Ключевые слова
Аннотация
This article explores the methodology of teaching listening comprehension within English for Specific Purposes (ESP) courses. It highlights that developing effective listening skills among first-year students relies heavily on the use of task sets. When designing these tasks, educators must consider the role, objectives, and alignment of listening within the educational process. Given the high proportion of students’ independent study time—including listening—these task sets should include detailed guidance and instructional notes (listening guides).
Библиографические ссылки
Teaching listening comprehension in ESP contexts—especially at non-philological institutions like law universities—requires a balanced, integrative approach. Listening should not be isolated but embedded within a broader system of language acquisition that includes speaking, reading, and writing. The use of blended learning, authentic materials, and guided strategies can significantly enhance listening instruction. Educators must prioritize listening not only as a language skill but also as a professional tool—vital for legal practice, collaboration, and decision-making. Thus, developing students’ listening competence through structured, relevant, and resource-rich instruction is an essential component of modern ESP teaching.