Abstract

The purpose of the study is to develop and describe the author's model of teaching foreign language listening using authentic video content. As a result, the author presents a six-stage model, which includes content-goal-setting, two activity-technological, two control-evaluative and revising-target stages, concretized through the system of communicative tasks. The novelty of the study lies in the identification of the linguo-methodological potential of authentic video content for teaching foreign language listening and modeling this process on the basis of the corresponding principles – main and specific.