skills especially listening comprehension but none of them has specifically focused on the discovering the nature of the news to set clear criteria for the selection of the news. This is one of the initial reasons to carry out the present study.

In the form of text presentation Mass Media can be oral — television and radio and written — press and Internet.

Television is one of the best Mass Media of spreading information (political, cultural, cognitive and educational). It has great opportunities in foreign language teaching. In general television is a unique form of person's development. The results of research reveal while listening a person remembers 15 % of speech information, while looking — 25 % of visual information, while listening and looking — 65 % of information. The usage of television makes the English language teaching process more vivid, convincing and emotional. Informational opportunities of television allow foreign language learners to use authentic means of communication with native speakers. They promote practical imitation of natural language environment. Television reflects social life of society, peculiarities of national mentality, national stereotypes, that's why television can serve as a source of information during the study of culture, traditions and customs of studied language country. Television programs are actual and comfortable source of pupils' knowledge, experience, feelings and impressions strengthening. They help pupils to orient in huge information flow, use it in their lives, professions, and develop skills of creative comprehension and impartial assessment of information. Audiovisual mean television is one of the most effective during teaching of listening comprehension.

Texts of newspapers under consideration are endless source of formation language, speech, social and cultural competence. Completeness and logic of sentence formation, clarity of thought, expressive language means usage are components of speech culture of qualitative newspapers. Effective tasks are connected with titles, content of the articles, filling missed information, advertisement, exchange news, discussion photos, holding press conferences, interviews, prediction events, composition of horoscopes, writing advice columns, broadcasts from the field, TV-programs, weather forecast, puzzles and crosswords and another activity suggested by Paul Sanderson in his book «Using Newspapers in the Classroom». Pupils can read articles, make translations, and analyze the use of neologisms, borrowings, newspaper clichés, slang expressions and conciseness of titles used in publicist style. Discussion of newspaper materials involves pupils into argumentation of discussion and inspires for independent learning of covered topics and additional reading. After regular work with press high school students acquire skills of detailed analysis of newspaper articles, define type, topic, theme, style of the article, evaluate the quality of material feed and comment the existence of facts, quotations and arguments. Pupils make their own conclusions about the article content, evaluate effectiveness of the chosen format and structure, understand the reasons of using certain lexical and syntactical means, see the effect of usage graphical means, photos and etc. Pupils can also make comparative analysis of articles of different countries at the level of content and design and define differences between tabloids and serious press on the example of print and digital versions of articles. Nowadas there are a lot of telecasts for children that teach English and children enjoy them. Such kinds of programs found basic lexical material on the early stage of child's development.

1.3 Use of mass media in the process of teaching pupils.

In recent years the techniques of Mass Media usage in the foreign languages teaching process are developed intensively. Education becomes more interesting, colorful and emotionally-saturated due to them. Mass Media creates unique opportunity for foreign languages learners to use authentic means (to listen and to communicate to the native speakers). Mass Media implies television, radio, Internet, newspapers, magazines etc. By mean of information transmission Mass Media can be divided into:

Visual —

Auditive —

Audiovisual — television

In the form of text presentation Mass Media can be oral — television and radio and written — press and Internet. Television is one of the best Mass Media of spreading information (political, cultural, cognitive and educational). It has great opportunities in foreign language teaching. In general television is a unique form of person's development. The results of research reveal while listening a person remembers 15 % of speech information, while looking — 25 % of visual information, while listening and looking — 65 % of information. The usage of television makes the English language teaching process more vivid, convincing and emotional. Television programs are actual and comfortable source of pupils' knowledge, experience, feelings and impressions strengthening. They help pupils to orient in huge information flow, use it in their lives, professions, and develop skills of creative comprehension and impartial assessment of information. Audiovisual mean television is one of the most effective during teaching of listening comprehension. Education today, therefore, has a far greater responsibility than it had ever before. It has to meet the demands of a dynamic world which change its character every day. Contemporary education has to be more comprehensive and complete than it was ever before. The role of the various agencies of education like home, society, community etc. has consequently increased, so has the role of the mass media like television, radio, cinema, newspaper increased.” So now-a-day, press, radio, cinema, television, etc. are becoming more and more important in an individual’s life.

Radio:

  Radio acts as the medium of mass-communication. It is used mainly to broadcast events to far and wide places of the world. It is also a very important source of entertainment. Educational radio broadcasts are effective means of presenting music, drama and appreciation:Radio is also a very important source of entertainment. Various talks, debates & discussions held over the radio are extremely informative and useful. For the school children, different items of the school subjects can be presented in the form of dramatized programs. Educational radio has excellence through dramatization, dialogue, musical features and other creative programs which are not possible in day-to-day classroom teaching. Besides these, school concerts, folk and classical music, drama and discussion programs of school, local and from other states are sometimes broadcast for listening in by other schools in India.

3. Educational radio broadcasts are team-teaching demonstrations:

The radio also provides opportunity for student participation in various programs such as quiz competitions, travel talks, plays, stories, development of lessons, projects and work programs in the form of team teaching demonstrations. This is being arranged by the combined efforts of the best resources in consultation with the specialists and some other subject experts. Subject content, curriculum validity, suitability for age groups and teaching methods are all kept in mind while accomplishing the program. Radio is, at present, not only one of the popular mass media, but also a potential instructional tool in the formal, informal and non-formal education. It is now giving more emphasis on the planning and production of science programs in both the formal and no-formal spheres of educational broadcasts. There are also special programs for teachers and teacher-education in most of the stations. These are intended to familiarize methods of teaching. These service has been more necessitated in recent years on account of large changes in school curriculum and methodology particularly in subjects like science, mathematics, social studies and English. Research suggests that people learn abstract, new, and novel concepts more easily when they are presented in both verbal and visual form (Salomon, 1979). Other empirical research shows that visual media make concepts more accessible to a person than text media and help with later recall (Cowen, 1984). In Willingham's (2009) research he asks a simple question to make his point, "Why do pupils remember everything that's on television and forget what we lecture?" -- because visual media helps pupils retain concepts and ideas. Branford, Browning, and Cocking (1999, p 194) also note the crucial role that technology plays for creating learning environments that extend the possibilities of one-way communication media, such as movies, documentaries, television shows and music into new areas that require interactive learning like visualizations and student-created content. The following diagram shows that it is a more effective tool for students to learn a foreign language

Through this diagrams we can see that a lot of teenagers using the Internet to improve their English language.

Using various kinds of Media in the classroom provide students with creative and practical ideas. They also provide students with a lot of language practice through activities using newspapers, magazines, radio, TV, movies, books, Internet, etc. and tasks which develop reading, writing, speaking and listening skills. They entertain students and encourage reading English in general, both inside and outside the classroom, promoting extensive reading by giving the students the confidence, the motivation and the ability to continue their reading outside the classroom. Media “inform, amuse, startle, anger, entertain, thrill, but very seldom leave anyone untouched”. (Shirley Biagy, 1996)

Why is the Media Important?

- Media is important because we get to know the world through using them; we understand the world and try to change it;

- Media Education is important because it develops students’ creative powers for those images, words and sounds that come to the students from various Media. Thus, creating more active and critical media users, who will always be more demanding in the future.

- Media Education has to do with film and television, press and radio, their impact on the students’ progress;

- Its aim is to enable students to develop critical thinking, analyzing and reflecting on their experiences while using various means of Media;

- Mass media provide students with a lot of language practice through activities using newspapers, magazines, radio, TV, movies, books, Internet, etc, and tasks which develop reading, writing, speaking and listening skills.

The Advantages of Media for Pupils:

Popular media (films, music, YouTube) are a familiar medium to pupils that helps gain attention and maintain student interest in the theories and concepts under discussion. Pupils can see the theories and concepts in action. In more than a figurative sense, theories and concepts leap from the screen. Pupils can hone their analytical skills by analyzing media using the theories and concepts they are studying. The use of media in the classroom enables pupils to see concepts and newexamples when they are watching television, listening to music, or are at the movies with friends. Pupils can experience worlds beyond their own, especially if the media is sharply different from their local environment.

In addition to numerous advantages, there are also a number of cautions that faculty should keep in mind in utilizing media. Using media requires a complete understanding of copyright law, an appreciation of the workload involved, and some skill in recognizing content that will enhance learning, instead of becoming a distraction. More and more pupils use mobile devices to connect to the web. Mobile learning (or m-learning) is the ability to learn anywhere and at any time using a portable electronic device.There are hundreds of mobile phone apps available. Here are some free apps that teachers could use for extra practice (All of them could be used with Android and iOS):

https://www.duolingo.com/ - One of the biggest draws of Duolingo is its gamified learning system: instead of the usual progression through lessons, Duolingo structures the lessons as a skill tree, with "skill points" being awarded for completing lessons, achievements for tracking the pupils’ progress as well as a lives system that encourages the learners to answer each question correctly. They can then use their knowledge to translate real-world content, which is then rated by other users.

https://www.memrise.com/ - Memrise offers a large variety of courses for a lot of different languages, including English, all for free. These courses are actually constructed by other members of the Memrise community, making Memrise something of a crowd-sourced learning platform. The app integrates with the user’s main Memrise.com account, but also offers an offline mode so that the pupils can continue learning even when they are without an Internet connection. Memrise, also has some elements of gamified learning, including a points system.

https://lingua.ly/ - Lingua.ly is a language learning and vocabulary tool that tries to turn web content into language-learning opportunities. Lingua.ly uses a proprietary language-processing method, based on vocabulary tests and the pupils’ interests.

Section II. Practical application of listening with the use of mass media in teaching a foreign language in high school

2.1. The main types of exercises for teaching listening

In order to form the pupils all the necessary skills required for successful listening to a foreign language text, there is a fairly detailed system of exercises. Let us comment on some of them using the Solovova classification [Solovova 2005]. The basic exercise for the development of all four mechanisms of listening is the repetition of foreign language speech for the speaker in a pause or synchronously. To perform this exercise, you need to hear the text, break it into syntagmas, learn familiar words and structures that contribute to the development of speech hearing. The repetition is based on the reproduction of the units stored in the RAM. In that case, if not all was heard, it can be filled thanks to a guess, based on knowledge of lexical and grammatical compatibility, context, common sense, which involves the mechanism of probabilistic forecasting. The final stage is articulation. This exercise is widely used at the initial stage of training both in the classroom and in homework.When the repetition in the pause becomes easy, pupils that synchronous speech. This exercise is useful and challenging, but it helps to adapt pupils ' abilities to the original speech.Then, in the methodology of language teaching exercises aimed at individual listening mechanisms are allocated.

In the system of auditory exercises in English, used with the purpose of formation and development of skills of listening at pupils, two subsystems of exercises enter: 1) preparatory (training); and 2) speech (communicative).Preparatory / training exercises are an important link in the whole exercise system, although they do not serve as a speech activity, but as a basis and means for its implementation. These exercises are used to provide the technical side of listening, to eliminate linguistic and psychological difficulties of semantic perception, to develop the skills of logical and semantic processing of signs of a lower level-from words to microtexts. The most effective as a practical work in the classroom preparatory exercises for listening in English are the following:

1. Exercises for teaching speech to the hearing:

- listen to and repeat some couples of words, for example: law-low;

- listen to the pairs of sentences, write in a graphic key (on a card)"+", if

sentences are identical, and" -", if they are different;

- define by ear the rhymed words, mark them with figures, for example: sort –

pot-part-port.

2. Exercises to teach probabilistic forecasting:

- listen to the row of adjectives (verbs), call the nouns which are used with them

more often;

- call the word's means, formed from the known elements, for example:

thankful, thankless (thank);

- listen to the row of speech formulas, call the situations in which they can be

used (in a native or foreign language).

3. Exercises for the development of short-term and verbal-logical memory:

- listen to the row of isolated words, remember and reproduce from them

following to the same subject;

- listen to two-three short phrases, connect them in the sentence.

4. Exercises in hearing recognition of realities and abbreviations: listen to the phrases containing the realities; translate them (write the realities

in the course of perception);

- listen to the text containing realities; group the realities understood by you

(proper names, place names, names of establishments etc.).

5. Exercises in the development of word-formation and contextual guess:

- listen to the row of verbs, form from them the nouns with a suffix-er, for

example: to listen – listener;

- listen to the compound and derivative words formed of the known wordformation

affixes, translate them (or explain their use in the sentence);

- determine the meaning of international words by the context and their sound

form.

In General, the preparatory exercises are based on the physiological basis of thinking and perception realized by students, as a result of which all the necessary mechanisms of listening are formed and developed. Speech / communication exercises contribute to the development of skills to perceive speech messages in conditions approaching the natural speech communication (contact and distant).Working with the audio text involves a clear sequence of actions of the teacher and students: preliminary instruction and preliminary task; the process of perception of the audio text; tasks that control understanding.

Exercises for the development of speech hearing include listening with visual support, that is, with the use of printed text and/or illustrations to it. Such listening is possible either when using a script or when watching a video. In the latter case, it is possible to rely on individual frames.It is widely used in the practice of teaching foreign languages and directed listening. This listening to the recognition of specific words, structures, extraction of specific information. It can be accompanied by action. For example, pupils must show a card or otherwise react to certain information. You can also invite pupils to insert missing words, articles, prepositions, append the beginning or the horses of a sentence after listening to the text, and so on. Memory can suggest the following exercises: Agree or disagree with the statements after listening to the text.Listen to the text / message, and then compare it with the printed version and find the differences.Remember all dates, names or geographical names used in the text and repeat them in the same order. Listen to the words and repeat only those that relate to any topic.Exercises for training probabilistic forecasting can be of the following types:Choose as many definitions to words.Make possible phrases with the words of a certain part of speech.Within specific situations, make the most typical phrases / clichés and translate them.As we can see from the above exercises, the formation of the necessary listening skills is possible not only when working directly with audio texts, software and at the stage of formation of grammatical, lexical skills, as well as reading, speaking and writing skills. This is absolutely natural, since one of the basic principles of language learning is the principle of unity of types of speech activity, which is that by training any kind of speech activity or aspect of the language, we simultaneously train the rest. In other words, any kind of speech activity in a foreign language lesson is not only the purpose of training, but also a means of forming related speech and language skills.When working on a specific material on listening, it is important not even to highlight the tasks aimed at improving the various mechanisms important for conscious listening, but to build a logical system of working with the audio text in the classroom. Consider the possible forms of control of listening skills.Both domestic and foreign methodists traditionally offer to divide the work on the text into three stages:before listening,during listening,after listening.Let's talk more about each of them.Zatekstovye stage (Before listening)If in real situations the person has some understanding of what may be a verbal message, and therefore determines for itself the strategy when the perception in terms of academic listening this is possible only on textovom stage with the audio material. The degree of motivation of listeners and, consequently, the percentage of mastering the content depends on the primary installation. In addition to strengthening the motivation and formulation of the installation on the primary listening, the teacher at this stage can remove the possible difficulties, depending on the level of formation of the mechanisms of listening and the potential difficulties that we mentioned earlier.One of the most common settings for this stage of text processing is to discuss questions or statements before listening.Of course, it will be possible to determine the correctness of the answer only after listening, but it is interesting for pupils to anticipate events using their life experience and guess. After this exercise, even skeptical pupils will listen carefully, because it is not just about some text, but also their insight. Such a task, firstly, becomes personally significant, and secondly, it helps to form the necessary listening skills and remove possible difficulties. Exercises and questions do not ask for information so much as they carry its elements. Getting acquainted with them and discussing the answers, pupils hear the words that will be used in the text, because the context is already defined, and with it defined and semantic field. Here comes into force semantic and linguistic forecasting, speech hearing, which, in turn, helps pre-articulation of key information. To be successful at this stage, it is important to correctly select the content of questions and statements. The material should have a semantic and linguistic value in order to highlight and remove those linguistic difficulties that occur in the text; pay attention to the precision words that may otherwise escape the attention of an inexperienced listener; to emphasize the nuances of the substantive and semantic order, which will be worthy of discussion in the future. The proposed statements to the questions should not be straightforward, faceless or primitive, because then they will deprive the task of meaning, and pupils - motivation. The teacher can offer pupils to guess the approximate content of the text by title, by unfamiliar vocabulary, which previously explained, or by illustrations. A brief summary of the main theme of the teacher can also be an introduction to the problems of the text.

Preparatory exercises: Isolating the listening skill

Exercises designed to practice listening nearly always involve the other skills as well, e.g. pupils listen and respond in writing; the teacher asks questions and pupils respond orally. This is as it should be. However, in some cases, it is difficult to see whether pupils have understood a listening passage or have not, without isolating the listening factor. For example, some pupils have understood it but can’t remember; others understood, but get stuck over formulating a correct answer; a few pupils may be just too lazy or apathetic to put their hands up to answer. In many cases, pupils’ level of understanding is ahead of their writing or oral ability. One way of practicing only listening is by asking pupils to respond to what they hear in non-linguistic way.

Example 1. Another useful exercise, which does not involve reading, writing or speaking, is picture dictation. Here a teacher dictates a passage and pupils draw what the teacher dictates. The teacher must be careful to make sure that what he is dictating is well within everybody’s artistic capabilities. He should make it clear that it doesn’t matter how badly people draw. Follow-up work can be done, which also involves speaking practice by asking pupils to ‘read back their dictations’ by describing the pictures they have drawn. Alternatively, the teacher can ask the pupils questions about their pictures. If the pupils are in an elementary class, the teacher can make up a text for picture dictation connected with colors.

Preparatory exercises: Non-isolated listening skill

There are 8 kinds of preparatory exercises. Performing exercises of this group, pupils are being prepared to listening to texts. Habits of oral perception of speech items are formed with these exercises. The level of items varies from a sentence to a super-phrasal unit. Exercises are aimed at overcoming the following difficulties, which may be caused by listening as a skill:

a) finding grammatical cues in sentence structures;

b) guessing the meaning of unknown words;

c) understanding sentences containing unfamiliar words which do not interfere with comprehension of the whole utterance;

d) anticipation of what the speaker is going to say and readjusting the predictions;

e) eliciting different categories of meaningful information (time, space, cause, effect);

f) estimating different kinds of cohesion between sentences;

g) telling the main idea in a group of sentences;

h) concentrating attention and retaining information in memory.

2.2. Listening mechanisms.

Listening is associated with memory activity. The concept of memory can be divided into the following components:

short– term-is a method of storing information for a short period of time;

operational-designed to store information for a certain, predetermined period;

long-term memory is a memory that can store information for almost unlimited period of time. When using it to recall often requires thinking and effort of will (therefore, its functioning is not limited);

visual memory is associated with the preservation and reproduction of visual images; auditory memory is a good memory and accurate reproduction of a variety of sounds, music and speech. Characterized by the fact that the man she can quickly and accurately remember the meaning of four of the text, etc. that in relation to listening is very important, as children in the first time it is necessary for the ear to remember the sound of sounds and words; emotional memory is memory for the experience. It is directly based on the strength of memorization of the material: what a person causes emotional experiences, they remember without much difficulty and for a longer period. These types of memory play a fundamental role in teaching listening, without their sufficient development it is impossible to master the language in General, and even more so speech. It can be concluded that the main mental processes involved in listening are the following: memory, imagination, perception and thinking. Thus, activating these features of the human psyche, we simultaneously develop them, which is a fundamental factor in the comprehensive development of the individual. And, therefore, listening can be considered an integral part of developing learning. Mastering listening gives you the opportunity to realize educational, educational and developmental goals. It allows you to teach students to listen carefully to the speech, to form the ability to anticipate the semantic content of the statement and thus educate the culture of listening not only in foreign but also in their native language. The educational value of the formation of the ability to understand speech by ear, is that it has a positive effect on the development of the child's memory, and, above all, auditory memory is so important not only for the study of a foreign language, but also any other subject

For the successful formation of listening skills is not enough knowledge about the objective difficulties faced by pupils in the process of listening and decoding a foreign language text. In this section we will dwell on the mechanisms of listening. The mechanisms of listening domestic methodologists include speech hearing, memory, probabilistic forecasting and articulation. Let us consider them in more detail. Speech hearing is a very important mechanism, perhaps even fundamental. Speech hearing provides the perception of oral speech, its division into semantic syntagmas, phrases, words. Thanks to speech hearing, we not only hear sounds, but also correlate them with familiar images in the flow of speech. If in order to hear, training is not necessary, then in order to listen meaningfully, well-formed skills are important. Allocation of units of speech perception, their distinction and recognition of their characteristic features is possible only in the presence of well-trained speech hearing. Even if pupils have information about the sound image of the word, they will not be able to identify it in a coherent speech flow without preparation. It begins to seem that all the words merge, that only small meaningful fragments can be heard. In order to avoid this, it is important to gradually increase the amount of exercises for the development of speech hearing, for the meaning of words in the flow of speech. Speech hearing is not the only important mechanism in listening. Hearing on understanding implies the presence of a trained memory. Good speech hearing is not enough to understand oral speech. Recognized unit is necessary to keep in mind, to compare with standard values to remember for future transactions. For the process of listening are important both main types of memory allocated in the framework of psychology. Short-term memory, which holds the perceived for 10 seconds, is important because at this time there is a selection of what is essential for the person at the moment. However, the selection can occur only in the case of recognition, and recognition is a comparison of the perceived standard stored in long-term memory. It follows that both types of memory are extremely important for the process of understanding speech by ear. However, the most rational during listening works the third type of memory, which is called RAM in psychology. RAM is a short-term memory that is able to hold information for much longer than 10 seconds. RAM works most effectively in the presence of the installation to memorize. It can be argued that the knowledge of a certain context can greatly facilitate the process of speech perception from hearing, and the presence of speech tasks - to provide better memorization of information. In the process of real communication, we do not meet the need to think about these details, as a specific situation does not happen outside the context and outside the speech task. Determined by the place, time, social roles of communication partners, their characters, it provides everything you need in a natural way. However, if during the lesson the teacher tells the pupils to just listen to the text and understand it, the communicative situation will not be set. This will mean that pupils will face additional difficulties in understanding the text, because they do not even represent its communicative orientation. Moreover, they will be hard to remember, because the specific unit memo they received. It is also important that the educational activity is designed to form the competence of the student. Communicative competence as readiness and ability to react in a situation of communication can be formed only when pupils have the opportunity to work with a certain simulator. Therefore, educational activities should at least artificially simulate real life situations of communication. In class, pupils receive more support than in real life, but this is to increase the didactic value of the exercises. Too complex exercises, as well as too simple, will simply be ineffective. A real specialist with the knowledge of the technique understands the problems of his pupils and knows where and how to remove the difficulties, without facilitating the task immensely, but without depriving the trainees of self-confidence. Thus, we can say that for a more successful understanding it is important to distinguish well the semantic structures in the flow of speech and remember them. To facilitate this memorization, you can ask pupils a specific situation of communication. However, pupils should be prepared for the fact that they should be able to understand the speech in terms of interference, lack of agreement, lack of attention. The mechanism of probabilistic forecasting will help them in this. Probabilistic forecasting is the generation of hypotheses, anticipation of the course of events. The methodology of teaching foreign languages di stingiest structural and semantic forecasting. Forecasting becomes possible due to the fact that words exist in our memory and in the language environment not in isolation, but within a complex system of lexical-semantic relations. These relationships help to build a forecast of the content of the text on the basis of certain relationships [Passes 1977]. Semantic forecasting is determined by the knowledge of the context, and therefore the possible situations, which, in turn, involve the use of certain structures, clichés, speech formulas, etc. Knowing the speech clichés, we can guess what it is, even if we did not hear part of the words. Such clichés exist both in everyday life and in professional communication. Even an experienced interpreter will not agree to translate a meeting, Congress, scientific conference if he is not familiar with the problems or the approximate content of the discussed problems. When translating, it is the semantic level of forecasting that provides significant assistance to the listener, since many elements of information can be judged in advance, based on the most typical semantic structures. The second type of forecasting is linguistic forecasting. It becomes possible due to the fact that each word has a certain range of compatibility. The appearance of each new word significantly limits the possibility of using other words. Let's look at examples: The Sworn (enemy) Bosom (friend)in the far away (Kingdom, in the far away state the Subscriber is out (network coverage) Have you ever (been to...?) When in Rome (do as Romans do) it's the first day (of the rest of your life) He was born with a silver (spoon in his mouth) Then we can draw the following conclusion. The greater the volume of the semantic field, the stronger the lexical and grammatical skills, the better a person knows typical speech situations and has speech models, the easier it is to recognize speech from hearing. Listening and speaking, reading and writing, vocabulary and grammar are inseparable in real communication, and even more so in the purposeful development of the language. Linguistic prediction is inextricably linked with meaning. The last mechanism that is important in the formation and development of listening skills is the articulation mechanism. When analyzing the processes of speech perception, it becomes clear that when listening, there is an internal pronunciation of speech, i.e. articulation. The clearer the pronunciation, the higher the level of listening [General methodology 1967]. Solovyova examines the impact of this mechanism on the success of listening in one particular example. If pupils are at the lecture, and their task is to listen to the information transmitted to them, to understand and remember that in the future will help them in their professional activities. Of course, someone listens inattentively or does not listen at all, but if we consider the actions of only those who are most attentive, it will be clear that such pupils record information in an abbreviated form. Highlighting the key words, figurative expressions, pupils write them down and in the inner speech still pronounce them in a folded form. So, we can come to the conclusion that all listening mechanisms are closely linked and are equivalent when listening to the text.

2.3. Survey and analysis

A survey is a systematic way of gathering information about theuse of the listening in training.Today, there are many surveys among students and schoolchildren on the topic "the use of listening and other methods of teaching a foreign language at schools." However, we decided to study this topic on the example of schoolchildren and this is the novelty of our study in order to understand how students, relate to listening in language learning and whether it is effective, we conducted a survey. The survey consists of 7 questions. The survey involved 31 pupils. The survey was conducted through a survey on social networks. We analyzed the students ' answers and made the following analysis:

1 question: How many years have you been studying English?

ANSWER CHOICES	RESPONSES
3-5 years	25.81%	8
5-7 years	35.48%	11
more than 7 years	38.71%	12

2 question: What is the most effective method of teaching a foreign language?

ANSWER CHOICES	RESPONSES
writing	3.45%	1
reading	10.34%	3
speaking	48.28%	14
listening	37.93%	11

As can be seen from the diagram №2 48% of schoolchildren prefer speaking as a more effective method of language learning. Next, there is listening. 37% of students believe that listening is an effective method.

3 question: Do you think using listening is a good way to learn a language?

ANSWER CHOICES	RESPONSES
yes	80.00%	24
no	20.00%	6

4 question: Which of these activities do you like to do most in class? 

ANSWER CHOICES	RESPONSES
Audition	33.33%	10
Reading (reading text or reading + task to text)	10.00%	3
Written work (exercises, translations, etc.))	10.00%	3
Speaking (oral topics, lexical exercises)	53.33%	16

From the № 4 diagram we can see that students prefer the form of speaking in the lessons of a foreign language. This form of lesson was chosen by 53% of students. In second place is the listening 33%. Reading and writing were chosen by 10% of schoolchildren

5 question: Do you use listening comprehension when teaching a foreign language?

ANSWER CHOICES	RESPONSES
yes	90.32%	28
no	9.68%	3

6 question: Do you practice listening on your own?

ANSWER CHOICES	RESPONSES
yes, every day	35.48%	11
sometimes	54.84%	17
no, only at school	9.68%	3

7 question: What difficulties do you have in teaching listening?

ANSWER CHOICES	RESPONSES
Phonetic	33.33%	10
Grammar	33.33%	10
Lexical	33.33%	10

From the № 7 diagram we see that students have difficulties phonetic, lexical and grammatical at the same level - 33,3%. To avoid these difficulties, we should often practice listening in class and separately in our free time.

The study allowed us to draw the following conclusions: speaking and listening are the most effective methods for rapid language learning. In the practical part of our work, we learned the opinions of students on listening, considered the methods and techniques of teaching when using listening in the process of learning foreign languages. It was found that audio materials can be effectively used in teaching and self-study of foreign languages language as a supplementary material. Also be it is noted that the media materials are useful and authentic. Next, we looked at the classification of exercises on the formation of listening skills and abilities, speech and perception of foreign language speech by ear, presented different sources. According to the types considered exercises, we have selected exercises on the logical the development of the idea and the training of hearing and memory, so as in our opinion these types of exercises are the most effective in learning a foreign language. In our opinion, the complex provided by us exercises can be successfully applied in training foreign language, particularly in the classroom to improve the concepts of a foreign speech.

Conclusion

Learning to listen is quite relevant process of learning English, as without listening impossible speech communication. The concept of listening includes the process of perception and understanding of speech by ear. Communicative feature of listening as a type of speech activity plays a major role in the first stage of English language learning. In addition, today, listening can be attributed to the developing training. This is due to the fact that the process of speech perception by ear involves memorizing different types of texts, which improves memory and develops horizons; the use of metaphorical expressions that trains attention, and, finally, the ability to listen and understand what is heard, which brings attention to the interlocutor. Thus, all of the above allows you to fully appreciate the benefits of listening lessons in English at school.

The aim of the work was to study the possibilities of using listening to the media in the process of teaching a foreign language at school. In the course of our work, we studied the classification and characteristics of the media, the types and difficulties of listening, conducted a survey, We also noted that using the Internet media, students and teachers have the following advantages: getting the latest and interesting information; the ability to develop a variety of tasks based on media material that can help students achieve a high level of language proficiency; the ability to find a variety of illustrative material for tasks and for the organization of independent work of students. Then we got acquainted with the resources of the Internet media, identified the possibility of their use in teaching listening to a foreign language. We came to the conclusion that the most optimal is the use of listening and speaking as it allows the student to learn the language more efficiently and faster . We noted that the correct use of the media allows to optimize the learning process, moreover, to create real situations of communication, which in turn contributes to increasing the level of motivation of students in learning a foreign language. We concluded that the media materials can be applied in the classroom listening, speaking, writing in a collective work, individual assignments, work in small groups, etc.; as homework; as introductory material or as a summing up at the conclusion of study of a specific topic. Based on the results of the theoretical part of the study, we provided a set of exercises using media materials, namely the exercises of hearing and speech, multiple substitution, text recovery, transformation, logical development of the idea and memory training; and also described the prospect of their application in the educational process, taking into account the training program in the language University. With the help of the developed set of exercises, students will learn to highlight the main idea of the text, understand its structure, improve their language knowledge and master the skills of understanding foreign speech by ear. Thus, we have solved the tasks set in this work, and achieved the goal of the study. The prospect of our research is, in our opinion, the introduction of additional exercises based on the media in the learning process, in particular aspects such as: listening, oral practice and others. The effectiveness of the use of the media in teaching speech depends not only on the precise definition of its place in the learning system, but also on how well organized the structure of the lesson, as agreed training opportunities listening to the learning objectives. To solve each of the tasks, students should know not only the General content of the lesson, but also be able to understand by ear, as well as be able to evaluate events using words and expressions from the speech accompaniment of the audio material

Thus, the hypothesis put forward by us has been confirmed, audio materials in foreign language lessons really contribute to a more effective and efficient learning listening, as they represent samples of authentic language communication, create an atmosphere of real language communication, make the process of assimilation of foreign language material more lively, interesting, problematic, convincing and emotional.

As a result of the study:

theoretical bases of listening are presented and analyzed;

the potential of using mass media in teaching listening is defined and the principles of their selection are developed;

were identified exercises to develop hearing with the help of listening,

experimentally tested the developed technique in the formation of listening skills in English lessons in high school.

List of references

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12. https://ru.surveymonkey.com/r/96QRZ2Z   

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