Topic X Active

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1. 2. 3. 4. 5.

Listening Skills

LEARNING OUTCOMES
By the end of this topic, you should be able to: List down the benefits of active listening; Propose suggestions for honing listening skills; Identify a speakers intended/implicit message; Describe emotive and persuasive language used by the speaker; and Identify bias and stereotype in messages.

INTRODUCTION

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

3.1

NEED FOR ACTIVE LISTENING

Active listening refers 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 thinking about something else. In an argumentative situation, they assume that they have heard what their opponent is saying, so rather than pay attention, they focus on how they can respond to win the argument.

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In active listening, the listener must take care to attend to the speaker fully and then 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 being conveyed. If the listener does not understand clearly, then he or she needs to ask for clarification or further explanation from the speaker. Often, the listener is encouraged to interpret the speakers words not only semantically but also in terms of feelings. Thus, instead of just receiving what is heard, active listeners need to pay attention to psychological elements coming across 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 overall comprehension of the messages being heard.

Figure 3.1: Listening Source: tickledbylife.com

Active listening has several benefits: x x x It enables people to listen attentively to others; It prevents misunderstandings as people have to confirm that they really understand what the speaker has said; and It encourages the speaker to explain more because he/she feels that you are really attuned to his/her concerns and wants to listen.

3.2

TIPS FOR ACTIVE LISTENING

Active listening enhances your oral communication skills. Fortunately, it is a skill that 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 attention wonder.

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

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may make the work of the listener difficult. If you are interested in getting the main details, you may have to do the organising yourself. (c) Identify Main and Supporting Points Begin by breaking what is said into main points and supporting points. Most speakers repeat themselves. As a listener, your task is to distinguish important details from the supporting ones. The speaker sometimes helps you to make the distinction by emphasising a point with voice cues or repeating it several times, or telling you that this is a key point to note.

(d) Check for Bias Ask yourself questions about the speakers sources and their validity. Do you find the evidence convincing, complete, valid or logical? (e) Listen between the Lines To listen effectively, one has to listen to two channels at the same time. The first channel is the content of the speech, the words the speaker is saying and the topic itself. The second channel refers to all the non-verbal signals the speaker is sending while talking, such as the tone of voice, gestures and facial expressions. The second channel tells you about the speakers feelings and gives you a great deal of information on how to distinguish the main details of the speech. Both verbal and non-verbal elements are important to understand fully what the speaker is putting across. Listen for the feelings of the speaker as you listen to his words. This is called listening between the lines. It is a difficult task and takes a great deal of sensitivity and patience as people have numerous ways to hide their feelings. Minimise Distractions In active listening, it is important not to get distracted easily. These distractions come from: (i) Within us, such as when we daydream;

(f)

(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 to ignore them. Besides the physical aspects of the speaker or environment that may disturb your concentration, you may react also to certain emotionally loaded words or trigger words. If you can identify these words, you can try to reduce the impact when you hear them.

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ACTIVITY 3.1
Audio 3.1: Chocolate Chip Cookies You are making cookies for the first time. Listen to the instructions below on how to make Chocolate Chip Cookies. Then complete the following 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 sugar B. Oat bran C. Butter D. Baking soda At what temperature should the oven be set? A. 357qF B. 375qF C. 400qF D. 450qF 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. 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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3.

4.

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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.

3.3

IMPLICIT LISTENING: COMPREHENSION OF SPEAKER INTENTION

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

In active listening, it is sometimes necessary to predict where a speaker is going or 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 going to structure the talk.

SELF-CHECK 3.1
How can we tell what a speaker intends to say next or what meaning the 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 Engineering Instructions: (a) Listen to the talk which has been divided into four parts. For each 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 the positive and negative sides of genetic engineering. First, let me explain what genetic engineering is. I think we are all aware that the study of genetics today is so far advanced that we shall soon be able to produce a kind of genetically perfect superhuman, using techniques known as genetic engineering. Well, at first, this may seem an attractive possibility but when we consider it in detail, we find there are many problems involved.

Questions 1. 2. What do you think the speaker will talk about next? Can you guess the speakers attitude towards the topic at this point?

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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 genetic engineering, we try to get rid of harmful genes to produce genetically normal people. The aim is, of course, a desirable one; however, it does pose the problem of what a harmful gene is. Now genes are not really good or bad. The gene which causes certain forms of anaemia, for example, can also protect against malaria. So, if we eliminate this gene, we may eliminate anaemia but we increase the risk of malaria.

Questions 1. 2. Which statement describes the speakers attitude? What are some signal words or phrases, e.g. to signal listing ideas or examples, definition, caution, or reminder? Genetic Engineering Part III
OK and now the other point is in positive genetic engineering we try to create better people by developing the so-called good genes. But although this form of genetic engineering will give us greater control over mankinds future, there are several reasons for caution. First, there is the possibility of mistakes. While accepting that geneticists are responsible people, we must also admit that things can go wrong, the result 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 more intelligent people, then this is a good thing. On the other hand, intelligence does not necessarily lead to happiness. Do we really want to create people who are intelligent, but perhaps unhappy?

Questions 1. 2. 3. 4. How many problems are there as mentioned by the speaker? Do you detect a sceptical tone in the speakers voice? What are the signal words found in this part of the talk? 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 interfere with human life. We can argue that much human progress (particularly in medicine) involves interference with life. Well, to some extent, this is true but we should not forget the terrible consequences genetic engineering can have. Consider, for example, the possibilities of genetic warfare, in which our enemies try to harm us by using the techniques of genetic engineering think about that.

In the talk, the speaker expresses some reservations about genetic engineering. What are these reservations? Complete the notes below.
Point 1. Producing superhuman is an attractive possibility. 2. Aim of negative genetic engineering is desirable. 3. .... 4. Geneticistsare responsible people. 5. Creating more intelligent people is a good thing. 6. Much progress involves interference. Reservations 1. Many problems involved. 2. . 3. Several reasons for caution. 4. .. 5. 6.

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

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3.4

LISTENING FOR EMOTIVE OR PERSUASIVE LANGUAGE

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 detect objective and precise use of language is just as important as being able to identify language which appeals to the emotions because this could influence our decisions on various matters in life. Listening for emotive and persuasive use of language by speakers is an important skill. Sometimes, speakers use words not just to convey information but also to persuade listeners. The words are chosen for their emotive force or their impact on a listeners feelings, desires and needs. Emotive language reveals a speakers attitude and feelings towards the subject and persuades the listener to feel the same rather than increases the listeners knowledge of the subject.

Figure 3.3: Emotive speaker Source: live.psu.edu

Good speakers often use emotive words to arouse feelings and emotions in us. It is thus important to be able to detect the use of emotive and persuasive language in speaches and in daily conversations so that we can be objective, precise and fair in our judgment of the message conveyed. Let us do the following activities to practise detecting the use of emotive language.

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ACTIVITY 3.3
Instructions: Listen to the audio for the following activities on advertisements. Read the 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, business professional, 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, provides food, wash and iron babys clothes, warm and loving, weekends too.

Questions 1. 2. Identify the emotive language used. Which terms are manipulative and which are appropriate?

3.5

LISTENING FOR SPEAKER BIAS AND STEREOTYPE IN MESSAGES

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

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ACTIVITY 3.4
Audio 3.6: Travelling in Italy Instructions: Listen to Audio 3.6 about a talk on travelling in Italy. Questions 1. 2. 3. Fill in the blanks with the missing nouns. Read the text again, and identify words or phrases which you think contains biased language. 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 to me 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 heard too that the Italians are unsystematic and disorganised in many ways. But of 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, we found a _________, so we stopped and asked him for _________. The policeman decided that he would accompany us to the restaurant, so I climbed into the _________, he got into the _________, and we set off. At the end of the _________ we came to a set _________, which were red. Naturally, our _________ came to a halt, waiting for the lights to turn green. At this point, the policeman turned to the driver, removed his Rayban sunglasses and, with obvious bewilderment, asked him what he thought he was doing. By way of _________, the driver pointed at the red 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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3.6 LISTENING FOR ENJOYMENT

Listening skills are not just required for serious, formal, and academic purposes. We depend much on our listening skills during our leisure time. Even while driving the car, we need our listening skills to be able to listen to and appreciate what we hear on the radio. Listening for pleasure includes listening to songs, poems, and other aesthetic and enjoyable materials that we indulge in in our daily 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 of music. 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 music Source: mentalmirage.com

ACTIVITY 3.5
Instructions: Audio 3.7 - Si Tenggang Listen to Audio 3.7 (recitation of the poem entitled Si Tenggang). 1. 2. 3. 4. Identify the tone, themes, and moral values found in the poem. In your own words, describe the content of the poem. What are some literary devices used in the poem, e.g. metaphor, alliteration, symbol, personification, etc.? Did you like the poem? Why?

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x x x x x

Active listening refers to ways of listening attentively and responding to another person so as to improve mutual understanding. Active listening requires us to stay focused on the speaker and the topic. Implicit listening involves trying to understand what the speaker is saying and what is to be said next. The use of emotive and persuasive language may influence us in various aspects such as decision making. In order to make fair judgment of what we hear, we should be able to identify the 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.