Abstract:

When learning a foreign language, a big role is given to listening (speech recognition by hearing), which has traditionally been organized during classroom activities. Elements of distance learning, actively implemented in connection with the Covid-19 pandemic, showed the ability to organize listening in online mode. However, the introduction of information and communication technologies into the learning process allows you to organize listening in offline mode. The problem with the organization of listening is that with the traditional methods, using traditional teaching tools, do not allow to create, preserve, disseminate and reproduce oral speech. Introduction of new information technologies in the educational process allows to expand the arsenal of learning tools. Creation of educational resources using multimedia technologies allows making audio and video files available to school students, both during classroom lessons and for home independent work. Using the multimedia format of educational resources in teaching allows you to expand your learning methods with assignments that use listening in the form of homework.

This study suggests the idea of introducing audio elements in teaching school students. For this purpose, educational resources are created, with sound clips both with the voice of the school teacher and adapted for younger pupils, educational-authentic and authentic. Both audio content and visual content play a big role in created educational resources for students. When creating educational resources for school students, there are a number of requirements for educational content. Teaching material should be appropriate to the language level; new vocabulary should be accompanied by sound clips; content should be formulated in short paragraphs and accompanied by visual aids, students should be reminded to listen to the paragraph several times; it is necessary to check the correctness of the student's perception of sound clips. For the successful organization of the listening it is necessary to organize a preparatory (pretext) stage, which aims to motivate students, remove the difficulties of the linguistic and psychological plan related to perception and understanding. The preliminary instruction creates a motivational and organizational attitude and mobilizes you for active work. It includes the wording of the assignment, explains how it can be done. To this end, you can: tell the school students what type of text they are going to hear; explain the meaning of unfamiliar words that are important for understanding the content, but the meaning of which can not be guessed; introduce the subject of the text or the main topic of the text; introduce new vocabulary; perform exercises on the use of new vocabulary (dialogues, questions, answers). Next comes the listening phase (speech recognition), after which there should be a phase of checking the perception and recognition of information. The development of listening skills should be based on material with which school students can meet in real life in the country of the language being studied.

The pedagogical experiment made it possible to evaluate the effectiveness of the training of school students using the listening assignments with application of the created educational resources.

Keywords:

Listening comprehension, educational resources, information and communication technologies, multimedia technologies, audio recognition.