Teaching listening

(c) grammar exercises which help the teacher to develop pupils' skills in recognizing grammar forms and structures:

-- Listen to the following words and raise your hands when you hear words in plural: desk, tables, book, box, pens, books, boxes, etc.

The second group of drill exercises includes:

(a) exercises which help the teacher to develop his pupils' auditory memory:

-- Listen to the following words and try to memorize them. (The teacher pronounces a number of words pointing to the object each denotes: a carrot, a potato, a cucumber, a tomato. Afterwards pupils are told to point to the object the teacher names.)

-- Listen to the sentences and repeat them. (The teacher says: I like tea. Ann doesn't like tea. She likes milk.)

(b) exercises which are designed for developing pupils' attention:

-- Listen to the following text: I have a sister. Her name is Ann. Mike has no sister. He has a brother.

Now say what is the name of Mike's sister.

-- Listen to the text. (The text follows.) Now say which sentence was omitted (added) when you listened to it a second time.

(c) exercises which develop pupils' visual imagination:

-- Listen to the following definition and give it a name: We write with it on the blackboard. We take it when it rains.

-- Listen and say which season it is: It is cold. It often snows. Children can skate and ski.

(d) exercises which help the teacher to develop his pupils' logical thinking:

-- Listen to the sentences and say whether they are logically arranged: Her name is Mary. This is a girl.

Drill exercises are quite indispensable to developing pupils' skills in listening comprehension.

Speech exercises are designed for developing pupils' skills in listening. Several groups of exercises may be suggested:

1. Exercises which teach pupils to understand texts different in content, form, and type. Pupils are asked to listen to a description or a narration; the text may be a dialogue, it may deal with the life of people whose language the pupils study, or with the pupils' environment.

-- Listen to the story. Your task is to define its main idea. You should choose one among those suggested by the teacher.

-- Listen to the story. Your task is to grasp as much information as you can. While auding try to put down key words and sentences; they will help you to convey the context of the story.

2. Exercises which develop pupils' skills to understand a text under different conditions. Sound producing aids should be extensively used for developing pupils' listening, as pupils are supposed to understand not only their teacher's speech, but other people speaking the target language, including native speakers. Besides, sound producing aids allow the teacher to supply pupils with recorded speech different in speed and voice.

Before pupils are invited to listen to the text the teacher should ensure that all the words and grammar are familiar to the pupils otherwise language difficulties will prevent them from understanding the story. Thus, if there are some unfamiliar words, the teacher introduces them beforehand; he either puts them down on the blackboard with the mother tongue equivalents in the sequence they appear in the text, or he asks pupils to pronounce the words written on the blackboard if he plans a talk on the text afterwards, and pupils are to use these words in their speech.[5]

Then the teacher should direct his pupils' attention to what they are going to listen to. This is of great importance for experiments prove that if your aim is that your pupils should keep on talking on the text they have heard it stimulates their thinking and facilitates their comprehension of the text.

The following tasks may be suggested to draw pupils' attention to what they are listening:

-- Listen and try to grasp the main idea of the story. You will be asked questions later on.

-- Listen and try to grasp the details. You will have to name them.

-- Listen and make a plan of the story.

-- Listen to the story and try to finish it (think of the end of the story).

-- Listen to the story. You will ask questions on it afterwards.

-- Listen to the text. You will retell it afterwards.

-- Listen to the story. We shall have a discussion on it. Etc.

When pupils are ready to listen, the text can be read to them. If it is the teacher who reads or tells the story, he can help pupils to comprehend the text with gestures. If the text is recorded, a picture or pictures can facilitate comprehension. The pupils listen to the text once as is usually the case in real communication. Then the teacher checks their comprehension. If they have not understood it, they are told to listen to the text again. The teacher can use a dialogue to help pupils to understand the text after they have listened to the story for the first time, i. e., he may ask questions, make statements on the text for pupils to agree or reject them.

Checking pupils' comprehension may be done in many ways depending on the stage of instruction, pupils' progress in the language, and other factors. In any case, however, it is necessary to proceed in order of complexity from mere recognition to reproduction. The procedure may be:

general questions special questions wrong statements	The teacher checks his pupils' comprehension only.
pupils' questions on the text making a plan telling the text according to the plan (it may be done in a chain-like way) reciting the text giving the gist of the text written reproduction of the	The teacher checks pupils' comprehension and develops their speaking skills on the basis of the text heard.

Skills in hearing must be built up gradually. The teacher begins with a story containing 3--4 sentences. He uses pictures, gestures to help pupils to understand it. Gradually he can take longer sections and faster speeds with less visual help and in more difficult language. The teacher must bear in mind that careful grading in all these ways is of the utmost importance. Texts, stories to be read or recorded should be interesting and fairly easy.

The skilful combination of individual, face-to-face and group work, association in pair work of pupils, difference in preparation, a variety of the interesting forms of the control, commenting of the mistakes with instructions will promote to the certain extent the activization, increase of interest to work, personal and collective responsibility. Pupils at the middle stage are curios of the texts about outstanding people of the country, alongside with it the pupils are interested in stories about the life and activity of the youth of the country, literature and art, national traditions, customs and holidays, about the most considerable events in the history, especially if the process of listening is accompanied by demonstrations of the given material. So, in the given paragraph we have described, in our opinion the basic exercises for training to listening and alongside with the other kinds of speech activity.

3.3 Control of understanding of the exercises on listening

In the given paragraph we will stop directly on the control of understanding of the text and levels of its understanding. Before to start listening of the text the teacher should give the preliminary instruction, having created the motivation and organizational installation, mobilizing the learners for the active work. The teacher give the instruction consisting of the task , explains ways of its performance, focuses in difficulties, sometimes specifies forms of the subsequent check of understanding, and also contains support and reference points so necessary speeches in understanding on hearing. For example:

- Listen to the text once again and fill admissions.

- Listening fill the questionnaire, offered to you

- Listen to the text-riddle; guess, who is the text about etc.

- Here some words and separate expressions, that may cause some difficulties. They write down to the blackboard beforehand and then pronounce them (expressions).

- Answers to the following questions will help you to understand the text

As special experiment, it is possible to use individual motivational tasks to the audio text. If the pupils would be warned in advance of what tasks are they going to answer and about what main character they will speak, the efficiency of the listening process and perception considerably will increase. So, the pupil who knew the task to the given audio text, has understood the text more 90 % while other pupils of the same class have understood only the given information on 50 % [39,54].

«Today, - the teacher declares, - the monologue of the scientist-psychologist will be presented your attention. It will be a question of influence of TV on mentality of the person, especially the teenager. You will have a possibility to hear this monologue only once, therefore be as much as possible attentive, try to understand, about what the scientist speaks, choose interesting, from your point of view, a question or a problem for discussion, give reason for your opinion. On a board there are keywords which will make easy for you the understanding of the given text. Let's read them and start to listening».

The purpose of any control is level definition forming of the speech abilities, and that, pupils have how much precisely and full apprehended this or that audio text. The most known (with reference to auding) is typology offered by А.C. Lurye [29,47] , who discriminates four levels of understanding: level of words, level of offers, level of difficult syntactic part (a semantic piece) and text level. The understanding at level of words has fragmentary character, it depends on a parity between active, passive and potential dictionaries listening and from its ability to use determining function of word-combinations and a context. At listening of the text speaking another language pupils often distinguish separate words and the easiest phrases on hearing, guessing on this basis a theme of the message and only.

Communicative tasks of the second type assume creative processing of the apprehended information, active cogitative work of pupils, expression of the relation to the general maintenance, to separate problems to statements of the author, that is will involve thinking activity, for example:

- tell, what do you think of the events and a characters;

- compare the facts about which you have learnt, that was known to you earlier; The third type of communicative tasks is connected with inclusion of the received information in dialogue process, with its transfer to that addressee which is specified in a communicative problem, or with its use in other kinds of activity: to conversation, discussion on a problem mentioned in the message, manufacturing of gifts, hand-made articles the hands under the heard recommendations, etc. Thus the acquired material directly trains in speech.

Using the test tasks, the teacher has advantage as it manages to involve in work of all pupils simultaneously and to estimate results of everyone. At the same time it is not necessary to forget and that tests - the attractive form of the control. They are a little suitable in a class with good language preparation, especially when it is a question of the interconnected training to listening and speaking. So we consider what to apply such kind of check it is necessary in those only cases when it is necessary to check up understanding, that is the test should be applied, in our opinion when the teacher puts before itself the purpose-check of level of abilities of pupils to understand speech of great volume speaking another language on hearing, using the potential dictionary and resorting to a language guess. In the course of preparation for auding it is necessary for teacher to define accurately specific tasks [16,18]:

1) formation of skills of perception of speech speaking another language;

2) discussion of the heard;

3) the organization of messages of pupils by analogy to the heard sample (dialogues, descriptions etc.). The text maintenance on auding and a choice of exercises and tasks on it should be adequate to the purpose. In our opinion, in the middle stage adjusting tasks and tasks under the heard text should be formulated such a way that their help to stimulate motivation of the schoolchildren, to create for them problem situations, to develop the chosen perception of the most significant information, and show out ways of practical use of the knowledge received during the process of listening. So in the present paragraph we have described in our opinion the most effective ways of check of understanding, also we have concerned methods of motivation and stimulation of interest of pupils.

So, now the technique of teaching to listening includes training to this kind of speech activity as the training purposes, and as to mastering means other kinds of speech activity. Therefore in training listening should apply to achievement of desirable results both special, and non-special speech exercises, and also, certainly, and language (preparatory). The offered technique of training to auding as has proved the made experiment, helps to make studying of a foreign language for children more interesting, and also to fix their skills in the given kind of speech activity. Ours the technique promoted training of acoustical memory, which create more favorable conditions for foreign language studying. Therefore at construction of a lesson we were guided by various kinds of memory. On the basis of experiment by us it has been noticed that auditive tutorials should be under construction on a material as much as possible approached to oral informal conversation, lean against a reality situation and have mainly dialogical or dialogo-monologic character. Also it has been noticed that the understanding on hearing depends on structural features of a material. The basic idea of the message can be formulated in the beginning, in the end or not to be verbally issued, and to follow from the narration. By means of experiment we have shown that for training on hearing it is expedient to perception to use at first speech of the teacher (conversation before listening of a material for auding) as the factor of a familiar voice in this case is involved, and also the teacher can at insufficient understanding try to use the repetition, then it is possible to pass to technical sources for which the unitary presentation of the information is characteristic. To increase time speaking it is possible a way of pausing that gives the chance to each pupil for speech reaction.

In teaching a foreign language therefore, it is more reasonable to help pupils in assimilating language rules which function in this language by introducing the rules, rather than to wait until the learners deduce these rules through speech activity.

Proceeding from this consideration it becomes obvious that in learning a foreign language the pupil should acquire the rules of the language to be able to follow these rules in the act of communication; and the teacher's task is to help the pupil in this respect. From the definition given by the author it is clear that he does not mean "rules" in their traditional interpretation, but in the form of algorithms that can direct the pupil's learning and lead him along the shortest way to the desired end.

A conscious approach to foreign language teaching implies the use of the learner's native language. Soviet Methods has devoted much attention to the problem of the mother tongue in teaching and learning a foreign language. If a man knows only his native language his concepts are directly associated with llu¹ expression of these concepts in this tongue. The associations which arise, extremely complicated in nature, are very lasting due to systematic speech practice. The acquisition of a foreign language means the transition to thinking in a second language. For this purpose, it is necessary to acquire the ability in establish direct associations between concepts and their means of expression in the second language. Indeed, when a pupil begins to learn a foreign language the words of this language are often associated with the words of the mother tongue first. However, thanks to constant practice the intermediate link -- the native language -- fades, and foreign language words come into the pupil's consciousness directly in connection with the concepts they express. Mastery of the language means formulating one's thoughts within the foreign language. Proceeding from psychological peculiarities of foreign language assimilation, and taking into account the basic processes of thought, we may come to the conclusion that in order to master a foreign language pupils must have a lot of practice in hearing, speaking, reading, and writing in the language they study. As to the mother tongue we cannot eliminate it. We should use it as a means of teaching whenever it helps pupils in acquiring knowledge necessary for developing habits and skills. In teaching and learning, the foreign language and the mother tongue are closely connected and influence each other. The pupil can transfer language skills acquired in the native language to those in the target language. For instance, in teaching the English alphabet the teacher need not drill pupils in writing such letters as a, c, e and some others which Russian pupils can write because the Russian alphabet includes these letters. In teaching reading and pronunciation, the pupils easily cope with sound-and-letter analysis of words, as they are acquainted with that kind of work from learning the mother tongue. Studies of transfer show, however, that such a psychological phenomenon as transfer is not automatic. Pupils should be taught to transfer. Bright pupils transfer learning more rapidly than slow pupils. Transfer is increased when the situation to which transfer is made is -similar to the original learning. A proper utilization of transfer can undoubtedly increase the effectiveness of learning.

The pupil's mother tongue often interferes, with the target language, i. e., the formation of new habits is hindered by habits already acquired. For instance, pronunciation habits in the mother tongue hinder the development of pronunciation habits in a foreign language. Habits and skills of correct speech, from grammar viewpoint, lead to constant mistakes in the foreign language as the pupils try to transfer the structure of one language to that of the other. In studying French or English Russian-speaking pupils often make mistakes in word-order. We believe that the best way to overcome interference is, on the one hand, some comparison of language phenomena in both languages clearly showing the peculiarities of the foreign language, its distinctive features, its characteristics, and, on the other hand, constant practice in the foreign language that helps to overcome interference in developing pupils' habits and skills in the foreign language.

Consequently, from the analysis of .the didactic principle of the conscious approach to foreign language teaching, we may formulate a specific methodological principle which reads as follows:

In teaching a foreign language it is necessary to cope with the mother tongue of pupils.

This means that teaching a foreign language, for example, English to Russian, Chuvash, Bashkir, Arabic-speaking pupils should differ in the arrangement of language material and in the techniques of its presentation and retention. We cannot ignore pupils' native tongue in teaching a foreign language when searching for the shortest and most sound ways to the desired end. Indeed, Russian-speaking pupils and Arabic-speaking pupils have different troubles in learning English. The teacher either helps pupils to make a transfer, for instance, from Russian into English (little explanation, if any, and few exercises are needed in this case), or he gives pupils the necessary explanation and supplies them with exercises, which pupils perform within the target language, without stressing the difference by translation exercises; the latter work rather at comprehension than at forming new habits and skills.

In connection with the analysis of the principle of conscious teaching, it is necessary to dwell upon the forming of habits and skills in a foreign language. All language habits and skills are extremely complex in their nature and are closely connected with conscious activity of students. What are habits? Here are some definitions of habits.

"A habit may be regarded as an instance of learning in which a relatively simple response is made, automatically and fairly frequently, to a relatively simple kind of situation."

"The skills are learned and strengthened through exercise that means action».

Consequently, a habit may be considered to be a dialectical unity of automatism and consciousness. The psychological basis of habits is conscious associations, their physiological basis is temporary nerve connections, conditioned reflexes, arising as a result of reciprocal actions of first and second signalling system.

As to skills, they are defined as follows:

"A skill might be defined as an economical organization of behaviour achieving an intended effect."

B.V. Belyaev also distinguishes two kinds of skills. He calls them primary skills and secondary skills. According to Belyaev, who is known to be a defender of the conscious approach to teaching and learning a foreign language, the process of assimilation may be presented as follows:

(1) primary skills supported and directed by theory, i. e., the learner is told what to do and how to do it, he is conscious of the action he is to perform;

(2) habits, i. e., the learner performs the action until it becomes habitual and does not require further attendance; and

(3) secondary skills imply the use of the material in the act of communication.

We agree with P.Y. Galperin as to the approach to the problem and distinguish the following stages in teaching a foreign language the pupils should pass through:

the singling out of the structural signals or the "orienting points" of a foreign language phenomenon being assimilated, followed by their cognition;

the mastering of these "orienting points" by performing operations with the material under study, following a model;

the performing of operations with the material under study without any "props";

the using of the given phenomenon in communication in connection with a set task.

The principle of activity in foreign language teaching is of utmost importance since learning a foreign language should result in mastering the target language which is possible provided the pupil is an active participant in the process, he is involved in the language activities throughout the whole course of instruction.

In modern psychology activity is now generally considered to be a main characteristic of cognitive processes. Activity arises under certain conditions. According to the Sets Theory the learner should feel a need to learn the subject, and have necessary prerequisites created for the satisfaction of this need. The main sources of activity are motivation, desire, and interest.

Young people in our country want to know foreign languages. To illustrate this we may refer to the entrance examinations of language departments of higher schools where the competition is great; to the growing number of people who wish to study at various foreign language courses; to the desire of parents to send their children to specialized schools, etc. I-F. Komkov gives the following data obtained by means of questionnaires among 3368 pupils of town and village schools. 81 per cent of the pupils want to study a foreign language. About: 11 per cent of pupils name it their favourite subject. The greatest desire to study a foreign language is observed among pupils of the 5th form, i. e., beginners (93 per cent).

In other forms there is a tendency to the loss of interest in language learning. This shows that there is something wrong in teaching this subject. The teachers fail to sustain and develop the desire to learn which pupils have when they start the course.

Practice and special observations prove that pupils' interest depends on their progress in language learning. If pupils make good progress in hearing, speaking, reading, and writing, they become interested in learning the foreign language. However not all children can realize the necessity for learning a foreign language. The teacher's task is to show them how important a foreign language is to every educated person, how people can get new information from various fields of human activity through foreign languages. Besides, the teacher should promote his pupils' interest in studying the language and stimulate their desire to learn.

A decisive condition of stimulating interest in language learning is the pupils' understanding of its specific content, that is, they acquire a second language to be able to use it as a means of communication. For this purpose, from the very first step, the learners should see this, they should perform exercises of natural communicative character. They must feel that the language they study can be used as a means of intercourse, of getting information while hearing, speaking, and reading it. Therefore if the teacher, wants to stimulate pupils' interest in the subject he should make them use their knowledge for practical needs while talking, reading, doing various exercises of a communicative character which are creative by nature. Hence the methodological principle may be formulated as follows:

In teaching a foreign language it is necessary to stimulate pupils' activity by involving them in the act of communication in the target language either in its oral (hearing, speaking) or written (reading, writing) form.

If pupils are not involved in the act of communication in the target language and remain on the level of performing drill exercises, they soon lose interest in the subject and become passive at the lessons. One needs a lot of practice in the use of the language to master it. Consequently the problem arises how to enlarge the real time available for each pupil during the class-period to make him an active participant of the lesson, of the work done during the lesson. It is pupils who should work, and not the teacher as is often the case.

Methodologists and teachers are searching for ways to solve this problem. Some ways may be recommended. They are as follows:

work in unison, when pupils are told to pronounce a sound, a word, a phrase, a sentence, or to read something out loud in chorus in imitation of the teacher, or a speaker if a a tape-recorder is used;

mass work, when pupils are invited to listen to a text, to read a text silently, to do some exercises in written form, in other words, when they learn for themselves, and each does the same work as his classmates;

work in small groups when pupils are divided into four-five groups, and each group receives a special assignment either for reading or speaking; the work results in conversation between group 1 and the class, group 2 and the class, etc.;

work in pairs, when pupils sitting at the same desk have an opportunity to "talk" in the target language: reciting a dialogue they are to learn, doing an ask-and-answer exercise nr making up a dialogue of their own;

individual work in programmed instruction, when each pupil can work with the program he receives either through visual or auditory perception at his own pace.

The principle of visualisation has always been very important for language learning since the gaining of knowledge begins either with sense perception or with what has been formerly perceived, that is, With previous experience. Visualisation, as it is understood here, may be defined as specially organized demonstration of linguistic material and language behaviour characteristic of the target language with the purpose of helping the pupil in understanding, assimilating, and utilizing this in connection with the task set. Since pupils acquire a second language in artificial conditions and not in real life, as is the case when children assimilate their mother tongue, visualization should be extensively used in foreign language teaching. Through visual presentation of the material and the pupils' observation of language behaviour of native speakers they acquire the necessary habits and skills in spoken language, namely, in intonation, word usage, and grammar. Visualization allows the teacher to create natural conditions for pupils' oral practice and "free conversation". Visualization can be utilized in teaching various aspects of the language: phonology, vocabulary, and grammar, and in developing different language skills: hearing, speaking, reading, and writing.

These classifications show that a good deal of research work has been carried out on the problem, and now it is obvious that visualization plays an important role in teaching and learning a foreign language since it provides conditions for sense perception of the material and ensures pupils' activity in the target language.

The use of visualization makes foreign language lessons emotionally coloured, gets the pupils interested and awakens their thought. All these provide favourable conditions for the realization of the principle of conscious and active teaching and create natural situations for the use of the language as a means of communication.

Visualization implies an extensive use of audio-visual aids and audio-visual materials throughout the whole course of foreign language teaching for presentation and retention of the linguistic material, and for developing oral and written language, although they are to be used differently depending 'on the stage of instruction, the age of pupils, their progress in the target language, and other factors.

The extensive use of audio-visual aids and audio-visual materials the teacher of a. foreign language has at his disposal' nowadays, together with the use of carefully selected and graded linguistic material, create favourable conditions for teaching pupils to understand the foreign language when it is spoken and to speak it themselves. This-is the first step when dealing with beginners. Hence the methodological principle may be formulated as follows: In teaching a foreign language at schools it is necessary to follow the oral approach as it is the one that allows the pupil to deal with the language in its primary function -- as a means of communication.

In teaching foreign languages other didactic principles such as the principles of systematic teaching, of consecutiveness, of accessibility, of durability, are used.

Conclusion

Having made our work we come to conclusion, that listening and comprehension are difficult for learners because they should discriminate speech sounds quickly, retain them while hearing a word, a phrase, or a sentence and recognize this as a sense unit. Pupils can easily and naturally do this in their own language and they cannot do this in a foreign language when they start learning the language. Pupils are very slow in grasping what they hear because they are conscious of the linguistic forms they perceive by the ear. This results in misunderstanding or a complete failure of understanding.

When listening a foreign language pupils should be very attentive and think hard. They should strain their memory and will power to keep the sequence of sounds they hear and to decode it. Not all the pupils can cope with the difficulties entailed. The teacher should help them by making this work easier and more interesting.

So, in this work the process of listening, ways of training it, as one of the most difficult and the major kinds of speech activity, a way of overcoming of its difficulties which pupils face have been investigated.

Thus, listening skills as a kind of speech activity, should provide successful process of communications, develop ability of pupils to speak and understand the foreign language, and as this process is rather difficult it is necessary to give more attention at schools to the this procedure. It is very important to raise the motivation of pupils to understanding of oral foreign speech. And after all to perfection of process of training to auding there are all preconditions: the techniques develops in modern time high rates, and there are more and more possibilities for the teachers appear to use various kinds of training. Speaking and listening form together one act of oral dialogue. These both processes are closely connected, but comparative borders of knowledge of a foreign language for listening or auding and speaking are not equal. We observed that in the course of listening the attention of pupils is strained, storing any, orientation to fixing of the required information mainly in operative memory, and fixing in long-term memory of the fascinating information can be beautiful in connection with an emotional spirit. Auding process is very active. The intense, in regular intervals distributed attention and any storing is inherent in it.

As it was mentioned before the listening comprises the basis of the communication. Possessing such kind of speech activity as listening let the person understand what is he said and adequately react to the request or order, to answer correctly to the opponent and all this turns out to be the basis of the dialogue.

Last years the problem of listening or listening draws attention of methodologists more and more. To study this difficult process there were and are still being made serious theoretical searches. However, the ways out to the teaching of the foreign languages paying the great attention to the oral comprehension in teaching practice is not as significant as it is wanted to be.

It is well known, that the techniques of training to listening in practice of teaching is not still profoundly developed. One of principal reasons to lack the attention to the problem of listening is that fact, that auding was considered to be an easy skill. There was a point of view that if at training the oral speech the teacher will concentrate all efforts on speaking and will provide mastering by this ability, the pupils will understand speech easily, without special training. The inconsistency of this point of view has been proved both in the theory, and in practice.

Though speaking and listening abilities are interrelated and interconnected, to achieve their stable development is possible only under condition of application of specially developed system of exercises for development of understanding the oral speech. According to some latest researches made by the scientists, even people speaking the foreign language fluently, have some difficulties at hearing the natural speech of native speakers. The recent researches in psychology also testifies that the perception and understanding of speech are rather difficult mental activity.

Listening and comprehension are difficult for learners because they should discriminate speech sounds quickly, retain them while hearing a word, a phrase, or a sentence and recognize this as a sense unit. Pupils can easily and naturally do this in their own language and they cannot do this in a foreign language when they start learning the language. Pupils are very slow in grasping what they hear because they are conscious of the linguistic forms they perceive by the ear. This results in misunderstanding or a complete failure of understanding. During the auding of a foreign language pupils should be very attentive and think hard. They should strain their memory and will power to keep the sequence of sounds they hear and to decode it. Not all the pupils can cope with the difficulties entailed. The teacher should help them by making this work easier and more interesting.

In this case, listening culture teaches speech: listen to the other person has and always listen to the end, which is important not only in speaking a foreign language, but when you talk to the mother tongue. Listening - the basis of language learning, as well as in elementary school is used mainly dumb translation, based on visual aids, when children are using their guess that promotes thinking and cause a lot of interest! Just listening is of paramount importance in the study of sounds as they are perceived in the ear and it is important that they have clearly captured the sound, and with the support of the teachers were able to reproduce it. Here they must capture the difference between the way the teacher says, and as they say themselves, the teacher should require them longer correct pronunciation of the sound, as close as possible to the pronunciation of the teacher to correct immediately after the sound playback. Incorrect pronunciation leads to misunderstanding of the meaning of spoken words and the speech itself. Do not underestimate the role of listening in learning a foreign language. However, as the role of other types of speech activity, that can not be separated from speaking listening, writing, or reading. Communicative feature of listening as a form of speech activity is of a paramount role in the first phase of learning a foreign language.

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