Особливості формування іншомовної аудитивної компетенції вчителів-філологів з використанням аудіокниг
Date
2021Author
Поселецька, Катерина
Сольська, Тетяна
Манятовська, Ганна
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В умовах зниження пізнавальної активності студентів використання аудіокниг в процесі формування аудитивної компетенції дозволить вирішити питання мотивації навчання, підвищити інтерес до вивчення іноземної мови та створити ефективне мовне середовище. Формування іншомовної аудитивної компетенції та вдосконалення необхідних для ефективного сприйняття вмінь та навичок здійснюється за допомогою цілісної системи вправ та завдань. Вправи з аудіювання характеризують як сприйняття усного мовлення на слух, яке супроводжується певними дидактичними завданнями. Регулярне прослуховування текстів аудіокниг у поєднанні з виконанням правильно організованого комплексу вправ дозволяє студентам значно покращити лінгвістичні компетенції. Аудіокниги не тільки дозволяють збагатити словниковий запас, а й сприяють розвитку навичок за такими видами мовленнєвої діяльності, як письмо та читання. Under the conditions of decrease of cognitive activity of students use of audiobooks in the course of formation of auditory competence, will allow solving questions of motivation of training, to increase interest in studying of a foreign language and to create an effective language environment. The authenticity and the plot of the audiobook allow students to understand the text better, to create their own associations and feel the rhythm of reading, intonation, phrasal accents etc. It should be noted that the consideration of the place and the role of the audiobook in the process of formation of foreign language auditory competence has not yet been sufficiently covered in the scientific literature. Additional research is needed on the methodology of using audiobooks in the process of learning foreign languages, the criteria for selecting audiobooks. The formation of foreign language auditory competence is carried out in the following stages: the formation of competence in listening at the phrase level; formation of competence in listening at the level of supra-phrase unity and formation of auditory competence at the level of the text. The perception of oral speech, the processes of its processing and comprehension directly depend on the individual characteristics of the listener, their skills and abilities of mental activity, emotional intelligence, ability to apply the basic strategies of working with the auditory message during listening. In the methodological literature, the difficulties associated with the formation of foreign language auditory competence, which do not depend on the individual characteristics of students, can be divided into three main groups: phonetic, lexical and grammatical. The formation of foreign language auditory competence and the improvement of skills and abilities necessary for effective perception should be carried out with the help of a holistic system of exercises and tasks. Listening exercises are characterized by the perception of oral speech by ear, which is accompanied by certain didactic tasks. According to the learning objectives, all listening exercises are divided into two groups: preparatory and speech. When choosing audio materials, it is important that the texts illustrate samples of live speech and are authentic. When choosing a text for teaching listening, you should rely on the already developed lexical and grammatical material. Texts with the optimal ratio of familiar and unfamiliar vocabulary will develop and develop in students the ability and skills to perceive by ear a meaningfully studied combination of material in new situations, with new tasks and problem statement. Today, audiobooks occupy an innovative position in the global book market, because the evolution of audio media has made their use much easier. Regular listening to the texts of audiobooks, combined with the implementation of a properly organized set of exercises allows students to significantly improve linguistic competence. Audiobooks not only enrich the vocabulary, but also promote the development of skills in such speech activities as writing and reading. There are different ways to use audiobooks in the learning process. It is worth noting that planning a lesson based on an audiobook is not an easy task for a teacher. The selection of audio materials for use in the learning process should be based on general criteria and meet the goals, stage of learning, curriculum requirements and individual needs of learners.