Contents introduction chapter theoretical bases of teaching listening

Conclusion

The term "auding" became basic for this research. Auding is the process of hearing, recognizing, and interpreting spoken language. It should take a very important part in the very beginning of learning foreign language.

In this course paper we consider the theoretical and practical value of the listening techniques, and their role in developing students’ listening skills.
In the theoretical part the most interesting and useful listening techniques have been listed. In this course paper was investigated the process of listening, how to teach it as one of the most difficult and the most important types of speech activity, the ways to overcome the difficulties that students faced by. A special place in this course paper has been given teaching listening through various exercises and online programs, and the most interesting approaches to teaching in-depth listening.
Practical part presents different types of activities which can help the teacher to organize listening activities at the English lesson. A lot of different techniques which help students to improve their listening skills have been studied.
The term "auding" became basic for this research. Auding is the process of hearing, recognizing, and interpreting spoken language. It should take a very important part in the very beginning of learning foreign language.
We have outlined the main reasons for teaching listening comprehension in a foreign language. It is now widely accepted that oral communication plays a vital role in second language teaching for it provides an exposure to language which is a fundamental requirement for the learner. Progress in listening guarantees a basis for development of other language skills. Spoken language provides a means of interaction where participation is a significant component of the listening program.
The lesson theme should be presented in the form of the text, game, and various pictures or with the help of video lessons. The aim of listening activities is to achieve students' desire to learn to listen to speech and understand the hearing, and to make them feel their capabilities, their progress. Listening is the basis of communication; it begins with the mastery of oral communication.
We presented the classification of listening activities which has become basic for the present course paper:
In showing a considerable variety of listening activities we have explored some of the many ways to help students acquire the confidence to use their skills for self-expression in language situations. Different activities and procedures provide the development of the listening for communicative tasks and for extracting general or certain specific points in the discourse.
We have stressed the importance of careful selection of practice material for testing listening skills of the learners. It is necessary to construct different types of practical exercises for students to experience language. Listening comprehension tests present an effective method for developing listening abilities.
As a result of the present course paper we accomplished the set aims:

• 
  we studied listening as the ability to identify and understand speech;
  
• 
  considered the most common listening comprehension problems;
  
• 
  we found the most appropriate solutions to the listening comprehension problems;
  
• 
  distinguished types of listening activities;
  
• 
  planned a lesson based on the most effective listening comprehension strategies.Listening possession allows a person to understand what he is told and respond what has been said, helps to explain his answer to an opponent, which is the basis of speech. Some ways of avoiding mistakes and some up-to-date techniques while developing listening skills have been pointed out. Thus we can say that the given aims were achieved. A technique in modern time is developing rapidly, and the teachers have more opportunities to use various kinds of technical training. The present course paper is an attempt to systematize teaching listening comprehension strategies and techniques, to reveal the most frequent difficulties with listening from students’ points of view and to model a lesson taking into account these details.
  

References

1. Flowerdew, J. and Miller, L. Student perceptions, problems and strategies in second language lecture comprehension, Boston, 1996 - 60–80pp.

2. Brown, G. Listening to Spoken English. London, 1992 – 25-49pp.
3. Jack C. R.Teaching listening and speaking from theory to practice, 2008-1-41pp.
5. Cohen, L & Manim, L. Research methods in Education. London, 1998 – 117-125pp.
6. Cross, D. Teach English. Oxford, 1998 – 36 – 45pp.
7. Berman, M. Listening strategy guide. NY, 2003–18-36pp.
8. Goh,C. Metacognitive awareness and second language listeners. NY, 1998, 5-9pp.
9. Gass, S.M. (1988). Integrating research areas: A framework for second language studies. Applied Linguistics, 9, 198–217.
10. Hedge, T. Teaching and Learning in the language classroom. Oxford, 2001 – 25-35pp.
11. Herron, C. and Seay, I. The effect of authentic aural texts on student listening comprehension in the foreign language classroom. NY, 2003, 487pp.
12. Higgins, J.M.D. Facilitating listening in second language classrooms through the manipulation of temporal variables. Vancouver, 2001, 12-25 pp.
13 C. Farell. Listening comprehension in the ESL classroom. NY, 2007-116-132pp.
14. Underwood M. Teaching listening. 1990 – 120-125pp
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1^ Flowerdew, J. and Miller, L. Student perceptions, problems and strategies in second language lecture comprehension, Boston, 1996 - 60–80pp.

2^ Brown, G. Listening to Spoken English. London, 1992 – 25-49pp.

3^ Jack C. R.Teaching listening and speaking from theory to practice, 2008-1-41pp.

4^ Cohen, L & Manim, L. Research methods in Education. London, 1998 – 117-125pp.

5^ Cross, D. Teach English. Oxford, 1998 – 36 – 45pp.

6^ Berman, M. Listening strategy guide. NY, 2003–18-36pp.

7^ Goh,C. Metacognitive awareness and second language listeners. NY, 1998, 5-9pp.

8^ Gass, S.M. (1988). Integrating research areas: A framework for second language studies. Applied Linguistics, 9, 198–217.

9^ Hedge, T. Teaching and Learning in the language classroom. Oxford, 2001 – 25-35pp.

10^ Herron, C. and Seay, I. The effect of authentic aural texts on student listening comprehension in the foreign language classroom. NY, 2003, 487pp.

11^ iggins, J.M.D. Facilitating listening in second language classrooms through the manipulation of temporal variables. Vancouver, 2001, 12-25 pp.

12^ C. Farell. Listening comprehension in the ESL classroom. NY, 2007-116-132pp.

13^ Underwood M. Teaching listening. 1990 – 120-125pp