Формування вмінь аудіювання під час самостійної роботи студентів із використанням технічних засобів навчання

Abstract

Досліджено використання фонограми та відеофонограми з раціональним співвідношенням вправ у відео- та звукозаписі для навчання аудіюванню в умовах самостійної роботи студентів. Розвиток аудитивних умінь є найбільш складним завданням, тому необхідно розробити спеціальні засоби навчання для роботи з іншомовним аудіотекстом, формувати в них самостійну мовленнєву діяльність, навчаючи логічним операціям. Розглянуто навчання студентів аудіюванню під час позааудиторної роботи зі створенням прийомів подолання труднощів мовного характеру.

The article deals with the use of audio and video materials with rational correlation of exercises at the videotape recording and audio recording to study the listening comprehension during students’ self-study. Development of listening abilities presents difficulties, that is why it is necessary to work out the special facilities to teach students foreign audio texts, to forms their speaking activity, training logical operations. Teaching students the listening comprehension is considered during students’ independent work with creation of activities to overcome the language difficulties. In the process of teaching students listening in independent work it is necessary to remove language difficulties by the semantization of basic unstudied lexical units not before listening of audio text, but synchronously during listening text, recorded by the method combined audio recording. Efficiency of teaching students to understand foreign speech in independent work with a video phonogram and phonogram rises on condition of the use of communicative video and audio exercises that provide the special activities of actualization of language conjecture about sense of new word at support on contextual determinants of right and left context, by the activities to find out the meaning of international words, abilities to overcome language difficulties. The ability to overcome the difficulties associated with the semanticization of unexplored lexical units can be regarded as the ability to solve cognitive tasks, and this fact should be considered an important criterion for determining the self-support of learning activities. These skills can also be a background for the formation of an independent work of listening to foreign language speech. Subsequent research should include issues related to the development of feedback techniques in exercises, improving the structure of audio sessions with the following creation of their typology with the possible involvement of new learning tools.