Послетекстовой этап – контроль понимания прослушанного текста
Типология упражнений
Существует несколько подходов к определению типов упражнений. Упражнения могут быть подготовительные, ориентирующие в деятельности, это может быть восприятие и проговаривание за диктором слов, словосочетаний, фраз, предложений, пословиц, собственно-коммуникативные и контролирующие, направленные на проверку понимания прослушанного; упражнения, которые обучают различным видам аудирования.
При работе с аудиотекстом связного характера целесообразно делить упражнения на предтекстовые, текстовые и послетекстовые. Упражнения, выполняемые перед началом прослушивания, наиболее интенсивно управляют процессом восприятия иноязычной речи. Они способствуют созданию у обучающихся мотивации, настроя на прослушивание текста определённого содержания, снятию языковых (лексических, грамматических и фонетических) трудностей, а также трудностей, касающихся страноведческой информации. Это могут быть упражнения на составление ассоциограмм, работа с иллюстрациями к тексту, составление ряда картинок, прогнозирующих вероятный ход текста, упражнения для обучения антиципации и многие другие. К заданиям, выполняемым во время прослушивания, относятся игры бинго с цифрами и буквами, упражнения для развития фонематического слуха, визуальный диктант, ориентация по плану, определение верных высказываний, выписывание отдельной информации и другие. Послетекстовые задания выполняют, как правило, контролирующую функцию.
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В современной методической литературе обучения иностранным языкам представлено многообразие упражнений для развития навыков аудирования, из которого каждый учитель может найти такие, которые будут соответствовать целям и содержанию учебного материала, учитывать возрастные и индивидуальные особенности группы обучающихся. Можно также дополнять учебный материал для аудирования, используя выпускаемые аудиокурсы или аудиозаписи.
The basic framework
The basic framework on which you can construct a listening lesson can be divided into three main stages.
- Pre-listening, during which we help our students prepare to listen.
- While listening, during which we help to focus their attention on the listening text and guide the development of their understanding of it.
- Post-listening, during which we help our students integrate what they have learnt from the text into their existing knowledge.
Pre-listening
There are certain goals that should be achieved before students attempt to listen to any text. These are motivation, contextualisation, and preparation.
- Motivation
It is enormously important that before listening students are motivated to listen, so you should try to select a text that they will find interesting and then design tasks that will arouse your students' interest and curiosity.
- Contextualisation
When we listen in our everyday lives we hear language within its natural environment, and that environment gives us a huge amount of information about the linguistic content we are likely to hear. Listening to a tape recording in a classroom is a very unnatural process. The text has been taken from its original environment and we need to design tasks that will help students to contextualise the listening and access their existing knowledge and expectations to help them understand the text.
- Preparation
To do the task we set students while they listen there could be specific vocabulary or expressions that students will need. It's vital that we cover this before they start to listen as we want the challenge within the lesson to be an act of listening not of understanding what they have to do.
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While listening
When we listen to something in our everyday lives we do so for a reason. Students too need a reason to listen that will focus their attention. For our students to really develop their listening skills they will need to listen a number of times - three or four usually works quite well - as I've found that the first time many students listen to a text they are nervous and have to tune in to accents and the speed at which the people are speaking.
Ideally the listening tasks we design for them should guide them through the text and should be graded so that the first listening task they do is quite easy and helps them to get a general understanding of the text. Sometimes a single question at this stage will be enough, not putting the students under too much pressure.
The second task for the second time students listen should demand a greater and more detailed understanding of the text. Make sure though that the task doesn't demand too much of a response. Writing long responses as they listen can be very demanding and is a separate skill in itself, so keep the tasks to single words, ticking or some sort of graphical response.
The third listening task could just be a matter of checking their own answers from the second task or could lead students towards some more subtle interpretations of the text.
Listening to a foreign language is a very intensive and demanding activity and for this reason I think it's very important that students should have 'breathing' or 'thinking' space between listenings. I usually get my students to compare their answers between listenings as this gives them the chance not only to have a break from the listening, but also to check their understanding with a peer and so reconsider before listening again.
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Post-listening
There are two common forms that post-listening tasks can take. These are reactions to the content of the text, and analysis of the linguistic features used to express the content.
- Reaction to the text
Of these two I find that tasks that focus students reaction to the content are most important. Again this is something that we naturally do in our everyday lives. Because we listen for a reason, there is generally a following reaction. This could be discussion as a response to what we've heard - do they agree or disagree or even believe what they have heard? - or it could be some kind of reuse of the information they have heard.
- Analysis of language
The second of these two post-listening task types involves focusing students on linguistic features of the text. This is important in terms of developing their knowledge of language, but less so in terms of developing students' listening skills. It could take the form of an analysis of verb forms from a script of the listening text or vocabulary or collocation work. This is a good time to do form focused work as the students have already developed an understanding of the text and so will find dealing with the forms that express those meanings much easier.
Making listening more authentic
Firstly we should select tasks that are 'authentic', by which I mean real tasks that real native speakers would do if they were listening to a similar text. In the course of my daily life I never listen to anything for the sole purpose of answering true/false questions or multiple-choice questions or any other kinds of questions. These are all sound means of testing ability, but we don't improve our students' ability by testing it, we only ascertain their level of development.
As I said 'authentic' tasks should be ones that resemble as much as possible the original purpose for which the text was intended. If we listen to a train announcement we do so in order to make sure we know the time of the train we want to catch, if we listen to someone giving directions we do so in order to be able to find a destination. As teachers and designers of teaching material we should try to bear this in mind when we set tasks for our students. The purpose of the text should define the task we assign our students and in so doing we develop our students' abilities to understand and process what they hear rather than just achieving a score.
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Below are a few suggestions that link types of text to possible tasks:
| Listening text | Purpose | Possible task |
| A lecture | Gather information | Take notes and produce an essay/summary |
| Plane announcement | Check time and place of departure | Find correct place on airport map |
| The news | To be informed about current affairs | Express opinions on what you have heard |
| Fictional story | Entertainment | Decide if you believe it |
| Directions | To find a destination | Draw/follow a map |
| Gossip | Entertainment | Pass the gossip onto someone else |
| An anecdote | Social | Give advice |
| Music | Entertainment | Decide if you like it |
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