American Journal Of Philological Sciences
122
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue04 2025
PAGE NO.
122-126
10.37547/ajps/Volume05Issue04-30
Audition as A Key Factor of Successful Teaching Russian
To Foreign Students
Primova Venera Musurmankulovna
Senior Lecturer, University of Science and Technology, Uzbekistan
Received:
18 February 2025;
Accepted:
17 March 2025;
Published:
17 April 2025
Abstract:
The article deals with the influence of listening comprehension on the success of teaching Russian to
foreign students studying at universities. It analyzes the main problems that students face in listening
comprehension of Russian speech and suggests effective methods and technologies to improve listening. The
paper takes into account modern research in the field of linguodidactics and provides practical recommendations
for teachers.
Keywords:
listening, foreign students, Russian language teaching, listening comprehension, teaching methods,
language environment, linguodidactics, digital technologies.
Introduction:
Listening is one of the key components in
the process of learning a foreign language. According to
the research of the Council of Europe, listening
comprehension skills account for about 45% of all
human language activity, which confirms their primary
role in communication (Council of Europe, 2020). In the
context of teaching Russian to foreign students,
listening comprehension not only contributes to the
development of phonetic literacy, but also forms the
basis for successful oral and written speech. However,
the effectiveness of learning depends largely on the
methods used in teaching practice, as well as on the
language environment in which learning takes place.
The problems of Russian speech perception by Uzbek
students are caused by several factors. First, the
Russian language is characterized by a high degree of
vowel reduction in stressless positions, which makes it
difficult to be heard by students whose native
languages (Uzbek and other Turkic languages) do not
have such a pronounced reduction. Secondly,
differences in intonation constructions lead to the fact
that students often fail to grasp the emotional and
semantic nuances of speech, which makes it difficult to
understand spoken and academic discourse. According
to a study by the Institute of Russian Language of the
Russian Academy of Sciences (2021), more than 60% of
students studying Russian as a foreign language have
difficulty understanding authentic audio materials,
especially in natural language environments.
The purpose of this article is to analyze the impact of
listening comprehension on the success of teaching
Russian to foreign students, to identify the main
problems they face, and to propose effective methods
and technologies to overcome them. The study
considers modern approaches to the development of
listening skills, including the use of digital technologies,
interactive audio materials and adapted teaching
methods.
Thus, this paper aims to systematize the scientific data
on this topic, as well as to develop practical
recommendations that can be applied in the
educational process to improve the level of Russian
language proficiency of foreign students.
The development of listening skills is one of the most
difficult tasks in learning a foreign language. Foreign
students, especially native speakers of Uzbek, face a
number of specific difficulties when listening to Russian
speech. Let us consider the main ones.
The phonetic systems of the Russian and Uzbek
languages differ significantly, which leads to phonetic
interference. In Russian there are sounds absent in
Uzbek, for example, soft consonants [л'], [н'], [т'], [д'].
Uzbek-language students, not having analogs of these
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American Journal Of Philological Sciences (ISSN
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sounds in their native language, often replace them
with hard consonants, pronouncing «лёд» instead of
«лод», «нёс» instead of «нос». A similar difficulty
arises in distinguishing between the sounds [ы] and [и],
since Uzbek does not have the sound [ы], and the
words «был» and «бил» can be perceived and
pronounced in the same way. This causes difficulties in
pronunciation and listening comprehension. In
addition, the reduction of vowels in stressless syllables
and the accent structure of words in Russian
significantly differ from Uzbek norms, which makes it
difficult to understand speech. Begmatova M.T.'s
research analyzes these differences in detail and
suggests methods of overcoming them. The lack of
constant contact with native speakers and limited
opportunities for immersion in the Russian-speaking
environment reduce the effectiveness of learning. In
conditions when Russian is not the dominant language
in students' everyday life, listening skills develop more
slowly and the perception of authentic speech
becomes difficult. This is especially true for students
studying in native language-dominated countries
where Russian speech is rare.
Phonetic
phenomenon
Russian
language
Uzbek language
The students
have a problem
Example of
mistakes
Soft consonants
There are soft
sounds: [л'], [н'],
[т'], [д'].
No soft analogs
Substitution of
soft consonants
for hard
consonants
«лёд» → «лод»,
«нёс» → «нос»
Sound [ы]
Distinguish
between the
sounds [и] and
[ы]
There is no [ы]
sound, only [i].
Failure to
distinguish
sounds,
substitution of
[ы] for [и]
«был» → «бил»,
«сыр» → «сир»
Reduction of
vowels
Non-accented
vowels are
reduced
(weakened)
Vowels are not
reduced
Incorrect
pronunciation of
syllables in
unstressed
«молоко» →
«малако»,
«вода» →
«вада»
Accent structure
of words
Movable accent
(may change)
Fixed accent
Errors in the
placement of
accents
«замóк» (запор)
→ «зáмок»
(дворец)
Lack of
immersion in the
language
environment
Speakers of the
language speak at
different speeds
and intonations
Russian is not the
dominant
language
Difficulties in
understanding
authentic speech
Difficulty
understanding
news, movies,
live speech
Table 1.1. «Phonetic interference in students with Uzbek language of instruction»
Many textbooks offer audio materials adapted for
learning purposes, which often do not reflect the real
speed and intonation of live speech. As a result,
students become accustomed to clearly articulated,
slow-motion
recordings
and
have
difficulty
transitioning to authentic audio materials such as news,
movies, or podcasts. For example, while in educational
audio recordings the speaker pronounces each word
separately, with the endings clearly emphasized, in real
speech the phrases are often shortened and words are
merged, as in the case of «чё делаешь?» instead of
«что делаешь?» or «щас приду» instead of «сейчас
приду». In the article by A.Y. Yagnich it is noted that
the use of authentic materials helps students to get
used to the natural pace of speech and different
accents.
Russian language is rich in a variety of styles and forms
of oral speech: colloquial, academic, official-business.
Each of these styles has its own peculiarities of
vocabulary, grammar and intonation. Students often
encounter difficulties in switching between these
styles, especially when perceiving fast conversational
speech saturated with idioms and abbreviations. For
example, the expressions «руки не доходят» (meaning
lack of time) or «в два счёта» (very quickly) may be
incomprehensible to students who are not familiar with
colloquial vocabulary. The study by Kydykeeva A. A. and
Tentikeeva E. N. emphasizes the importance of working
with audio materials and dialogues at the initial stage
of training to overcome these difficulties.
Understanding and overcoming the above challenges is
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American Journal Of Philological Sciences (ISSN
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2771-2273)
key to the successful development of international
students' listening skills. In the following sections,
specific methods and approaches aimed at solving
these problems will be proposed.
In order for international students to effectively master
listening skills, it is necessary to apply complex methods
that take into account both individual characteristics of
students and modern educational technologies. One of
the key methods is the use of authentic materials such
as movies, podcasts and audiobooks. These resources
allow students to immerse themselves in a natural
language environment, adapt to different accents and
speech styles, and enrich their vocabulary. Podcasts,
for example, offer a variety of topics and formats that
promote listening comprehension in different contexts.
Research confirms that podcasts significantly improve
the listening skill of foreign language learners.
Another effective technique is the incremental
development of listening skills. This method involves
gradually increasing the complexity of tasks, starting
with listening to material with subtitles in the native
language, then with subtitles in Russian, and finally
without any textual support. Repeated listening and
discussion of what was heard help students to better
assimilate information and adapt to the speed and
intonation of Russian speech.
Step-by-step development of listening skills is an
effective methodology for teaching Russian as a foreign
language. This approach involves gradually increasing
the complexity of tasks, starting with listening to
materials with subtitles in the native language, then
with subtitles in Russian, and finally without textual
support. Repeated listening and discussion of what is
heard help students to better assimilate information
and adapt to the speed and intonation of Russian
speech.
Research confirms the effectiveness of this approach.
For example, the use of authentic video materials such
as Russian movies contributes to the development of
students' listening skills at the B1 level. Developing
exercises based on the movie «Yolki» (2010) has shown
that students improve their understanding of live
speech and adapt to different language situations.
In addition, proper selection of audio texts at different
stages of learning plays an important role in the
development of listening skills. The use of materials
corresponding to the level of students' training allows
to gradually complicate the tasks and effectively form
the skills of perception and understanding of Russian
speech by ear.
Thus, the gradual development of listening skills using
authentic materials and gradual complication of tasks
contributes to the successful mastering of the Russian
language by foreign students.
Interactive exercises also play an important role in the
development of listening. The inclusion of dictations,
retellings and role-play dialogues not only increases
students' interest, but also promotes their active
participation in the learning process. For example,
exercises to reconstruct missing words in audio files
help students focus on the details of speech, while
exercises to retell news stories or short videos develop
the ability to emphasize the main points and convey the
meaning of what they hear. These exercises allow
students to practice listening comprehension in a
variety of situations, from academic style to
conversational style.
Using authentic videos to teach listening has also
proven to be effective, especially in groups with low
language proficiency. For example, watching excerpts
from movies or interviews with native speakers helps
students to adapt to different accents, speed and
manner of speech. One effective technique is to work
with videos without subtitles in the first stage, followed
by discussion of the content and repeated viewing with
subtitles. This allows students to independently guess
the meaning of words from the context and improves
listening skills.
Modern technology also provides unique opportunities
for developing listening skills. Educational platforms
based on artificial intelligence tailor the learning
process to individual student needs, offering
interactive assignments, instant feedback and
personalized exercises. The use of AI-assisted learning
helps students analyze and interpret audio materials,
as well as train their oral comprehension skills in an
interactive format.
The use of these methods in teaching Russian to foreign
students greatly facilitates their adaptation to the
Russian-speaking environment and increases the
efficiency of the educational process. Thanks to the
combination of traditional techniques and modern
technologies, students overcome listening difficulties
faster and achieve high results in language learning.
In recent years in the field of teaching methods of
Russian as a foreign language (RCT) there have been
many studies devoted to the development of listening
skills in foreign students. One of the key directions is
the study of the specifics of the organization of the
educational process for the formation of listening skills
in students from the countries of the Asia-Pacific
region. The work of Chireikina O.Y. and Chireikina M.K.
emphasizes the necessity of taking into account ethno-
cultural differences and national peculiarities of
students' thinking and speech system when teaching
RCT, which allows developing listening skills of this
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category of students more effectively.
Another important aspect is the integration of listening
and speaking into the learning process. The study
conducted at Southwestern State University describes
the system of tasks within the block «Listening.
Speaking» at the stage of pre-university training of
foreign citizens. The results showed that such
integration contributes to a more effective assimilation
of the material and improvement of students'
communicative skills.
Special attention is paid to the selection of audio texts
for teaching listening at different stages. The article,
published in the journal «Young Scientist», considers
the selection of texts for teaching listening and the
peculiarities of the development of listening skills of
Chinese students. The author notes that the right
choice of materials plays a key role in successful
learning and adaptation of students to the perception
of Russian speech. The conclusions from these studies
indicate the need for a comprehensive approach to
teaching listening, taking into account the cultural
characteristics of students, integration of different
types of speech activity and careful selection of
teaching materials. Applying these recommendations
in practice helps to increase the effectiveness of
teaching Russian to foreign students and improve their
communicative skills. Audition plays a key role in the
successful learning of Russian as a foreign language,
especially for students who do not have a permanent
language environment. It not only contributes to the
development of listening comprehension, but also
improves communicative skills by helping students to
adapt to different forms of oral communication.
Studies confirm that regular listening practice
significantly improves language proficiency and
reduces difficulties related to phonetic and intonation
features of Russian speech.
To enhance the effectiveness of teaching, it is
recommended to actively use authentic audio
materials such as movies, podcasts and audiobooks,
allowing students to experience live speech in a natural
environment. It is important to adopt a phased
approach to developing listening skills: first listening
with subtitles, then without, and then retelling what is
heard. Interactive methods, including dialogues,
dictation and role-playing, help students adapt to oral
language more quickly and increase their motivation to
learn. In addition, modern technologies such as mobile
apps and AI assistants can greatly facilitate learning by
providing a personalized approach and access to a
variety of resources.
Promising areas for further research remain the
development of methods for adapting audio materials
to the needs of different groups of students, studying
the impact of accentology on Russian speech
comprehension, and integrating new technologies,
including virtual reality and artificial intelligence, into
the process of teaching listening comprehension. The
expansion of scientific research in this area will make it
possible to develop more effective teaching strategies
and create favorable conditions for the successful
mastering of Russian by foreign students.
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