Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
sults of future investigations.
Depending on the data of 2010 the Test Institute of German as a foreign language considers it expedient
to add levels in the scales of the reference framework. The scale of understanding of what has been listened to
consists of four vertical dimensions:
1. Understanding of what has been listened to in general;
2. To understand the speech of native speakers;
3. To understand the conversation when being a listener or a spectator;
4. To understand radio and video programs (GI, 2001, P. 71-73) the A 2+, B1+, B2+ levels are added
to the levels of competence of the horizontal dimensions, corresponding to these vertical dimensions
():
A2+
B1+
B2+
Understanding the heard texts in
general
(The reference framework,
P. 71)
...., can understand distinct slow
speech to satisfy concrete demands
In case he/she hears distinctly articulated
speech with a familiar accent,
he/she can understand business information
that is easy to understand
and that is connected with everyday
or professional topics. Herewith
he/she can perceive their separate
information.
He/she can understand the standard
language during direct contacts or
heard on the radio or television, if the
conversation is about the topic he/she
kows, concerning personal, social
professional life or the sphere of
education. The understanding is
hampered by the use of idioms and
the improper structures of discourse.
To understand, the
speech of a native
speaker
(The reference
framework, P. 72)
He/she can join the
heated conversation of
native speakers.
323
Understanding the foreign
speech, while being a
listener, spectator
(The reference
framework, P. 72)
He/she can understand a
report on his/her specialty
if it is not delivered in a
complicated form, and its
theme is familiar.
Understanding radio, video
programs
(The reference framework,
P. 73)
He/she can understand the
audi-recordings and radio
broadcasts and the larger
part of informational programs
if the announcer
speaks distinctly in a standard
language.
He/she can understand the
standard, language from
audio recordings the topics
that are usual, in everyday
life in professional life or in
the sphere of educational.
He/she can understand the
ideas and positions of
speakers.
Proceeding from the above-mentioned it can be said that the problems of understanding of what has
been listened to are not fully revealed yet. Though the existing information can be used for the purposeful
training to understand what is listened to at the lesson of a foreign language.
The reference framework is oriented to the study of several foreign languages. The learners should master
these languages. The learners should master these languages on different competence levels. Id the learned
foreign language was considered to be a hampering factor in the process of mastering a new foreign language
before, now on the contrary “teachers must use the language, learned before as the basis for a transfer”. Accordingly
educational institutions should broaden the spectrum of the foreign languages to be learned and pay
more attention to the description, learning and assessment of separate profiles of the language competence.