Formation and Control of Skills of Listening and Pronunciation in Teaching Russian as a Foreign Language

The article deals with the formation and control of audio-lingual skills at the stage of pre-university training in teaching foreign students the Russian language as a means of communication in the social, educational and scientific field. Control is an integral part of the educational process in any educational institution. Control in didactics is a test of students' knowledge, skills and abilities. Rational and effective management of student learning is impossible without a clear, scientifically organized system of control. Pronunciation skills from the point of view of the tasks of teaching oral and written communication in a foreign language in terms of control should be understood as correct automated pronunciation of sounds and combinations of sounds, correct stress and intonation of statements in the process of speech communication. Prosody - the melody, stress placement and rate of speech - takes a special place in speaking. A special aspect of correct pronunciation is mastering Russian intonation, including familiarity with the main types of intonation constructions (IC) and their use, the rules of syntagmatic articulation, the concept of IC center and its place in a sentence, with the tone movement on the IC center. Students usually make a lot of mistakes in intonation, thus disrupting communication. As it turned out, the common mistake in studying Russian intonation is the lack of necessary lowering of tone on the stressed and non-stressed parts of IC-1, which creates the impression that the statement is incomplete and therefore there is a violation of the communicative types of sentence (narrative, interrogative). In conclusion we can claim that it is prosodic skills - the skills of correctly performing prosodic operations that should be the object of control of pronunciation.