Topic Active Listening Skills

8/6/2019 Topic Active Listening Skills

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ActiveListening Skills

LEARNING OUTCOMES

By the end of this topic, you should be able to:

1. List down the benefits of active listening;

2. Propose suggestions for honing listening skills;

3. Identify a speakers intended/implicit message;

4. Describe emotive and persuasive language used by the speaker; and

5. Identify bias and stereotype in messages.

X INTRODUCTION

This topic aims to equip you with the skills required for successful listening inacademic and non-academic contexts. Besides tips for enhancing listening, thetopic also introduces activities which expose you to the use of listening skillssuch as listening for comprehension of speakers intent, for the use of emotiveand persuasive language, for detection of speaker bias and stereotyping inmessages and for sheer enjoyment.

NEED FOR ACTIVE LISTENING3.1

Active listeningrefers to ways of listening attentively and responding to another

person so as to improve mutual understanding. When people talk to each other,they often do not listen carefully. They are sometimes distracted and thinkingabout something else. In an argumentative situation, they assume that they haveheard what their opponent is saying, so rather than pay attention, they focus onhow they can respond to win the argument.


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X TOPIC 3 ACTIVE LISTENING SKILLS40

In active listening, the listener must take care to attend to the speaker fully andthen interpret or try to make sense of what is heard. The listener does not have to

agree with the speaker but needs to understand the message or content beingconveyed. If the listener does not understand clearly, then he or she needs to askfor clarification or further explanation from the speaker.

Often, the listener is encouraged to interpret the speakers words not onlysemantically but also in terms of feelings. Thus, instead of just receiving what isheard, active listeners need to pay attention to psychological elements comingacross with the message(s), such as whether the speaker is angry, frustrated,happy or unsure of what is being addressed. This will add to the overallcomprehension of the messages being heard.

Figure 3.1: ListeningSource: tickledbylife.com

Active listening has several benefits:

x It enables people to listen attentively to others;

x It prevents misunderstandings as people have to confirm that they reallyunderstand what the speaker has said; and

x It encourages the speaker to explain more because he/she feels that you arereally attuned to his/her concerns and wants to listen.

TIPS FOR ACTIVE LISTENING3.2

Active listening enhances your oral communication skills. Fortunately, it is a skillthat can be acquired. Below are some tips for active listening:

(a) Focus on the Message

Think about what the speaker is saying and do not let your attentionwonder.

(b) Anticipate What the Speaker Wants to SayTry to figure out where the speaker is going and what the next point is. Thismay be easy with some speakers who are well organised and who presenttheir points clearly. However, most speakers are not that organised, and that


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ACTIVE LISTENING SKILLS TOPIC 3 W 41

may make the work of the listener difficult. If you are interested in gettingthe main details, you may have to do the organising yourself.

(c) Identify Main and Supporting PointsBegin by breaking what is said into main points and supporting points.Most speakers repeat themselves. As a listener, your task is to distinguishimportant details from the supporting ones. The speaker sometimes helpsyou to make the distinction by emphasising a point with voice cues orrepeating it several times, or telling you that this is a key point to note.

(d) Check for BiasAsk yourself questions about the speakers sources and their validity. Doyou find the evidence convincing, complete, valid or logical?

(e) Listen between the LinesTo listen effectively, one has to listen to two channels at the same time. Thefirst channel is the content of the speech, the words the speaker is sayingand the topic itself. The second channel refers to all the non-verbal signalsthe speaker is sending while talking, such as the tone of voice, gestures andfacial expressions. The second channel tells you about the speakers feelingsand gives you a great deal of information on how to distinguish the maindetails of the speech. Both verbal and non-verbal elements are important tounderstand fully what the speaker is putting across. Listen for the feelingsof the speaker as you listen to his words. This is called listening between thelines. It is a difficult task and takes a great deal of sensitivity and patience as

people have numerous ways to hide their feelings.

(f) Minimise DistractionsIn active listening, it is important not to get distracted easily. Thesedistractions come from:

(i) Within us, such as when we daydream;

(ii) Our surroundings and environment such as noise, people talking,temperature of the room, etc; and

(iii) The speaker. We are sometimes distracted by a speakers accent, style,dressing, language, etc.

Although it is difficult to fight off distractions, you need to train yourself toignore them. Besides the physical aspects of the speaker or environment thatmay disturb your concentration, you may react also to certain emotionallyloaded words or trigger words. If you can identify these words, you can tryto reduce the impact when you hear them.


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ACTIVITY 3.1

Audio 3.1: Chocolate Chip CookiesYou are making cookies for the first time. Listen to the instructionsbelow on how to make Chocolate Chip Cookies. Then complete thefollowing exercise.

Instructions:

(a) Listen to Audio 3.1.

(b) Answer the following questions to check your understanding.

Based on the audio recording to which you have listened, circle the

correct answer:

1. Which of the following is not an ingredient in the recipe?A. Brown sugarB. Oat branC. ButterD. Baking soda

2. At what temperature should the oven be set?

A. 357qF

B. 375qF

C. 400qF

D. 450qF

3. When do you add in the vanilla and egg?A. After stirring in the flour, salt and baking soda.B. After adding in the chocolate chips and chopped nuts.C. Once the sugar, margarine, and shortening are light and

fluffy.D. Once all ingredients have been mixed well.

4. Which of the following statements is true?A. Do not grease the cookie sheets.

B. Bake the cookies for half an hour.C. Remove cookies immediately from baking sheet.D. The recipe makes 30 pieces of cookies.


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5. How do you place the dough onto the baking sheet?A. Shape the soft dough with your fingers and place onto the

baking sheet.B. Use a teaspoon to scoop the dough onto the baking sheet.C. Drop the dough onto the baking sheet using a fork.D. Lightly drop the mixture onto a baking sheet with a

dessert spoon.

IMPLICIT LISTENING: COMPREHENSION

OF SPEAKER INTENTION

3.3

Figure 3.2: When listening to a talk, pay attention to words that tell us where the speaker istrying to lead us

In active listening, it is sometimes necessary to predict where a speaker is goingor will say next. There are certain cue words that can help us identify this.

For instance, in a lecture, phrases such as Today, Im going to talk about ,Firstly, and My point is that offer clues as to how the speaker is goingto structure the talk.

SELF-CHECK 3.1

How can we tell what a speaker intends to say next or what meaningthe speaker intends to convey?


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Let us do the following activities to help you become aware of this skill.

ACTIVITY 3.2

Audio 3.2: Genetic EngineeringInstructions:

(a) Listen to the talk which has been divided into four parts. Foreach part, there are questions to help you with your listening.

(b) Take notes using the speakers signals to help you.

(c) Use the outline guide.

(d) Then, read the transcript and underline the specific signal

words in the talk.(e) Answer the questions at the end of the talk.

Genetic Engineering Part I

My talk today will be on genetic engineering. Im going to analyse thepositive and negative sides of genetic engineering. First, let me explainwhat genetic engineering is. I think we are all aware that the study ofgenetics today is so far advanced that we shall soon be able toproduce a kind of genetically perfect superhuman, using techniquesknown as genetic engineering. Well, at first, this may seem anattractive possibility but when we consider it in detail, we find there

are many problems involved.

Questions

1. What do you think the speaker will talk about next?

2. Can you guess the speakers attitude towards the topic at thispoint?


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Genetic Engineering Part II

What might some of these problems be? A distinction is usually made between negative and positive genetic engineering. In negative geneticengineering, we try to get rid of harmful genes to produce geneticallynormal people. The aim is, of course, a desirable one; however, it doespose the problem of what a harmful gene is. Now genes are not reallygood or bad. The gene which causes certain forms of anaemia, forexample, can also protect against malaria. So, if we eliminate this gene,we may eliminate anaemia but we increase the risk of malaria.

Questions

1. Which statement describes the speakers attitude?

2. What are some signal words or phrases, e.g. to signal listingideas or examples, definition, caution, or reminder?

Genetic Engineering Part III

OK and now the other point is in positive genetic engineering wetry to create better people by developing the so-called good genes. Butalthough this form of genetic engineering will give us greater controlover mankinds future, there are several reasons for caution.

First, there is the possibility of mistakes. While accepting that geneticistsare responsible people, we must also admit that things can go wrong, theresult being the kind of monster we read about in horror stories.Secondly, there is the problem of deciding what makes a better person.We may feel, for example, that if genetic engineering can create moreintelligent people, then this is a good thing. On the other hand,intelligence does not necessarily lead to happiness. Do we really wantto create people who are intelligent, but perhaps unhappy?

Questions

1. How many problems are there as mentioned by the speaker?

2. Do you detect a sceptical tone in the speakers voice?

3. What are the signal words found in this part of the talk?

4. What do you think the speaker will speak on next?


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Genetic Engineering Part IV

In sum, then the basic question is whether or not we should interferewith human life. We can argue that much human progress (particularlyin medicine) involves interference with life. Well, to some extent, this istrue but we should not forget the terrible consequences geneticengineering can have. Consider, for example, the possibilities of geneticwarfare, in which our enemies try to harm us by using the techniques ofgenetic engineering think about that.

In the talk, the speaker expresses some reservations about geneticengineering. What are these reservations? Complete the notes below.

Point Reservations

1. Producing superhuman is anattractive possibility.

1. Many problemsinvolved.

2. Aim of negative geneticengineering is desirable.

2. .

3.

....

3. Several reasons forcaution.

4. Geneticistsareresponsible people.

4. ..

5. Creating more intelligentpeople is a good thing.

5.

6. Much progress involvesinterference.

6.

Adapted from: Johnson, K. (1981). Communicate in writing.Essex: Longman. Pp. 102-103.


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LISTENING FOR EMOTIVE OR PERSUASIVE

LANGUAGE

3.4

So far, you have seen how language can be used to convey information.Language is also used to convince and to persuade. Thus, the ability to detectobjective and precise use of language is just as important as being able to identifylanguage which appeals to the emotions because this could influence ourdecisions on various matters in life. Listening for emotive and persuasive use oflanguage by speakers is an important skill.

Sometimes, speakers use words not just to convey information but also topersuade listeners. The words are chosen for their emotive force or their impacton a listeners feelings, desires and needs. Emotive language reveals a speakers

attitude and feelings towards the subject and persuades the listener to feel thesame rather than increases the listeners knowledge of the subject.

Figure 3.3: Emotive speakerSource: live.psu.edu

Good speakers often use emotive words to arouse feelings and emotions in us. Itis thus important to be able to detect the use of emotive and persuasive languagein speaches and in daily conversations so that we can be objective, precise andfair in our judgment of the message conveyed.

Let us do the following activities to practise detecting the use of emotivelanguage.


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ACTIVITY 3.3

Instructions:

Listen to the audio for the following activities on advertisements. Readthe transcripts.

Audio 3.3: Advertisement for a Home

Charming, cozy three-bedroom double-storey in an older neighbourhood,big and spacious rooms, exquisite imported tiles, highly modern kitchen,new roof, garage, affordable price, needs some tender loving care.

Audio 3.4: Personal Advertisement

Female, mature, petite, attractive, spiritual, intelligent, businessprofessional, occasional drinker, enjoys quiet evenings, serious movies,and long novels.

Audio 3.5: Advertisement for a Baby Sitter

Mature female, home-maker, no own children, loves children, providesfood, wash and iron babys clothes, warm and loving, weekends too.

Questions

1. Identify the emotive language used.

2. Which terms are manipulative and which are appropriate?

LISTENING FOR SPEAKER BIAS ANDSTEREOTYPE IN MESSAGES

3.5

Listening for the use of biased language and stereotyping in speech is anotherimportant skill. As a critical listener, you need to be aware of the use of suchlanguage in order to be able to make an objective and fair judgment of themessage you are hearing.


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ACTIVITY 3.4

Audio 3.6: Travelling in ItalyInstructions:

Listen to Audio 3.6 about a talk on travelling in Italy.

Questions

1. Fill in the blanks with the missing nouns.

2. Read the text again, and identify words or phrases which youthink contains biased language.

3. Discuss your answers with your friends or tutor.

Travelling in Italy

If you think the traffic in your country is terrible, consider this.

I was travelling in _________ once and I remembered the _________ fed tome by my friends who travelled to Italy before me. I was told that the_________ are very relaxed about many things. _________ in Italy can be

bent at anytime, provided you can afford to pay for the _________. I heardtoo that the Italians are unsystematic and disorganised in many ways. Butof course, this is a _________. Im sure there are some Italians who are the_________.

Anyway, I remember an _________ when I was there with a _________of my English _________ and we were driving round one of those seaside_________ on the _________, looking for a _________. Eventually, wefound a _________, so we stopped and asked him for _________. Thepoliceman decided that he would accompany us to the restaurant, so Iclimbed into the _________, he got into the _________, and we set off. Atthe end of the _________ we came to a set _________, which were red.Naturally, our _________ came to a halt, waiting for the lights to turngreen.

At this point, the policeman turned to the driver, removed hisRayban sunglasses and, with obvious bewilderment, asked him whathe thought he was doing. By way of _________, the driver pointed at thered traffic light. The policeman made a series of dismissive _________,replaced his _________, and said, Nonsense! If everybody behaved like

this the traffic would come to a complete standstill. Move on! Avanti!So, now I am convinced the Italians are an easy-going _________.


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LISTENING FOR ENJOYMENT3.6

Listening skills are not just required for serious, formal, and academic purposes.We depend much on our listening skills during our leisure time. Even whiledriving the car, we need our listening skills to be able to listen to and appreciatewhat we hear on the radio. Listening for pleasure includes listening to songs,poems, and other aesthetic and enjoyable materials that we indulge in in ourdaily lives.

Listening in these situations require active listening skills, too. For example,when listening to songs, we need to listen to the lyrics against the background ofmusic. Knowing the words in a song provides us with additional pleasure,allowing us to relate to the images and connotations which the lyrics trigger.

Figure 3.4: Listening to musicSource: mentalmirage.com

ACTIVITY 3.5

Instructions: Audio 3.7 - Si Tenggang

Listen to Audio 3.7 (recitation of the poem entitled Si Tenggang).

1. Identify the tone, themes, and moral values found in the poem.

2. In your own words, describe the content of the poem.

3. What are some literary devices used in the poem, e.g. metaphor,alliteration, symbol, personification, etc.?

4. Did you like the poem? Why?


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x Active listening refers to ways of listening attentively and responding toanother person so as to improve mutual understanding.

x Active listening requires us to stay focused on the speaker and the topic.

x Implicit listening involves trying to understand what the speaker is sayingand what is to be said next.

x The use of emotive and persuasive language may influence us in variousaspects such as decision making.

x In order to make fair judgment of what we hear, we should be able to identifythe use of biased language and stereotyping in the speakers message.

Active listening

Bias

Emotive language

Implicit

Persuasive language

Speaker intention

Johnson, K. (1981). Communication in writing. Essex: Longman. Pp. 102-103.

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Topic Active Listening Skills