ORGANIZATION OF THE EDUCATIONAL AUDIT AT THE INITIAL STAGE OF THE TRAINING
Reading, writing, speaking and listening are the types of speech activity techniques that are used for teaching Russian as a foreign language. Listening is the most difficult type of activity, because the trainee needs to understand the spoken phrase or statement at a single and short-term presentation of the information. The process of perception is complicated in the fact that for a full or partial understanding of speech, the individual features the speaker-his voice and the relative peculiarities, and the visual support is absent. For confident recognition of speech, it is necessary to remove the difficulties of phonetic (discrepancy between pronunciation and writing, assimilative phenomenon and the peculiarity of the Russian accent, caused by its mobility), lexical (recognition of homonyms and Homophones, Phraseological, digital values and under.) and grammatical. Teaching of listening to foreign students starts from level A1 (elementary level) in the mode of gradual complication of speech tasks. In the above article there are given the tasks, built on increasing complexity-from a set of words to the dialogue and monologue texts, capable of forming the skills of listening not only to the speech of the teacher, but also the skill of perception of speech of strangers with different character of the relative features. The types of presented tasks are aimed primarily at understanding the common sense, in the second-to understand the private details of the heard statement. The presented tasks and training exercises, containing authentic texts, should provide automation of the listening process, which consists in full and quick understanding by the recipient of the statement of different degree complexity that meets the requirements of the elementary level. Because of training, students should confidently recognize all the elements of speech, confidently synthesize.