CC BY
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Section 9. Pedagogy
Smilichenko Yanina, Ukraine, Kherson, the lecturer of Kherson branch of National Shipbuilding University E-mail: yasmili@yandex.ru
The using of listening varieties during the formation of skills to perceive and understand texts in Ukrainian-language by pupils on basic link schools with Russian language of instruction
Abstract: The article deals with the question of the kind of listening that is used to listening and learning to improve pupils learning in basic link of schools teaching in Russian. The author argues that listening and learning will be more successful if you use texts for listening consistently.
Keywords: listening, types of listening, contact and remote listening, figuring listening, intro, detailed and critical listening, speech activity.
Among all types of speech activities (listening, speaking, reading, writing) is most commonly used listening and speaking. In the real world of communication for listening accounts for 40 to 50 percent of the time [1].
One of the main objectives of the lessons of the Ukrainian language in schools teaching in Russian is to develop oral communication skills, including listening [3]. Ability to listen and hear, understand spoken underlying proficiency [1, p. 4].
Research on teaching students to pay attention to listening M. Vashulenko, J. Button, S. Dubovik, T. Ladyzhenskaya, M. Lvov, S. Tsinko, A. Khoroshkovska and others. Scientific analysis of literature indicates that interest scientists formation problem audiatyvnyh skills increases. However, questions remain relevant organizations audiatyvnoyi of Russian students basic level schools in the Ukrainian language lessons.
The purpose of the article is to attempt types of listening, learning to choose the right kind of listening during development of students’ basic link schools with Russian language skills to perceive and understand the Ukrainian-language
texts.
Listening called perception and understanding of speech. The problems related to speech perception by ear and success in developing the skills of listening, concerning not only the ability to perceive and respond to the “acoustic oscillations” in another language, but also understand the processes of linguistic articulation [4].
Despite the considerable amount of research in this field, Formation and listening skills development among language skills is important. This is due to the following reasons: listening defined as a byproduct of speaking, respectively work on it is sporadic and confined to the analysis of messages that are most appropriate and usually far removed from the perception of speech in vivo [7]. It is also believed that one reason for the lack of attention to listening is that until recently, it seemed easy enough speech skill.
Scientists who have studied the types of memory shown that the advantage in remembering words does not belong to the visual memorization and remembering the ear [3]. Research has confirmed that the information obtained through the auditory channel stored in memory is much stronger
than in visual text. Thus, one of the main ways of educational information in the classroom is the perception and understanding of speech — listening [3]. Psychologists consider listening as one of the most important means of teaching speaking [6].
Conventionally, listening can be divided into contact and distance. Research contact and remote listening give radically different results. According to data obtained through experimental laboratory studies, the difference in the understanding of the same message that was listened to in terms of contact and remote listening is from 20 to 40 percent [3].
When the contact is always listening utilized visual and other support, namely the perception of nonverbal channel information (gestures, facial expressions, gestures, looks, clothes, communication distance). Also, the direct contact are much variatyvnishe paraverbalni characteristics: intonation, tone of voice, speed of speech, is also widely used excessive language elements: pause, repeat, changes in the formulation [3].
Remote listening Ukrainian-language texts, is more complex and requires a high level of Ukrainian language and requires much training.
Knowledge of vocabulary and grammar that allows to perceive «printed information», it is sometimes not enough. While listening is crucial «linguistic guess» that is meaningful process based on — an assumption which, in turn, is based on the «vocabulary» and a clear understanding of grammatical features of the language by which information is transmitted. Because listening is considered as perceptual and mental-mnemonic activity.
Remote listening effective in teaching Ukrainian stage when the main system structure of the language is learned. Initially, the study of Ukrainian language between hearing and speech analyzers installed functional relationship that allows for listening to distinguish speech sounds and identify them with the corresponding phonemes.
This process occurs as a result of a number of complex logic operations, analysis, synthesis, deduction, induction, comparison, abstraction, specification [3]. Also, listening as a form of speech perception are both text sounds, recogniz-
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The using of listening varieties during the formation of skills to perceive and understand texts in Ukrainian-language...
ing lexical and grammatical material in the speech interaction, understanding of the content and meaning as a whole while simultaneously feeding.
Objectives listening depend on its type. During the «figuring out» listening in teaching professional or everyday situations goal is to obtain the necessary and important information for themselves. Further transmission of this information is not provided. Take our listening (informative, entertaining) also involves listening to yourself. Further information transfer is not required.
In a real perception of information due to communication and goal situation that poses a listener. From this point of view scientists, including L. Kulish [19] There are three types of listening: study, detailed and professional. Some researchers define global, detailed and critical listening [5].
Scan or global, listening requires the listener universal coverage message content, the ability to determine the theme, the main message view, divide it into semantic parts distinguish compositional elements. Scan listening can be informative, entertaining and informative and entertaining.
The aim is to obtain cognitive listening particular, requied by auditor information. It can be used in the classroom, and work individually spilkuvanni. When the functioning of this type of listening whoever study is proactive, his intense attention, remembering arbitrary memory active. The material perceived the listener mainly in the form of dialogue cues during a single presentation, while not, however, exclude the possibility to ask again. The evidence that clear, as a rule, are not intended to convey information.
During the hearing pass entertainment listening attention without tension auditor which can be in relaxing condition. His involuntary memorization. Thanks emotion and excitement she recorded information in durable memory. With this type of information proceeds with students listening with such messages as lecture, speech, conversation.
During entertainments listening perception of information is through language games, language puzzles and crosswords, puzzles, acrostics, etc. When using the above methods, students will learn about casual entertainment in the necessary form.
Detailed auditing provides the most complete, detailed content of the message perception, awareness of the meaning of each of its elements. Note that the detailed text perception often required when carried out, for example, the jobs, the funds heard text; Transfer teacher explanation; when you need to remember multiple tasks without written teacher on
the board for their implementation in sequence; In the discussion, debates, speaking at a meeting, etc.
Critical listening is based on a global and detailed, requires express their views on what they heard and motivated their agreement or disagreement with a particular statement, critical reflection perceived by the ear. This type of listening is practiced during transfer text from a creative task. Therefore, checking the level of development of students’ skills audiatyvnyh, keep in mind listening types, because it depends on the choice of form controls — test, oral or written transfer, the actual statement (oral or written) type of meditation and more.
Professional listening involves direct understanding and remembering information intended for reproduction the immediate or deferred. This type of listening, usually accompanied by the written fixation information. The process of auditing the auditor requires great mental and physical strain, maximum an active attention, storing arbitrary. During the immediate reproduction of the information received memory functions, while deferred — long term. Professional listening characteristic of translators, researchers, journalists and reporters.
For successful development of listening skills necessary to apply certain types ofwork, as well as for other types of speech activity. In the early stages of learning to hear commute small, interesting new information blocks. Exercises hearing and perception should integrate with other tasks; texts for listening should offer different types of speech genres, styles, complexity, but depending on the age and psychological characteristics of students of language, be specific to each age period. Model academic perception of speech includes phases: orientation in the situation of communication, hearing of goal, understanding and fixing memory or writing overall structure plan and oral expression, understanding the details of message content, selection and fixation of its most important elements, features of speech processing statements, making its own idea of the addressee speech, speech perception test results consistent with the goal set out in the first phase.
Conclusion. So listening is a semantic perception of both oral and written speech voiced, dynamic multi-level system of mental-perceptual, intellectual, mnemonic activity, type of speech activity, the integrity ofwhich is due to the unity of motivation, target and executive parties; is a complex form of speech, which is formed of many components and levels; active creative process that involves the audience motivated action aimed at perception, cognition and understanding of reality by means of coded language and existing in the mind of the speaker.
References:
1. Bondarenko L. V. Phonetic Description ofLanguage and speech phonolohyc Description/L. Bondarenko. - L., 1981. - 199 p.
2. Gez N. I. Texts of lectures for the course “Methods of teaching foreign language at school in high society" (listening). - M.: MGU, 1979. - 73 p.
3. Button I. P. Listening Ukrainian: Manual. - K.: Educational thought, 2003. - 144 p.
4. Yliyna V. I. Listening//Materials - IX Foreing Semynar Lecturer of Russian language in socialism countries/V. I. Yliyna. -M.: MGU, 1969. - P. 18-31.
5. Kolosnytsyna G. V The ways of optimal mood and registration of teaching audiotekst (on the material of Russian as foreign language)/G. V Kolosnytsyna. - M.: Publishing House of the Moscow Unta, 1980. - 95 p.
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6. Kulysh L. Y. The psycholinguistic aspects of perception oral speaking another language speech. - K.: High School, 1982. -
208 p.
7. Satinova V. F. Some questions of training to audition of coherent speech in the 7th grade middle school/V. F. Satino-va//Learning coherent foreign speech in high school. - Minsk: People’s asveta, 1970. - P. 46-57.
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