To the question of the history of methods for teaching listening comprehension

Abstract

The article presents the history of teaching methods for listening comprehension in Russian and foreign language teaching since the middle of the 20th century till the present day. In the framework of the Grammar- and Lexis-translation methods listening is not an obligatory part of foreign language learning and is considered as a supporting passive skill. In contrast, oral speech perception becomes of primary importance in the Audiolingual and Total physical response methods and Natural approach. For the first time, technology such as language labs and various audio materials comes into use. Next, the Strategy-based approach is designed for teaching listening. The Communicative approach and Content Based Instruction are characterised with balanced teaching of all skills. Thus, the article distinguishes the period when listening comprehension was not compulsory (till the middle of the 20th century); the period, when it played a key role in language teaching (60–70s) and the period when all skills are believed to be equally important (since 80s). A new milestone in listening research is 90s when new approaches for classification of listening skills, micro-skills and types are designed. At this time, a psycholinguistic side of speech perception becomes of interest. In the 21st century significance of teaching listening is reflected in Common European Framework of Reference (CEFR). The article shows a changing status of listening during the considered time period — from a supporting passive skill to a complex active skill involving a number of processes.