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Homework Center Speaking & Listening Skills

Listening Skills
You probably spend more time using your listening skills than any other kind of skill. Like other skills, listening takes practice. What does it mean to really listen? Real listening is an active process that has three basic steps. 1. Hearing. Hearing just means listening enough to catch what the speaker is saying. For example, say you were listening to a report on zebras, and the speaker mentioned that no two are alike. If you can repeat the fact, then you have heard what has been said. 2. Understanding. The next part of listening happens when you take what you have

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heard and understand it in your own way. Let's go back to that report on zebras. When you hear that no two are alike, think about what that might mean. You might think, "Maybe this means that the pattern of stripes is different for each zebra." Judging. After you are sure you understand what the speaker has said, think about whether it makes sense. Do you believe what you have heard? You might think, "How could the stripes to be different for every zebra? But then again, the fingerprints are different for every person. I think this seems believable."

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Tips for being a good listener 1. Give your full attention on the person who is speaking. Don't look out the window or at what else is going on in the room. 2. Make sure your mind is focused, too. It can be easy to let your mind wander if you think you know what the person is going to say next, but you might be wrong! If you feel your mind wandering, change the position of your body and try to concentrate on the speaker's words. 3. Let the speaker finish before you begin to talk. Speakers appreciate having the chance to say everything

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they would like to say without being interrupted. When you interrupt, it looks like you aren't listening, even if you really are. Let yourself finish listening before you begin to speak! You can't really listen if you are busy thinking about what you want say next. Listen for main ideas. The main ideas are the most important points the speaker wants to get across. They may be mentioned at the start or end of a talk, and repeated a number of times. Pay special attention to statements that begin with phrases such as "My point is..." or "The thing to remember is..." Ask questions. If you are not sure you understand what the speaker has said, just ask. It is a good idea to repeat in your own words what the speaker said so that you can be sure your understanding is correct. For example, you might say, "When you said that no two zebras are alike, did you mean that the stripes are different on each one?" Give feedback. Sit up straight and look directly at the speaker. Now and then, nod to show that you understand. At appropriate points you may also smile, frown, laugh, or be silent. These are all ways to let the

speaker know that you are really listening. Remember, you listen with your face as well as your ears!

Thinking fast Remember: time is on your side! Thoughts move about four times as fast as speech. With practice, while you are listening you will also be able to think about what you are hearing, really understand it, and give feedback to the speaker.

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(istening S"ills
1istening is not the same as hearing3 1istening is a communication s/i"" that ta/es #ractice3 By &ecoming a &etter "istener in c"ass, you 'i"" &ecome a &etter noteta/er and a successfu" student3 2fter reading this information a&out "istening s/i""s and after doing the other assignments a&out "istening, you shou"d &e a&"e to7 identify si8 #ro&"ems that resu"t from #oor "istening s/i""s9 a##"y four #ositi,e ste#s to &ecome a &etter "istener9 understand strategies to im#ro,e "istening s/i""s9 e8#"ain 'hy the difference &et'een s#ea/ing and "istening s#eeds can &e a #otentia" "istening #ro&"em3 Ho' good are you at "istening: 1istening is an art and a gift3 -t is a too" that is essentia" to your success as a student, an em#"oyee, and a friend, yet most of us ha,e ne,er &een taught ho' to "isten3 $ost of us "isten #oor"y3 We concentrate more on ourse",es than on 'hat other #eo#"e are te""ing us3 Becoming a &etter "istener requires im#ro,ing &eha,iors and attitudes3 We ha,e to understand our "istening mista/es so that 'e can "earn to &e &etter "isteners3 uggestions for im#ro,ing "istening can he"# a student correct #oor ha&its and #ractice good ones3 1istening is an acti,e #rocess3 2 "ong time ago E#ictetus to"d his 4ree/ friends, ;.ature has gi,en us one tongue, &ut t'o ears, that 'e may hear from others t'ice as much as 'e s#ea/<; 2nother 'ise man once said that "istening is the hardest thing in

the 'or"d to do3 Wea/ "istening s/i""s "ead to misunderstanding, and 'e a"" /no' from e8#erience 'hat #ro&"ems that can cause3 -n industry mi""ions of do""ars are "ost e,ery year as a resu"t of #oor "istening3 -t has &ecome standard #ractice at most ma*or com#anies to ;'rite it do'n; to im#ro,e the #ossi&i"ity of &eing understood3 =ero8, a "eading cor#oration, has de,e"o#ed and no' mar/ets to other industries its o'n "istening im#ro,ement course3 -n schoo" students fai" to "isten carefu""y to instructions, and after e,ery test 'e hear a&out those 'ho "ost credit &y not fo""o'ing the directions3 That's an im#ortant testing s/i"" too< (ommunication can &e a #ro&"em if acti,e "istening is not in,o",ed3 Ha,e you e,er #"ayed ;gossi#;: The same story is re"ayed from one #erson to the ne8t, and the fun comes 'hen the "ast #erson in "ine te""s e,eryone the ,ersion he heard3 -t's usua""y unrecogniza&"e to those 'ho first #assed the story a"ong3 ()S*EN)NG &+,B(E$S There are many mi8ed reasons for #oor "istening3 Here's a "ist of #ro&"ems that resu"t from 'ea/ "istening s/i""s3 %aydrea!ing is #ro&a&"y the most common "istening #ro&"em &ecause it affects e,eryone3 >requent"y a s#ea/er 'i"" mention some #erson or thing that triggers an association in our minds, and off 'e go3 When 'e return to rea"ity and start "istening again, 'e may find that the third #oint is &eing discussed, and 'e ha,e no reco""ection of #oints one and t'o3 There are "ots of o##ortunities for daydreaming &ecause the s#ea/er's s#eed of ta"/ing is so much s"o'er than our s#eed of thought3 Whi"e your instructor is ta"/ing at 02? 'ords #er minute, your mind is racing a"ong at se,era" times that s#eed3 @ou can see the #ro&"em 'ith this situation3 -s there a so"ution: losed-!indedness is a fau"t that ha##ens more outside the c"assroom, es#ecia""y 'hen 'e are arguing3 We often refuse to "isten to the other side of the argument, es#ecia""y 'hen 'e',e a"ready made u# our minds3 We thin/ there's no use in "istening since 'e /no' a"" there is to /no'< 2nytime you fai" to "isten 'ith an o#en mind, you may "ose ,a"ua&"e information3 ("osedAmindedness interferes 'ith "earning and re"ationshi#s3 Besides, it's not fair to the s#ea/er A your fami"y, your

instructor, your minister, your friend, your coA'or/er, your #artner3 -f your #oint of ,ie' is the correct one, o##osing arguments 'i"" on"y reinforce your &e"iefs3 -f, on the other hand, your #osition is 'rong, refusing to "isten 'on't ma/e it right< #alse attention is a #rotection technique that e,eryone uses from time to time to fa/e out the s#ea/er3 When 'e're not rea""y interested in 'hat someone is saying, 'e #retend to "isten3 We nod our heads and ma/e occasiona" meaning"ess comments and eye contact to gi,e the im#ression that 'e're "istening3 6sua""y our minds are a mi""ion mi"es a'ay3 ometimes the fa/eA"istener has no choice9 a &oring #erson may &e ta"/ing, and the "istener can't esca#e3 $ay&e the "istener is seated at a ta&"e or in a room 'ith re"ati,es 'hen some ,ery im#ortant #ersona" matter comes to mind3 (on,enient"y, this "istener can go through the motions of "istening, e,en ma/e an occasiona" comment, 'hi"e gi,ing rea" attention to something of a higher #riority3 This ha&it of fa"se "istening can &ecome a #ro&"em for you if it &ecomes a routine #rocedure, a technique to use 'hene,er something not ,ery interesting comes your 'ay3 +emem&er that &oredom is a state of mind3 Don't "et the &ad ha&it of fa"se attention &ecome a #art of your "ife3 )ntellectual despair means gi,ing u# &efore you e,en get started3 1istening can &e hard to do sometimes3 -n co""ege you ha,e to sit through many "ectures that are hard to understand3 E8#ect it9 that's 'hy you're going to co""ege A to "earn 'hat you don't understand3 !ccasiona""y, you may fee" the urge to gi,e u#3 @ou may say to yourse"f, ;.o matter ho' hard - try, - don't get it3 - *ust can't "earn this stuff3; With this ty#e of thin/ing, it's easy to sto# trying3 This "istening des#air is a se"fAdefeating &eha,ior and may "ead to a negati,e se"fAfu"fi""ing #ro#hecy3 !&,ious"y, you'"" ne,er understand it if you gi,e u#3 The thing to do is to "isten more carefu""y than e,er3 Ta/e notes in c"ass9 it'"" he"# you focus3 -t's your res#onsi&i"ity to as/ questions 'hen you don't understand something3 Discuss the materia" 'ith another student3 2ttac/ the #ro&"em as soon as you identify it3 Try not to "et se,era" 'ee/s go &y &efore you ta/e some action< )rocrastination is not the ans'er to inte""ectua" des#air3 (atch u# right a'ay, and you'"" fee" more in contro" of your "earning #rocess3 $e!ori.ing is a #ro&"em that ha##ens 'hen "isteners try to

memorize e,ery 'ord the instructor says3 These are usua""y students 'ho are stressed, and in their goa" to "isten 'e"", they commit this "istening fau"t &ecause of their an8iety and come a'ay from c"ass remem&ering "ess3 There's no 'ay to remem&er e,erything an instructor says3 When you try, you miss the o,era"" sense of the c"ass, and you're 'orse off than e,er3 2 student 'ho has this "istening #ro&"em doesn't seem to /no' any other 'ay and may ne,er ha,e &een taught techniques for effecti,e "istening3 &ersonality listening is something 'e a"" do3 -t's natura" for "isteners to e,a"uate a s#ea/er, &ut our im#ressions shou"d not interfere 'ith our "istening3 The content B'hat the s#ea/er is sayingC shou"d &e *udged on its o'n ,a"ue to you and the s#ea/er3 ometimes you may &e tem#ted to tune out the s#ea/er &ecause of his or her a##earance3 -f an instructor is s"o##i"y dressed and care"ess a&out her a##earance, you may conc"ude that 'hat she is saying isn't 'orth "istening to3 2,oid the tem#tation and don't "et your #ersona" fee"ings interfere 'ith your "earning3 G,,% ()S*EN)NG S/)((S @ou're a'are of #ro&"ems to a,oid 'hen "istening in c"ass3 Kee# them in mind and chec/ your "istening &eha,ior often3 Here are some #ositi,e ste#s to ta/e to he"# im#ro,e your "istening s/i""s7 &repare to listen. @our attitude in attending c"ass is im#ortant3 -f you fee" that a #articu"ar c"ass is genera""y a 'aste of your time, you o&,ious"y 'on't &e in a good mood to "isten3 6se some #ositi,e se"fAta"/ &y deciding &efore c"ass that this time 'i"" &e 'e"" s#ent3 (ommit yourse"f to this "earning e8#erience3 ome students consider "ectures su##"ementary to the te8t&oo/ studying they do at home3 With an attitude "i/e this, "istening &ecomes a chore3 1earn to study 'hi"e "istening in c"ass3 Watch the spea"er. Don't ta/e your eyes off the s#ea/er< Eye contact is a ,ery im#ortant #art of the acti,e "istening #rocess3 !f course, ta/ing notes is recommended to he"# you maintain your focus9 ho'e,er, 'hen you "oo/ a'ay, you'"" &e a'are of ,isua" distractions that com#ete 'ith the instructor for your attention3 @ou

ha,e to "isten 'ith your eyes and your ears< Try to de,e"o# an a'areness of your instructor's mannerisms3 4estures, tone of ,oice, and other &ody "anguage usua""y em#hasize a s#ea/er's remar/s3 ome e8#erts say that tone of ,oice and &ody "anguage are D?E of the "istening communication #rocess3 2"" s#ea/ers communicate #hysica""y as 'e"" as ora""y, so you must 'atch as you "isten3 Note 0uestions. -f you "isten 'ith a questioning attitude, "earning 'i"" &e easier for you3 When the instructor as/s a question, #ay c"ose attention3 This is usua""y a signa" that the instructor thin/s this is im#ortant information3 @ou ha,e to rea"ize that the instructor /no's the ans'er, so there's nothing he or she can "earn from the ans'er3 he is as/ing it so you 'i"" "earn3 he 'ants you to understand and remem&er the ans'er3 #ea/ers' questions are designed to he"# you "isten and "earn3 2"so, &e sure to notice questions as/ed &y others in c"ass3 tudent questions signa" the instructor a&out ho' the information is coming across to students3 2t this #oint, the instructor 'i"" often gi,e a more detai"ed e8#"anation, re#eat the #oint, or gi,e e8am#"es to he"# the "isteners to understand &etter3 5uestions from &oth the instructor and students are ,a"ua&"e9 #ay attention to them3 (isten creatively. @ou shou"d not &e "istening and thin/ing a&out other things at the same time, &ut you shou"d &e e,a"uating and organizing the s#ea/er's 'ords &y ta/ing notes3 -f you sit #assi,e"y, "i/e a s#onge, e8#ecting to soa/ u# /no'"edge, you are rea""y on"y ha"f "istening3 To "isten tota""y, you ha,e to react &y #utting your mind to 'or/3 1i/e a com#uter, start to #rocess the data coming in3 This causes you to thin/ ahead and antici#ate 'hat is coming u#3 1istening is a #rime source of information in co""ege3 .o matter 'hat your "earning sty"e, you'"" disco,er that much of the information you are gi,en in co""ege is auditory and ,isua"3 Ho' 'e"" you "isten in c"ass is ,ita" to your success as a student3 )ractice good "istening s/i""s as too"s for academic success<

%endrite onnection
1earning requires s/i""s, and s/i""s require #ractice3 Don't /ee# your &rain in a *ar3 6se it or "ose it< @ou 'ere &orn 'ith a&out 000 &i""ion &rain ce""s, a"" you'"" e,er need3 2s you "earn, your &rain ce""s &ranch out in memory connections ca""ed dendrites3 @ou gro' dendrites from 'hat you #ractice3 E,erything you are, /no', thin/, and understand is in that net'or/ of connections3 -n the Dendrite (onnection acti,ity of this credit, you'"" ha,e a cha""enge to thin/ and may&e to reAe8amine your current ideas a&out yourse"f and your "earning s/i""s3 4ro' some dendrites< 1istening is ,ita" to e,ery&ody's dai"y "ife< )eo#"e's "istening dendrites ha,e &een &ranching out for centuries &ecause there's so much to "earn and thin/ a&out this fascinating su&*ect3 1ots of famous fo"/s ha,e 'ritten a&out the im#ortance of "istening s/i""s3 2fter you',e read the ;1istening /i""s; artic"e, ,isit the -nternationa" 1istening 2ssociation's We& #age fi""ed 'ith thoughts a&out "istening3 (hoose a quotation that ma/es sense to you from the -12 site, and 'rite an eAmai" a #aragra#h to your instructor discussing your thoughts and im#ressions a&out this quote3 )"ease inc"ude the author's name3 +emem&er to ty#e 1- TE. in the su&*ect &o8 and to use your &est Eng"ish s/i""s3 T!7 >+!$7 6BFE(T7 -nstructor tudent 1- TE.

Dr3 Foyce Brothers thin/s that ;1istening, not imitation, is the sincerest form of f"attery3; - agree 'ith her statement &ecause to "isten tru"y to someone, you're gi,ing them the gift of your tota" attention3 To ;attend; rea""y means to "isten and not *ust to hear someone3 We don't do that enough 'ith our friends and fami"ies3 @ou're ta/ing that s#ecia" time and "istening 'ith your 'ho"e se"f to someone 'ho #ro&a&"y a##reciates your gift of time and energy3 2nyone can f"atter you &y imitating 'hat you say and do, &ut 'hen you dedicate some time to a

#erson &y concentrating on acti,e "istening, you're te""ing that #erson A friend, #arent, #artner, instructor, em#"oyer A that 'hat he or she has to say is ,ery im#ortant to you3 That's 'hy "istening is a gift you gi,e to yourse"f and the s#ea/er< 4o &ac/ to the assignment #age for your ne8t ste#3