12. Listening as a type of speech activity.

And it is considered the most difficult WFD. In the main. lies the perception and understanding of the mouth. speech by ear at the moment of generation.
In ex. from reading A. excludes long. arbitrary attention delay and multiple. return to parts of the text.
A. m. Act as samost. WFD, m. Enter the dialogue. communication as a receptive component: speaking and listening. change places.
Basics the difficulties.
1. Psychologist.
1) Especially rumor. memory capacity
2) the type of speech being audited (live / in mech. Records)
3) the type of speech (monologich. Easier d / perception - context, and the dialogue. - situational).
4) the speech of an unfamiliar person
2. Linguist.
1) the presence of unfamiliar. / Incomprehensible words
2) text style
3) phonetic. Speech Speeches
4) volume and syntax. sl text
Basics purpose of training. Listening as a WFD is to master students' communicative skills of listening. types of speech.
A. as sr-in training. (studies. A) is used with mouth. presentation form of language material, as well as in oral-rec. tongue. material.
Important condition for creating auditing. skills - multiple language perception. occurrences at the hearing, as well as performing an audit. predrec., conditional speech ex. with isp. defined count language. phonet. control
Ideal. model - in every lesson hearing. visibility.
A. very good effective at mastering tehn. reading, pok-ku in s-meh-ma reading includes hearing. and motor skills. Hearing - in the faculty of control over the correctness of sound. text.
It is important to develop rech. hearing pupils.
A. yavl-Xia effect. with the improvement of language skills and skills.
D / it is necessary to audition the original speech with an advanced stage of training.
Methodological component.
This contributes to the improvement of speaking due to the transfer of part of the material from the perceived. Speech in his own. speech without creatures. changes.
Hearing performs the function of control.
Program in the region audition presented. track. requirements.
Students should understand in ear foreign language. speech in norms. tempo (130-150 words) in the teacher's play or sound recording, built. on programs. material contained up to 2% unfamiliar words, about the meaning of the cat. m guess the duration of the sound of texts up to 3 minutes.
2% unfamiliar. no words to carry key information, no db in the first part of the text on listening.
Psychologist. component in the content. including a number of skills: receptive, receptive-lexical, grammatical-receptive.
1. Skills of distinguishing phonet. images lexical ed-c, forms of words, the phrase. grammar pp at hearing.
2. Skill in listening anticipation syntax. models by ear (regular listening of active syntax constructs is important).
3. Skill "grasp" the meaning once, which depends on the practice.
4. sret abilities: phonemic. and intonats. hearing; speech anticipation; psihologich. mech-we (dopovremenn. and operative. memory, transfer from long-term memory); recognition, comparison, meaning.
Most unwilling. d / listening - language mixing.
Controls (the sequence plays an important role):
1. audir. teacher's lively speech
2. A. monologich. lively speech
3. management on A monol. speech in fur. records from visibility
4. management on contextual fur. records
5. dialog. visually situat. speech in mehan. records
6. controls on audi
Application of TPO yavl. c-activation of speech. material as important. support.
In the method of selection. 2 training programs. BUT.
1 prog. - train. A. as a goal.
Teacher Steps:
1. give set

for 1 listen text for the purpose of understanding the general content.
a) you need to create a URS
2. removal of difficulties
a) words, unfamiliar words: them. own, dates, fragments of the phrase from the words. grammar a phenomenon.
3. listen text
a) b. sure everything works
4. Try to understand the text with pom. general questions or t / f statements
5. give the installation to re-listen to the text in order to identify some details (re-listen. From the point where the problems started).
6. Text control with pom. altern. question, t / f, tests in teacher's book.
2 prog. - Improving the skills of students on the basis of the text heard (art. Classes). All controls fulfilled. after audition text.
1. S-vit plan audition. (departments, questions, etc.)
2. retell the text in a chain of Dep. points of a plan or snowball
3. to evaluate actions or events on the basis of the text (give adj., Adverbs, verbs)
4. dramatize otd. episodes
5. invent your own. end of story
6. control skills A. (multiple choice)
70% info db understood