Keywords
Abstract
This article examines the contemporary content and didactic opportunities for developing listening comprehension competence in English language teaching. Particular attention is given to authentic audio and video materials, digital and multimodal resources, interactive listening tasks, and learner-centered approaches. The study highlights the importance of integrating linguistic, cognitive, strategic, and communicative components into listening instruction. The effective use of digital technologies and authentic materials can enhance learners’ comprehension, motivation, independent learning, and ability to process spoken English in various communicative contexts.
References
Field, J. (2008). Listening in the language classroom. Cambridge University Press.
Godwin-Jones, R. (2018). Using mobile technology to develop language skills and explore language learning strategies. Language Learning & Technology, 22(3), 3–17.
Graham, S. (2017). Research into practice: Listening strategies in an instructed classroom setting. Language Teaching, 50(1), 107–119.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317–335.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Reinders, H., & White, C. (2016). 20 years of autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2), 143–154.
Rost, M. (2011). Teaching and researching listening (2nd ed.). Pearson Education.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210.
Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.