The article deals with the didactic possibilities of listening comprehension in the system of teaching Ukrainian as a foreign language. The contents of the terms «listening», «listening competence», «listening skills» are defined. The interconnectedness of listening with other types of speech activity, such as speaking, reading, writing, is emphasised. The factors of success in the formation of listening competence are highlighted. A number of linguistic difficulties related to the quality of foreign language acquisition are considered. The criteria for selecting audio texts are given. The author’s video course of Ukrainian as a foreign language, which aims to develop students’ auditive and general communication skills, is presented. Specific exercises and tasks for the development of listening skills at B1 level are offered on the basis of an authentic video about the Ukrainian national symbol of embroidery. It is noted that the linguistic and country studies component contained in the video contributes to the formation of the socio-cultural competence of foreign communicators. Three stages of working with video material are identified: pre-viewing, viewing and post-viewing. The system of exercises of the pre-viewing stage aims to prepare the student for the perception of information, develop a guess about the contents of the video, remove semantic and linguistic difficulties, and update previously learnt vocabulary. The exercises used during the viewing stage are aimed at developing listening skills. It is assumed that after the first viewing, the student should understand the general contents. Subsequent viewings are accompanied by tasks to check the detailed understanding of the contents of the video. At this stage, it is proposed to perform tasks to activate language and speech material. The post-viewing tasks are aimed at monitoring comprehension of the video material. The exercises develop the skills of oral communication and reflection of foreign communicators. It is emphasised that the proposed exercises, which are designed to develop foreign students’ listening skills, also contribute to the formation of sociocultural and linguistic competence in speaking.
Oksana Iakymenko-Laumont (Wed,) studied this question.