Abstract:

The necessity of teaching appropriate foreign language reading, listening, writing and speaking skills to students of non-linguistic high school is vital nowadays for specialists in all professional fields. One of these skills is listening which is defined as the ability to identify and understand what others are saying. Listening requires understanding a speaker's accent or pronunciation, his grammar and his vocabulary, and grasping his meaning. All these four things done simultaneously at one and the same time are usually peculiar to an able listener. Taking into account the great importance of listening skills in English for different language speakers, the purpose of the article is to contribute to scientific theoretical and practical experience of considering the ways of teaching listening to make students capable to react to interlocutors’ speaking in a proper way. The research under consideration has been based on the combination of the communicative method, the context approach supported by the “word lace making” method. The “word lace making” technique helps students enlarge original phrases consisting of two or three words into longer ones. In the end the phrase is turned into a very long utterance, the technique enables making texts as well, taking into account the six-staged process, consisting of Hearing, Attending, Understanding, Remembering, Evaluating and Responding. The research confirms that according to the methods mentioned the process of understanding and reacting to the interlocutor’s speech can be best realized when language learners are taught to listen effectively and critically. Being one of the fundamental language skills, listening, while being taught for developing communicating skills, should serve to language learners in gaining information, understanding of the world and of human affairs, their ideals, sense of values, and their appreciation. Comprehending-reacting process within these topics should be organized on the base of real-life communication, authentic activities, and meaningful tasks that promote oral language based on the just learned educational material. The results show that comfortable atmosphere created by the teacher, competent use of the techniques mentioned in the work contribute to realization of the purpose of the research.

Keywords:

Language, listening, communicating skills, student, “word lace making” technique, teach, the communicative method, the context approach.