«научное наследие заки ахметова и национальные ценности», в честь 95-летнего юбилея Заки Ахметова

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speaker's vocabulary. 
The problem of teaching the perception of authentic speech by ear is one of the most 
important aspects of teaching foreign language communication, and that is why the 
development and development of listening teaching technologies that meet the needs of 
the time are significant. 
We are faced with listening as an independent type of speech activity in various 
situations of real communication. This happens when we hear: 
various announcements; 
radio and television news; 
different instructions and assignments; 
lectures; 
stories of interlocutors; 
actors performances; 
interlocutor on a telephone conversation, etc. 
The objectives of listening training can be defined as the following: 
develop certain skills 
develop certain speech skills; 
to teach the ability to communicate; 
develop the necessary capabilities and mental functions; 
memorize speech material; 
to prepare students to understand the meaning of a single statement; 
teach students to highlight the main thing in the flow of information; 
develop auditory memory; 
develop an auditory response. 
Listening also serves as a powerful tool for teaching a foreign language. It makes it 
possible to master the sound side of the language being studied, its phonemic composition 
and intonation, rhythm, accent, and melody. Through listening comes the assimilation of 
the linguistic design of the language and its grammatical structure. At the same time, 
listening makes it easier to master speaking, reading, and writing. If the student 
understands the sound speech, it is easier for him to understand the graphic speech, i.e., 
change what he sees to how it should sound. 
When performing tasks for listening, the speaker must demonstrate the following 
abilities: 
Predicting what people will say. 
Guessing unfamiliar words and phrases without panic. 
Use your previous knowledge as a basis for understanding. 
Understand the attitude of the speaker to the subject of conversation. 
Be able to take notes while listening. 
Understand intonation and stress. 
The ethical side of speaking the rules for conducting discussions, debates, and other 
types of disputes. 
In addition, listening is one of the skills tested during the Unified State Exam, where 
listening skills are tested with the extraction of detailed information and a general 
understanding of what was heard. 

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Listening is connected with the activity of memory. The concept of memory can be 
divided into the following components: short-term - a way of storing information for a 
short period; operational - designed to store data for a certain, predetermined period; 
Long-term memory is a memory that can store information for an almost unlimited period. 
When used for recall, it often requires thinking and willpower (therefore, its functioning 
is not limited); visual memory is associated with the preservation and reproduction of 
graphical images; auditory memory is good memorization and accurate repetition of a 
variety of sounds, musical and speech. It is characterized by the fact that a person can 
quickly and accurately remember the meaning of the text presented to him, etc., which is 
very important about listening since children first have to memorize the sound of sounds 
and words by ear; emotional memory is the memory of experiences. The strength of 
memorization of the material is directly based on it: what causes emotional experiences 
in a person to be remembered by him without much difficulty and for a longer period. 
These types of memory play a fundamental role in learning to listen; without 
sufficient development, it is impossible to master the language in general, especially 
speech. The main mental processes that are involved in listening are the following: 
memory, imagination, perception, and thinking. Thus, by activating these features of the 
human psyche, we simultaneously develop them, which is a fundamental factor in the 
comprehensive development of the individual. And therefore, listening can be considered 
an integral part of developmental learning. 
Mastering listening makes realizing educational, educational, and developmental 
goals possible. It allows you to teach students to listen carefully to the sounding speech, 
to form the ability to anticipate the semantic content of the statement, and thus to cultivate 
a culture of listening not only in a foreign language but also in their native language. The 
educational value of the formation of the ability to understand speech by ear lies in the 
fact that it has a positive effect on the development of the child's memory, and, above all, 
auditory memory is so important not only for learning a foreign language but also for any 
other subject. What are the difficulties in learning to listen? 
Difficulties associated with language aspects and challenges related to the 
peculiarities of speech. 
Difficulties related to language aspects can be divided into three groups: 
1. Phonetic. This implies the absence of a clear boundary between sounds in a word 
and between words in a stream of speech. There are two aspects of hearing: phonemic 
(perception of individual linguistic phenomena at the level of words and structures) and 
speech, which includes recognizing the whole in context. It should be noted that it is 
necessary to develop speech hearing-when teaching listening on authentic materials. The 
individual manner of speech can be very diverse and present difficulties for perception 
and understanding. In the native language, this difficulty is compensated by a huge 
practice in listening. However, students' experience listening to foreign language speech 
could be improved. Naturally, any individual peculiarity of pronunciation, the timbre of 
the voice, a sufficiently fast pace, and certain defects in speech will make it difficult to 
understand it. To overcome the difficulties associated with understanding the speech of 
native speakers, it is necessary to listen to their speech from the beginning of training, 
gradually reducing the number of educational texts presented by the teacher. It should also 
be remembered that the more native speakers (men, women, children) a student listens to, 

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the easier it is for him to adapt to an individual manner of speech. Therefore, it is necessary 
to widely use teaching-authentic and truly authentic records, including the pragmatic 
materials we have identified. 
2. Grammar. Several grammatical difficulties are associated primarily with the 
presence of grammatical forms that are different from the Russian language. Perceiving 
the phrase, the student must divide it into separate elements: informative features of the 
sounding word, which are physically expressed by the corresponding speech qualities. 
There are three physically defined speech parameters: intonation, the presence of pauses, 
and logical stress. 
This means that for a successful understanding of a foreign language text, attention 
should be paid to developing students' skills of adequate perception of intonation, pauses, 
and logical stress. 
3. Lexical. Students indicate the presence of many unfamiliar words as the reason 
for misunderstanding the text. It is necessary to elucidate this problem in more detail. 
The main difficulty in the perception of foreign language speech lies in the fact that 
the language form has long been an unreliable support for semantic forecasting because it 
is on it that the student's attention is concentrated, although he cannot change it. Therefore, 
it is necessary to develop in him the ability to receive information, even in the presence 
of unfamiliar linguistic phenomena, by filtering, selecting, and approximating it. 
Students must be specially trained to understand by ear speech containing 
unfamiliar vocabulary. Unperceived or incorrectly perceived parts of a speech message 
(word, phrase, phrase) are restored by students due to the action of probabilistic 
forecasting (the ability to predict the new based on what is already known). Therefore, it 
is necessary to achieve prediction of the meaning of the statement when the form and 
content form a complete unity. 
The difficulties of the second group are as follows. 
Studying in his homeland and not having sufficient contact with native speakers, 
the student, as a rule, does not have the necessary knowledge about the world around him 
about the country of the language being studied. Therefore he interprets the verbal and 
non-verbal behavior of a native speaker from the perspective of his culture and his norms 
of behavior in certain communication situations. This can lead to a better understanding 
of the perceived information and disruption of contact. 
All this is reflected in the sociolinguistic and sociocultural components of 
communicative competence. 
Sociolinguistic competence is understood as knowledge of the norms of using the 
language in various situations and possessing situational options for expressing the same 
communicative intention respectively; the listener must know these options and 
understand the reasons for using one of them in a particular communication situation. 
Sociocultural competence implies knowledge of the rules and social norms of 
behavior of native speakers, traditions, history, culture, and social system of the country 
of the language being studied. 
Therefore, the student must be able to perceive and understand the oral text from 
the position of intercultural communication, for which he needs background knowledge. 
Only with this knowledge can the listener correctly interpret the verbal and non-verbal 
behavior of a native speaker. 

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Thus, it is obvious that for successful listening training, a methodological system is 
needed that considers these difficulties and ensures that they are overcome. 

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