LISTENING STRATEGIES OF HIGH SCHOOL STUDENTS STUDYING GERMAN AS A SECOND FOREIGN LANGUAGE: AN EXPERIMENTAL STUDY

Abstract

The article is devoted to the establishment of listening strategies of senior students of a Ukrainian general secondary education institution who study German as a second foreign language. On the basis of student questionnaires, listening strategies of German as a second foreign language learners were identified.
The study shows that mastering listening strategies contributes to the successful understanding of the audio message and the improvement of results during the performance of tasks for the development of this competence. The survey of the participants made it possible to identify the most frequent listening strategies used by high school students at three stages of the listening task: preparatory, while listening to the audio recording, and after completing the task. It was established that the most frequent listening strategies among high school students are strategies related to the functioning of memory mechanisms, as well as predictive strategies. In the process of perceiving and understanding speech by ear, high school students use the "top-down" approach, guessing the meaning of unfamiliar words based on the context and filling in information gaps based on familiar words and phrases. By performing the corresponding task, students regularly use strategies for predicting possible answer options in the presence of visual support for the printed text, recognizing grammatical constructions, predicting the content of the audio text, and their background knowledge.