учитель МОУ гимназии № 13 Комарова Инна Викторовна

 listener purpose and expectation  response  visibility of the speaker  environmental clues  shortness of chunks  informal speech redundancy noise colloquial language auditory character

 It comes at natural speed (average 150 words per minute or 2.5 per second)  It makes full use of contracted forms  It makes full use of weak forms of vowels  Word boundaries change through elision, assimilation, etc.  Lots of uncompleted and reformulated sentences

 Lots of fillers and interactive markers (you know, well, like)  Lots of ‘exophoric’ references (this, that, over there, etc.)  Topic of most sentences not stated (‘He’s already done it’)  Units of speech not bound by syntax (‘Ready?’, ‘Just a minute’)  Lots of additive ordering (and, then, so, but) rather than new sentences

 The most frequent words in the language are used most of the time  The information is less densely packed  There is lots of repetition of main ideas

 Listening for perception  Listening for comprehension

 Listening for general understanding, for gist, skimming  Listening for specific information, scanning  Listening for detailed information, intensive listening  Extensive listening

The Russian Standard for foreign language teaching specifies four main listening skills: to identify and note main points and personal responses such as likes, dislikes and feelings to identify and note main points and specific details including opinions to identify and note main points and some details to recognise words and understand how they are being used in a sentence

 Pre-Listening  While-Listening  Post-Listening

Simulating learners’ interest or curiosity, helping them to anticipate the text and encouraging them to voice their own experience, views, feelings on the theme

Guarding and checking understanding and fostering a range of appropriate comprehension strategies

Allowing learners to respond to the text, evaluating the content and relating it to their own experience

1. Factors relating to the speakers  how many there are  how quickly they speak  what types of accent they have

2. Factors relating to the listener  the role of the listener (participant or eavesdropper)  the level of response required  the individual interest in the subject

3. Factors relating to the content  grammar  vocabulary  information structure  background knowledge assumed

4. Support Pictures, diagrams, other visual aids to support the text