THE STRATEGY OF LISTENING IN LEARNING ENGLISH

Abstract

This article discusses the specifics of using cognitive strategies in English lessons. The classification of cognitive strategies is revealed. It is proved that the choice of strategies by students depends on a number of factors: the type of task, the type of perception, the level of language proficiency. The role of the teacher-facilitator, who guides the student in choosing the appropriate cognitive strategy, is emphasized. The data of experimental and practical work on teaching listening using cognitive strategies are presented. The work was carried out in three stages: preparatory, formative and final. The purpose of the study is to study the features of cognitive strategies and their application in teaching listening in foreign language lessons. The paper provides an analysis of diagnostic data on the level of formation of the ability to listen to a foreign language text in 11th grade students. A system of exercises aimed at developing the skills to use cognitive strategies that help to perceive information by ear more successfully is considered. Attention is paid to the memo for students, which includes detailed actions based on cognitive strategies. The emphasis is also placed on the stages of working with the text and specific types of cognitive strategies. The dynamics of the level of formation of auditory skills among students of the 11th grade after the conducted experimental and practical work has been revealed. The expediency and effectiveness of the implementation of cognitive strategies in teaching listening in English lessons is confirmed. The authors conclude that the use of cognitive strategies in foreign language lessons contributes to the formation of cognitive universal learning activities. Along with this, the use of this type of strategy in teaching a foreign language makes a significant contribution to the development of a student's personality.