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The practice of teaching a foreign language has shown that the e d u c a t i o n a l d i s c u s - s i o n is a means of professionally oriented learning, based on interaction with the natural generation of arguments that influence the meaningful independent solution of problems in the context of non-conflict communicative behavior. Step-by-step application of a conflict-free educational discussion is understood as an "innovative form of communication training", which involves a combination of out-of-class and classroom classes with the main structural unit-the training dialogue.

C o n t e x t - b a s e d l e a r n i n g t e c h n o l o g i e s are classified as basic interactive methods, because their essential characteristic is the consistent modeling of the entire system of forms, tools and methods (new and traditional) in the training of professional communication, social and subject content of the journalist's professional activities, through the implementation of three interrelated models (semiotic, social and imitative).

Semiotic system realizes the tasks of professional foreign language preparation of the future journalist, if students interact with its sign education, they learn the mechanisms of real professional activity. This dynamic model of the transition from academic activity to professional is aimed at developing the personality of a bachelor's degree in journalism.

T h e t e c h n o l o g y o f c a s e d e v e l o p m e n t for the teaching of communication techniques for undergraduate students is based on a number of didactic properties of this interactive method, to which we refer the following: the material is a case (situation) with the proposed students to solve the problem; A clear structure of the case consists of a problem situation, tasks and questions for discussion, applications with additional information; In the case-study method, several people can participate simultaneously; Each participant is required to play a role in solving a specific problem within the common problem; Case studies are based on real facts or approximate the actual situation; It is assumed that there are many alternatives of decisions; Multimedia case is required, as it allows you to get as close to the cultural diversity of the modern world.

Thus, it can be stated that the use of the case method as an interactive way of teaching the argumentative influence on the interlocutor develops in students a number of communicative and professional skills necessary for them to carry out journalistic activity, namely: develops analytical skills (search, selection, classification, analysis and Presentation of information); special professional skills (application of knowledge obtained in the course of the discipline "Foreign Language" in practice); Creative skills in terms of generating non-standard solutions to the problem situation, taking into account argumentative strategies; social skills (ability to listen, evaluate people's behavior, ability to support a discussion or to argue their point of view, different from others).

The main procedural component of interactive methods is the e d u c a t i o n a l c o m m u - n i c a t i o n s i t u a t i o n , which actualizes subject future journalists and is based on the following basic technologies:

1)on the "technology of a problem approach", which is closely related to the presentation of elements of the content of the education process in the form of different levels of subjectoriented tasks;

2)on the "technology of the educational dialogue", suggesting the creation of a didacticcommunicative environment that would provide subject-semantic communication, selfrealization of the person, reflection;

3)on "technology simulation game", which provides an imitation of professional and educational activities.

The communicative situation in the classroom becomes collective, if the goal of the lesson can be achieved through joint efforts (this is the so-called "goal-setting"), and the members of the group must interact to acquire certain knowledge and create subjectively new knowledge (thus ensuring the objectivity of the preparation); Members of the group will inevitably come into verbal interaction at all stages of cognitive activity (goal-setting, planning, distribution of

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functions, implementation of developed plans, summing up, analyzing the process of cognitive activity) or on some of them (this is communicative processuality).

Among the interactive methods of teaching and education, a variety of I n t e r n e t t e c h - n o l o g i e s s hould also be mentioned. For example, using t h e m e a n s o f s y n c h r o n o u s v i d e o - I n t e r n e t c o m m u n i c a t i o n , i t is possible to successfully develop argumentative communication techniques with future journalists. This interactive method allows students to communicate in real time through all sorts of Internet programs that provide audio and video communication. This technology allows:

A)to organize real-time video or audio communication between several users, use educational podcasts, web forums, use training on the online platform, blog technologies;

B)record audio or video conversations that could later be sent to other users (for example, educational podcasts) [5];

C)leave messages in the chat in real time (up to 6 people at a time) and offline;

D)broadcast work from the desktop [6].

Speaking about the advantage of i n t e r a c t i v e t e c h n o l o g i e s in teaching a foreign language at various levels, we agree with the position of IA. Evstigneeva, which indicates the following didactic characteristics: 1) arbitrary participants in communication; 2) differentiation of status-role relations between the participants in communication; 3) unlimited number of participants; 4) computer-mediated communication; 5) use of the global Internet as a communication channel; 6) the virtuality of communication; 7) mixing types of discourse; 8) use of different message formats; 9) use of hypertext; 10) remoteness of communication; 11) synchronous / asynchronous; 12) use of oral and written forms of speech; 13) realization of communication on schemes "I" - "ALL" - "ALL" - "ME" [7].

Thus, considering the essential and structural-content characteristics of the innovative interactive methods used in teaching the argumentative strategies of communication for a future journalist, let us single out the most significant characteristics of them and present them in Table.

Table Essential characteristics of interactive methods,used in the training of future journalists to gain

argumentative communication techniques

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue № 3 (18), 2017 ISSN 2587-8093

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue № 3 (18), 2017 ISSN 2587-8093

Conclusion. Considering the essential and structurally-substantial characteristics of innovative interactive methods of teaching the argumentative strategies of foreign-language communication, we have identified the most significant: game studies (case studies, role plays) - didactic systems for the use of various games that form the ability to solve problems on the basis of a competent choice of alternative options: entertaining, theatrical, business, role games, simulation exercises, game design, individual training, the solution of pedagogical situations and back h, computer games, etc .; dialogue technologies (educational dialogue, discussion, interviewing) - forms of organization and methods of instruction based on interactive thinking in interacting didactic subject-subject systems; interviewing - the ability to creatively design a discourse that is formed on the basis of knowledge of the linguistic means of conducting interviews used in the intercultural context; the educational discussion is a means of professionally oriented learning based on rechemyslative interaction with the natural generation of arguments that influence the meaningful independent solution of problems in the context of nonconflicting communicative behavior; technology of contextual learning is the consistent modeling of the entire system of forms, methods and means (both traditional and new) of teaching business professional communication, the subject and social content of the professional activities that students absorb; Case development technology: as a material, students are offered a case (situation) with an unsolved problem; Internet technologies assume the following: 1) arbitrary participants in communication; 2) differentiation of status-role relations of the participants in communication; 3) the unlimited number of participants in communication; 4) computermediated communication; 5) the global Internet as a communication channel; 6) the virtuality of communication; 7) mixing types of discourse; 8) use of different message formats; 9) use of hypertext; 10) remoteness of communication; 11) synchronism / asynchrony; 12) use of oral and written forms of speech; 13) communication according to the "Open discussion" scheme.

Interactive activity provides not only gain knowledge, skills, ways of communication, but also discovering new opportunities of students, as a necessary condition for the establishment and improvement of foreign language professional communicative competence of the journalist by the inclusion of participants in the educational process in a meaningful experience of individual and collective activities for awareness and acceptance values, development of skills to listen to another point of view, to cooperate, to enter into a partnership general s, displaying tolerance and goodwill towards their opponents.

Bibliographic list

[1]Sorokovyh G.V. Individual'naja obrazovatel'naja traektorija obuchenija i vospitanija

vuslovijah inojazychnogo obrazovanija//Materialy VI Mezhdunarodnoj nauchno-prakticheskoj konferencii «Aktual'nye problemy sovremennogo jazykovogo obrazovanija v vuze: voprosy teorii i metodiki obuchenija» - Kolomna: GSGU, 2017,- 164 s.- S.4245

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[2]Larkina A.S. Metodika formirovanija grammaticheskih navykov rechi obuchajushhihsja na osnove individual'nyh uchebnyh strategij (anglijskij jazyk, nachal'naja shkola: dis.

…k.p.n.- M., 2014. - 210 s.

[3]Golishev V.I. Obrazovatel'nye vozmozhnosti delovoj igry i sposoby ih reali-zacii v razvitii issledovatel'skih umenij perevodchika // Srednee professional'noe obrazovanie: Ezhemesjachnyj teoreticheskij i nauchno-metodicheskij zhurnal. – 2015.– №5.– S. 28–31.

[4]Petrova Ju.V. Sovremennye formy obuchenija anglijskomu jazyku dlja razvitija argumentativnyh tehnik obshhenija// Materialy VI Mezhdunarodnoj nauchno-prakticheskoj konferencii «Aktual'nye problemy sovremennogo jazykovogo obrazovanija v vuze: voprosy teorii i metodiki obuchenija» -Kolomna: GSGU, 2017,- 164 s.- S.33-36

[5]Solomatina A.G. Metodika razvitija umenij govorenija i audirovanija uchashhihsja posredstvom uchebnyh podkastov (anglijskij jazyk, bazovyj uroven')_ Avtoreferat dissertacii na soiskanie uchenoj stepeni k.p.n.- M., 2011, - 26 s.).

[6]Ezhikov D.A. Metodika razvitija rechevyh umenij studentov na osnove sredstv sinhronnoj video-internet-kommunikacii (anglijskij jazyk, nejazykovoj vuz)- avtoreferat dissertacii na soiskanie uchenoj stepeni k.p.n.- M.,- 2013 – 26 s.

[7]Evstigneeva I.A. Metodika razvitija diskursivnyh umenij studentov na osnove sovremennyh informacionnyh i kommunikacionnyh tehnologij (anglijskij jazyk, jazykovoj vuz)- Avtoreferat dissertacii na soiskanie uchenoj stepeni k.p.n.- M.. 201325

[8]Petrishheva N.S. Metodika formirovanija sociokul'turnoj kompetencii stu-dentov special'nosti «Jurisprudencija» posredstvom uchebnyh internet-proektov (ang-lijskij jazyk).- Avtoreferat dissertacii na soiskanie uchenoj stepeni k.p.n.- M., 201126 s

[9]Hajrutdinova R.R. Formirovanie professional'nyh kompetencij studentov, budushhih juristov na osnove uchebnyh delovyh igr (na primere predmetnoj oblasti «Ugolovnoprocessual'noe pravo»- Avtoreferat dissertacii na soiskanie uchenoj ste-peni k.p.n.- Izhevsk, 201224 s.).

[10]The Gamification of Learning and Instruction.- Game-Based Methods and Strategies for Training and Education.- Karl M. Kapp Pfeiffer © 2012 336 pages

[11]Woolf B.P. Building Intelligent Interactive Tutors: Studentcentered strategies for revolutionizing e-learning. Burlington (USA): Morgan Kauffman Publishers, 2009. 467 p.

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UDC 372.881.1

LANGUAGE TEACHER’S PROFESSIONAL-COMMUNICATIVE

COMPETENCE: LISTENING SKILLS

А.А. Korenev

___________________________________________________________________________

Lomonosov Moscow State University

PhD (Cand. of Pedagogical Sciences) Senior Lecturer

Department of Language Teaching Theory Alexey Alexandrovich Korenev

e-mail: studywithkorenev@gmail.com

______________________________________________________________________

Statement of the problem. This article looks at one of the components of the language teacher’s professional communicative competence: professional-communicative listening skills. Being part of the teacher’s communicative competence, professional-communicative competence refers to the communicative situations that are typical for a certain professional area. In the case of a language teacher, classroom and outside-classroom communicative situations are analyzed. This article summarizes target communicative situations that require the use of the teacher’s listening skills. The situations which are characteristic for classroom communication were introduced in previous publications where listening skills were not specifically considered.

Results. The analysis of videorecorded lessons and lesson transcripts allowed to specify typical classroom listening situations and to suggest the skills required in those situations. A survey of 1288 language teachers in Russia, China, Indonesia, the UK and the USA was conducted in order to define the communicative situations presented in this article. Detailed analysis of those communicative situations allows to identify particular listening macro-skills and to give particular recommendations regarding language teacher education and training.

Conclusion. Classroom listening is a complex professional-communicative communication type, which includes various communicative task, contexts and strategies. The situations and macro-skills presented in this article can be used for further analysis and specification of professional-communicative teacher’s listening micro-skills and for development of specialized teaching and learning materials.

Key words: language for specific purposes, English for specific purposes, professional-communicative competence, listening, classroom discourse, language teacher.

Introduction. In the modern foreign languages teaching methodology it is widely accepted to describe the target skills within the linguistic component of the communicative competence from the standpoint of four types of language skills: speaking, listening, reading and writing. In previous publications within the ‘Language Teachers' Target Language’ research project, which is aimed at describing and developing the professional and communicative skills of foreign language teachers and implemented under the guidance of the author of this article, we dwelled on some communicative tasks performed by teachers in the process of professional communication [1], [2], as well as certain skills needed to perform these tasks in the classroom and outside the class [3], [4].

An important task of our previous studies was the definition of the professionalcommunicative competence. As we have already noted in previous publications, in the Russian language teaching methodology definitions have been tied to a certain type of professional activity. For example, S.N. Ozerskaya speaks about the importance of developing professionalcommunicative competence at non-linguistic faculties, and MS. Pantileeva and N.V. Izotova formulate professional-communicative competence as ‘a set of professionally-oriented knowledge, skills and abilities in language skills that allow the teacher of a foreign language to effectively perform foreign-language communication while performing their professional duties’ [5].

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© Korenev А.А., 2017

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Within this study, we believe it is possible to determine the professional-communicative competence regardless of the professional area as part of the communicative competence, a body of knowledge, skills and abilities that allow communication in a specific language or several languages within a particular profession and enable performance of specific activities and professional tasks.

Speaking about the existing studies of the professional-communicative competence of teachers in general and foreign language teachers in particular, it can be noted that most of the research is devoted to classroom communication. For instance, Van Lear in his book ‘The Classroom and the Language Learner’ was one of the first to analyze the influence of interaction in the classroom on learning a foreign language. Similar studies aimed at studying the classroom discourse or ‘the lingvodidactic discourse’, as some Russian researchers define it, were conducted by B. Kumaradivel and P. Sidhaus in the early 2000s. Finally, the extremely influential work of the British scientist Steve Walsh, ‘Exploring Classroom Discourse: Language in Action’, emphasizes the importance of teacher’s decision-making skills in the process of teaching (‘interactive decision-making’), which increase the effectiveness of teaching a foreign language [6]. The importance of this work by Walsh is also that it focuses not only on what the teacher says, but also on how they listen. Nevertheless, Walsh does not directly address teacher’s listening skills in their work.

In the Russian language teaching methodology listening is defined as the receptive type of speech activity, the process of auditory perception and understanding of speech. N.D. Gal'skova and N.I. Gez singled out contact and distant listening as two types of processes that listeners encounter [7]. It should be noted that most of the teacher's listening is contact listening, however, teachers also perform distant listening, for example, when choosing audio and video materials for the classes.

J.Flowerdew and L. Miller emphasize the integrative nature of listening in the academic context. For example, within a lecture, students often listen to the lecturer at the same time, perform exercises and work with visual materials; during the lecture they make notes, and the lecture itself can be preceded by a reading task [8, 90]. Interestingly, Flowerdew and Miller consider academic listening primarily from the position of the student. At the same time, it would be interesting to look at the material of the empirical studies cited in their work from the point of view of the listening experience faced by teachers. The scientists note that at the beginning of the lesson teachers often ask questions as part of a lead-in task, ask the students to describe and analyze a diagram, ask questions about the reading materials, then they introduce the target vocabulary of the lesson, and students try to guess the meanings of the words, then the students listen to the lecture, determine its main theme and intentions of the author [8, p. 138-145]. All these processes can be viewed not only from the perspective of the students, but also as a type of teacher’s listening, as the teacher must listen and make communicative decisions whether, for example, to agree or disagree, accept or not accept the answers, give a hint, clarify the question, ask another student, summarize, praise, etc. Flowerdew and Miller also suggested listening models in the academic context: individual, social, contextual, affective, strategic, crosscultural, intertextual and critical [8, p. 145-147].

K.Shultz, C. Jones-Walker and A. Chikattur suggested the following types of the teacher’s listening in 2003: listening with the purpose of recognizing individual students, listening to understand the rhythm and balance in a class, listening to understand the social, cultural and political context of students' lives and listening to silence and ‘acts of silencing’, including avoiding certain topics and forcing students or teachers to silence [9].

J.Scrivener related the types of listening to classroom discourse. He believes that conversational listening is not entirely suitable for communication in the classroom, as it is more relaxed, less mindful and intensive. Thus, analytical listening is connected with the need to pay attention not only to the content, but also to the form, i.e. the language used by the student. Supportive listening is associated with the need to understand the speaker's goals and emotions,

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which may not be directly expressed [10, p. 44]. Scrivener notes that the last two types of listening require a high level of attention and mindfulness. In the case of analytical listening, the focus is on the language used by the speaker, and with the supporting listening, on the speaker him or herself and the information conveyed. It can be assumed that the development of analytical listening skills requires a large amount of work and practice, but at the same time it is important that it does not replace supportive listening in the classroom. The two types of listening described above differ significantly and require different skills. Thus, it is important for supportive listening to develop empathy and the ability to avoid evaluative judgments. For analytical listening, it is important to be able to make an informed decision about giving priority to the language, the ability to identify typical language and communicative errors and inappropriacies, and to decide how best to give the speaker feedback on their mistakes.

It can also be assumed that in the professional listening of the teacher the same mechanisms will be used as in other types of listening, namely, articulation, deduction and memory mechanisms, but in some cases a higher level of development of certain skills will be required. For example, in the situation of eliciting, or determining the existing level of knowledge of the students on the topic of the lesson, the teacher might have to simultaneously pay attention to the statements of students, and relate them to their lesson plan. When questions deal with opinions or preferences of students, it is often necessary to remember the statements of different students and summarize them later.

Finally, it is necessary to relate the teacher's listening skills to the CEFR (Common European Framework of References). It should be noted that it is possible to find tasks and skills relevant to the teaching context at different levels from A1 (for example, the ability to understand simple sentences of greeting, farewell and apology) to C2 (for example, the ability to understand irony and sarcasm, to understand different accents of the English language). The description of skills set out in this document of the European Council was formulated in the most general way, without taking into account the specific demands of various professional areas. Then language teaching experts specified key skills, including listening skills, in various professional contexts (business, medical, legal, etc.) An important principle in this case is the description of the level of language, not from the point of view of knowledge or formal qualifications, but from the perspective of the person's communicative skills, which they can manifest in real situations of everyday, academic and business communication. In accordance with this principle, the next most important goal of our research is to determine the situations in which teachers should demonstrate certain listening skills.

Within the framework of this article, the main attention will be paid to the professional and communicative skills of listening of a foreign language teacher. To some extent, this work is a continuation of the article ‘Models of interaction between teachers and pupils in foreign language classrooms’, where we introduced the notion of the communicative classroom competence as a combination of ‘the communicative, discursive, social, pragmatic and sociocultural skills that enable the teacher to effectively interact with students and build the atmosphere that maximally contributes to the stimulation of active communicative behavior of students [2]. At the same time, within the this article, attention will be equally paid to both classroom and out- side-classroom listening skills.

Methodology. In this article, the object of the study is the types of professionallyoriented listening of the teacher in the classroom and outside the classroom. The aim of the study is to define the strategies and skills of the teacher, which are necessary for performance of these communicative tasks.

The empirical basis for this study was videorecordings of 10 foreign language lessons made by the English Language Office of the US Embassy in Russia as part of the project ‘Shaping the Way we Teach English in Russia’, as well as the opinions of 1288 teachers and foreign language teachers in Russia, China, Indonesia, Great Britain and the USA.

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This article used methods of focused observation and interpretation, analysis of lesson transcripts, analysis of textbooks used for teacher education and an online survey of teachers of English with seven multiple choice questions and one open question. Multiple choice questions helped to establish the level and type of education (private / public) in which the respondents worked, the level of the language they are teaching, and the communicative tasks they encountered in the course of their professional activities and tasks that, in their opinion, should be included in the training of future teachers. The open question invited respondents to identify tasks that were not included in the previous section.

In this article, we will focus on the listening skills necessary for foreign language teachers in pre-school, primary and secondary school, general and special educational institutions, and university lecturers, without distinguishing the specific features of each level and type of education because the purpose of this article is to determine the core of the professionally-oriented skills set of the language teacher. Such a broad approach implies a low degree of specificity in describing the different contexts and levels of language education. Clarification of specific skills for different contexts can be a topic of further research in this area.

Results. As for the situations of teaching listening in the classroom, they can be deduced from the main interactions that arise during the lesson and were described in the article ‘Models of interaction between the teacher and pupils in foreign language lessons’ [2]. The main types of interactions that could be identified on the basis of the analysis of video recordings of 10 lessons at different levels from grade 2 to grade 10 were identified. In the framework of the study, an analysis of the listening skills inherent in these situations was conducted:

1) E l i c i t a t i o n of the correct answer (a question to all -a wrong answer-the right answer): for this type of interaction, the right answer is sought, which, according to the teacher's assumption, can be familiar to the students. In this case, the teacher should hear the student's answer, remember the answer and praise for the attempt, perhaps repeating this answer, then determine this answer as correct or incorrect, and, depending on this, make further decisions. In addition, it is possible that there is no unequivocally correct answer, and in this case the teacher will also have to determine whether the answers of the students are more or less correct. This model of interaction often requires not only good listening skills and maximum concentration, but also the simultaneous activation of the lexical, grammatical and subject knowledge available to the teacher, in order to avoid a situation where the correct answer, which differs from the template that the teacher tried to identify with the elicitation, is characterized as incorrect. In a number of situations, not having the desired answer with the help of elicitation, the teacher gives it him or herself.

2) ‘B r a i n s t o r m i n g ’ (question-answer-addition-supplement-sum): in this situation of communication in the class, there is a joint generation of meaningful information, that is, when answering the teacher's question, students express their ideas, offer examples or solutions. In this case, the main focus of the teacher's listening will be directed to the content of what the students say, the form (i.e., the linguistic accuracy of their responses) will be secondary, however, in a similar situation, a delayed correction is possible. At the same time, for this situation of communication, it is of fundamental importance to hear, accept and bind to the topic often unpredictable elements of content offered by the students, and also to give positive feedback to students' responses. In addition, this kind of listening requires intensive work of short-term memory, since at the end of the "storm" the teacher must summarize the ideas and sum up the discussion.

3) ‘I n i t i a t i o n - R e s p o n s e - F e e d b a c k ": this communication situation has a large number of variations depending on what kind of stimulus was given (a content-check question, an instruction-check question etc.), as well as whether the answer is to be given individually or in chorus, at what stage of the lesson this interaction takes place and what is the purpose of the question. It is worth noting that in our study of 2015 [2] it is suggested that in most of the lessons examined, there was no feedback. In this situation, listening can be directed to both form

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and content, but in most cases, the focus will be still on the form, i.e. the linguistic form of the answer.

4) E v a l u a t i o n (stimulus-response-correction of errors / evaluation / feedback): in this situation, the teacher listens with the purpose of assessing the student's speaking skills. At the same time, the communicative skills involved will depend on whether evaluation is based on a criterial or holistic scale (in the case of criterial scales, a simultaneous activation of reading and listening skills is necessary). It is also important whether the main purpose of the assessment is content, linguistic range, accuracy, the use of other communication strategies, or all of this together in a certain proportion. In addition, due to the fact that in this case the text that the teachers must listen to only appears once, it is of fundamental importance that the teacher employs careful note-taking strategies that will later help them make informed decisions and give the students constructive and specific feedback.

It should be noted that the above-mentioned communicative situations will have specific characteristics of classroom discourse that will influence the way listening is performed. The lesson is by definition a ‘controlled interaction,’ which means that the development of the lesson might depend on the results of the teacher’s listening. The purposes of classroom listening are often either elicitation or correction. Interaction is often formed according to the ‘initiation- response-feedback’ pattern. Also, classroom discourse differs significantly depending on the context because it can vary depending on the age, level of foreign language proficiency, social and cultural experience of the teacher, students and the policies and traditions of the institution. At the same time, we can say that all the above-mentioned interaction models are found both in schools and in universities.

Most of the works on teaching discourse and communication between teachers and students study this communication exclusively in the context of a foreign language lesson. Nevertheless, it is obvious that the use of foreign language by the teachers is not solely limited to the lesson timeframe. Teachers use the language for professional purposes outside the class, and often for the implementation of these skills teachers need a high level of listening skills.

In 2014-2015. a s u r v e y o f 1 , 2 8 8 t e a c h e r s o f E n g l i s h in Russia, China, Indonesia, the United Kingdom and the United States was conducted in order to determine how they use the English language for professional purposes outside the class. The results of this survey allow us to draw certain conclusions about the situations in which teachers may need profes- sional-communicative listening skills. Since the number of participants in the survey varied in different countries, it seems more correct to bring not the average score for all countries for each communication situation, but the highest and lowest results for the countries to show the range.

1) L i s t e n i n g f o r m a t e r i a l s e l e c t i o n : according to the results of the research, from 77% (in Indonesia) to 98% (in the USA) of language educators create their own assignments and tests. If there is a listening task among these assignments, the teacher is faced with the task of selecting the material for listening and deciding on the types of tasks that can be used with this type of text. When selecting material, the teacher must analyze in detail the language of the original, compare it with the purpose of the assignment and the level of the students.

2) ‘T h e r a p e u t i c ’ l i s t e n i n g : from 74% (in Russia) to 95% (in China) of teachers wrote that they had to talk and give advice to students in English before / after / outside the lesson. In this case, the focus of the listening is completely transferred from the form to the content, and the teacher needs the skills of ‘active listening’ and empathy to understand not only the content of what the learner says, but also their motives and feelings. The result of this listening is often advice or problem solving. A similar type of listening can also be attributed to conversations with parents, which also sometimes occur in English as a result of the internationalization of the educational environment, however, this communicative situation is much less common in Russia (15%), but quite often occurs in China (79 %) and Indonesia (73%).

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