Self-Assessment of Listening Competence on the Basis of Analysis of its Effective Composition at the Master’s Stage of Professional Training

Abstract

The standard for postgraduate education “Master” makes high demands on the communicative
competencies of future specialists, which requires attention to the development of listening skills for
undergraduates. Meanwhile, teachers and undergraduates are not adequately provided with methods for
monitoring the quality of listening.
Aim: to develop a questionnaire for self-assessment of the competence of the listening, reflecting
the effective composition of the listening. The main idea is to develop a diagnostic tool based on the
study of the system of options for listening activities described by experts and analysis of the effective
composition of the diagnosed competency.
The scientific significance of the work lies in the systematization and author’s classification of the
options for listening. Practical significance is in creating a new quality self-assessment tool of one of the
basic competencies.
The study used methods of theoretical analysis and synthesis, empirical methods of observation,
conversation, and survey.
The study allowed to systematize and classify models of listening activity; showed that the quality of
self-esteem can be improved by using questionnaires that reflect the effective composition of listening
options; allowed to determine the effectiveness of the developed methodology.

The study is a contribution to the development of didactics of postgraduate education and has prospects
for further development.
Key words: self-assessment of the competence of a listening in a magistracy.