CRITERIA FOR DEVELOPING EDUCATIONAL MATERIALS THAT ENHANCE LISTENING COMPREHENSION SKILLS IN NATIVE LANGUAGE INSTRUCTION

Abstract

This article presents an analysis of various perspectives on the development of listening comprehension skills, which currently hold a significant place in language teaching methodology. It focuses on the rules for designing educational materials for this process, their alignment with international standards, and the criteria for creating such materials. The article aims to explore a theoretical solution to this issue by identifying the criteria for developing educational resources that contribute to the formation of listening comprehension competence in native language teaching, and by providing a methodological justification for these criteria.