Stages of Teaching Listening in English to Students at Non-Linguistic Universities

Aim. To study the stages of training and types of work on listening, and to experimentally test the effectiveness of a set of preliminary exercises at the pre-listening stage for overcoming typical difficulties in listening and improving the level of understanding of oral speech in English among students at non-linguistic universities.

Methodology. The study was based on the principles of communicative and learner-centered approaches. The following methods were used: theoretical analysis of scientific literature on foreign language teaching methods, pedagogical observation, a pedagogical experiment (comparative, with control and experimental groups), and quantitative and qualitative data analysis.

Results. The study examined the stages (pre-listening, while-listening, and after-listening) and types of listening exercises, identified the most common difficulties in the listening process, and presented the results of a pedagogical experiment, demonstrating the effectiveness of pre-listening exercises. The results of the pedagogical experiment confirmed a statistically significant increase in audio text comprehension and retelling quality in the experimental group.

Research implications. The theoretical significance of the article is determined by the multi-aspect approach to the research topic, expanding the understanding of the role of listening in the educational process. The practical significance of the article lies in the results presented of the experiment conducted in real educational conditions.

Conclusions. The use of modern listening teaching methods, such as shadowing, listening logs, mingling listening, lexical and semantic prediction, and teaching typical conversational fluency phenomena such as word fusion, intrusion, and elision, has a positive impact on student learning and their ability to recognize and understand spoken language. The study demonstrated that the targeted and systematic use of a set of exercises at the pre-listening stage, including topic discussion, key vocabulary, phonetic tasks, and semantic prediction, significantly improves the listening comprehension of foreign language speech in students studying at non-linguistic universities. The greatest improvement in results was observed in tasks assessing general understanding of the content.

1. Genisher, E. Z. (2001). Listening Comprehension Training. In: Bulletin of Orenburg State University, 1, 57–60 (in Russ.).

2. Krasnoborova, L. A. (2021). Listening Comprehension Training in the Process of Professional Translator Training: Goals and Objectives of the Discipline. In: Eurasian Humanitarian Journal, 3, 97–103 (in Russ.).

3. Kudinova, N. A. & Arzhadeeva, D. L. (2017). Listening Log as a Means of Improving Listening and Writing Skills in Students of Non-Linguistic Specialties. In: Learning Process Management in the System of Continuous Education (Moscow, February 21–22, 2017). Moscow: Moscow State Linguistic University publ., pp. 86–88 (in Russ.).

4. Novikova, O. N. (2014). Approaches to Teaching Listening Comprehension in a Foreign Language. In: Bulletin of the Regional Financial and Economic Institute, 2 (5). URL: https://science.rfei.ru (accessed: 10.10.2025) (in Russ.).

5. Remizova, M. S. (2025). Listening as the Most Complex Element of Linguistic Didactics in Teaching the Language of a Specialty: Ways to Activate Receptive Skills. In: World of Science, Culture, Education, 1 (110), 98–99. DOI: 10.24412/1991-5497-2025-1110-98-100 (in Russ.).

6. Talikina, E. D. (2023). On the History of Teaching Listening Methods. In: World of Science. Pedagogy and psychology, 11, 2. URL: at: https://mir-nauki.com (accessed: 10.10.2025). DOI: 10.15862/09pdmn223 (in Russ.).

7. Fedorova, M. L. (2023). Effective Methods of Teaching Listening for Low-level Students. In: Education and Upbringing, 2 (43), 55–57.

8. Chmykh, I. E. & Umarova, M. M. (2022). The Main Difficulties in Developing Listening Skills in Teaching English. In: Pedagogical Journal, 12 (6A), pt. I, 544–549 (in Russ.). DOI: 10.34670/AR.2022.55.18.122.

9. Shumskaya, O. A. (2024). Shadowing Technique (Shadow Repetition, Echo-repetition) in Teaching Listening in English. In: Innovative Science, 1 (2), 154–156 (in Russ.).

10. Brown, J. D. & Kondo-Brown, K. (2006). Introducing Connected Speech. In: Perspectives on Teaching Connected Speech to Second-language Speakers. Honolulu: National Foreign Language Resource Center, University of Hawai’i at Manoa, p. 1–15.

11. Khaydarova, L. (2023). Effective and Modern Methods of Teaching Listening Skills. In: Scientific Progress, 3, 36–42.

12. Khodjaeva, N. T. (2020). Modifying Materials on Listening Comprehension. In: Current Scientific Research in the Modern World, 11-12 (67), 28–31.

13. Kolmakova, V. S. & Skorobogatova, A. S. (2024). How to Hone Listening Skills Through Mingle Listening. In: Philological Aspect, S5 (28), 20–24 (in Russ.).

14. Masitah, S., Rakhmanina, L. & Melati, M., et al. (2023). The Effectiveness of Listening Podcasts to Improve Students’ Listening Skill. In: Edu-Ling: Journal of English Education and Linguistics, 6, 2, 222–227. DOI: 10.32663/edu-ling.v6i2.3883.