Метакогнітивні стратегії навчання аудіювання в процесі розвитку професійної комунікативної компетенції майбутніх менеджерів авіаційного транспорту: ЦАРЬОВА Л., ЧЕРНЯВСЬКА О.

The article examines the ways of forming solid listening comprehension skills among the future aviation transport managers as an indispensable part of their communication skills required for the students’ successful professional training. The research primarily studies the concept of listening instruction, which enumerate three types of listening comprehension instructions practiced in the ESP classroom. Gradually, they were developed as text-oriented instruction, next, communication-oriented instruction, finally, learner-oriented instruction. The most promising is believed to be a learner-oriented instruction based on metacognitive strategies as it offers tools for learners` self-regulated work on listening beyond their classroom. Next focus of investigation is related to metacognition, its components and its relevance as an approach used to enhance students’ listening skills. Metacognitive approach to listening comprehension is regarded as a strategy aimed at the development of students’ listening comprehension skills at different levels of their language proficiency, including combined level classroom. A number of metacognitive strategies, tasks and activities are considered as the means of formation solid listening skills compared to those used in the traditional approach. It considers metacognitive activities and strategies, which involve the use of metacognitive instructions and tasks which encourage conscious listening modes among students, stimulate cooperation and collaborative dialogue. The effectiveness of suggested tasks and instructions is assessed in terms of professional training of the future aviation transport managers. The results of testing metacognitive tasks and strategies in the classroom of the future aviation transport managers are also analysed. There was also a conclusion drawn in this article about possible difficulties and superstition to the use of the above-mentioned tasks and activities for certain group of students. There are other objective obstacles caused by the Ukrainian realities that pose a challenge in the process of forming listening skills. The possible ways of dealing with these difficulties are suggested in line with self-directed listening strategies which may become a major solution in case of interrupter classroom work.