Pupils also find it difficult to discriminate such opposites as: o: - o, a - A, i: - i, u: - u.
They can hardly differentiate the following words by ear: worked - walked; first - fast - forced; lion - line; tired - tide; bought - boat - board.
The difference in intonation often prevents pupils from comprehending a communication. For example, Good morning (when meeting); Good Л› morning (At parting). p> The teacher, therefore, should develop his pupils 'ear for English sounds and intonation.
Lexical difficulties are closely connected with the phonetic ones. Pupils often misunderstand words because they hear them wrong. For example: The horse is slipping. The horse is sleeping. They worked till night. They walked till night.
The opposites are often misunderstood, for the learners often take one word for another. For example: east- west, take - put; ask - answer . The most difficult words for auding are the verbs with postpositions, such as: put on, put off, put down, take off, see off, go in for, etc.
Grammatical difficulties are mostly connected with the analytic structure of the English language, and with the extensive use of infinitive and participle constructions. Besides, English is rich in grammatical homonyms, for example: to work - work; to answer - answer; -ed as the suffix of the Past Indefinite and the Past Participle. p> This is difficult for pupils when they aud.
2. The content of the material also influences comprehension. The following factors should be taken into consideration when selecting the material for auding:
The topic of communication: whether it is within the ability of the pupils to understand, and what difficulties pupils will come across (proper names, geographical names, terminology, etc).
The type of communication: whether it is a description or a narration. Description as a type of communication is less emotional and interesting, that is why it is difficult for the teacher to arouse pupils 'interest in auding such a text. Narration is more interesting for auding. Consequently, this type of communication should be used for listening comprehension.
The context and pupils ' readiness (intellectual and situational) to understand it. The way the narrative progresses: whether the passage is taken from the beginning of a story, the nucleus of the story, the progress of the action or, finally, the end of the story. The title of the story may be helpful in comprehending the main idea of ​​the text. The simpler the narrative progresses, the better it is for developing pupils 'skills in auding.
The form of communication: whether the text is a dialogue or a monologue. Monologic speech is easier for the learners, therefore, it is preferable for developing pupils ' ability to aud.
3. Conditions of presenting the material are of great importance for teaching auding, namely:
The speed of the speech the pupil is auding. The hearer cannot change the speed of the speaker. p> There are different points of view on the problem of the speed of speech in teaching auding a foreign language. The most convincing is the approach suggested by N. V. Elukhina. She believes that in teaching auding the tempo should be slower than the normal speed of authentic speech. However this slowness is not gained at the expense of the time required for producing words (that might result in violating the intonation pattern of an utterance), but of the time required for pauses which are so necessary for a pupil to grasp the information of each portion between the pauses. Gradually the teacher shortens the pauses and the tempo of speech becomes normal or approximately normal, which is about 150 words per minute. According to the investigation carried out by L. Tzesarsky the average speed for teaching auding should be 120 words per minute; the slow speed - 90 words per minute.
The number of times of presenting the material for auding: whether the pupils should listen to the text once, twice, three times or more. Pupils should be taught to listen to the text once and this must become a habit. However they sometimes can grasp only 50% of the information and even less, so a second presentation may be helpful. In case the pupils cannot grasp most of the information, practice proves that manifold repetitions when hearing do not help much. It is necessary to help pupils in comprehension by using a "feed back" established through a dialogue between the teacher and the class 1 which takes as much time as it is required for the repetitive presentation of the material. [2]
The presence or the absence of the speaker. The most favorable condition is when pupils can see the speaker as is the case when the teacher speaks to them in a foreign language. The most unfavorable condition for auding ...
