| Annotation |
Understanding the need for special training to listening comprehension of native Russian
speech has led to the development of this methodical problem in theoretical and applied aspects.
Existing training systems and tools are not fully used in the practice of teaching listening
comprehension. The declarativity of teaching goals and outcomes, the lack of materials
in the school textbooks of the Russian language, and the insufficient competence of teachers
make learning difficult. The effectiveness of teaching is determined by the presence of a
methodical system built on scientific grounds and the training of Russian language teachers.
The purpose of the article is to substantiate the preconditions that should be considered when
developing a methodical system of training schoolchildren to listening comprehension of academic
linguistic texts in Russian. The study was conducted by analysis and synthesis methods in
describing the state of schoolchildren’ auditory skills; when identifying factors affecting the quality of
listening, the methods of analysis, abstraction, and concretization have been used. The statistical data
of the studies and their interpretation are given to identify the conditions for development of a system for
teaching schoolchildren to listening comprehension of academic linguistic texts. The author establishes
the conditions: a clear understanding by teachers the psycholinguistic features of listening, its status as
a subject of teaching; determination of basic knowledge and auditory skills in different types of listening;
communicative-speech tasks for listening should include tasks for the development of motivation for
listening activities; the ability to determine the purpose of listening and ways to achieve goals, as well as
reflective control of both the process of activity and the result; awareness of the reasons for successful
or unsuccessful auditory activities and its correction; psychophysiological mechanisms as preconditions
for mastering the most important auditory skills.
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| References |
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