The article considers listening as an object of perceptual and semantic activity of students in the formation of foreign-language intercultural competence. The author analyzes the perception of foreign language speech as a multilevel hierarchical structure of mental activity. The metacognitive approach is considered as the basis of educational activity. The author analyzes modern approaches to the perception of auditory information, in particular, “topdown” and “bottom-up”. The article examines the problems faced by students of a language university in the process of learning listening in professionally directed foreign language teaching. Considerable attention is paid to the description of the stages of listening training and exercises at the appropriate stage. Considerable attention is paid to the description of the stages of listening training and exercises at the appropriate stage. The author comes to the conclusion that when teaching listening to students of a language university, it is necessary to observe stages, be sure to use analysis and introspection as separate stages, and also at the last stage include communicative tasks and problem situations in the work as one of the effective means of teaching the process under study.

The article discusses aspects of teaching listening in the process of teaching a foreign language at a language university. The author analyzes the concept of listening from the point of view of pedagogy, methodology and psychology. The main content of the study is the analysis of listening as a receptive type of speech activity in general, and in particular the author considers this type of speech when teaching students of the Philology direction. The author emphasizes the competencies on which the teacher relies in teaching students of this direction, as well as the stages of development of auditory skills. The article analyzes different types of listening in accordance with different approaches. Considerable attention is paid to teaching listening on the basis of competence-based, personality-oriented and interactive approaches. The author comes to the conclusion that the purpose of teaching foreign languages at the university is to teach communication, which implies the development of communicative and auditory skills.

The article presents specific approaches in semantic reading teaching among preschoolers. Special attention is given to uphold the necessity of skills development for further semantic analysis, as well as to inquire into the principles of semantic reading teaching and selecting texts for reading in preschool. The authors describe general methodological approaches to the development of a system of questions and tasks for texts based on various types of reading.