Levels of listening

AUBREY SEGUI SOMERALECTURER

GRADUATE STUDIES, MASTER IN EDUCATION, MAJOR IN ENGLISH LANGUAGE TEACHING

PANPACIFIC UNIVERSITY NORTH PHILIPPINESURDANETA CITY, PANGASINAN

JUNE 14, 2014

The Levels of Listening and

Classifications of Listening

Listening The process of receiving, constructing meaning from, and responding to a spoken and/ or non-verbal message (International Reading Association)

Listening is key to all effective communication, without the ability to listen effectively messages are easily misunderstood – communication breaks down and the sender of the message can easily become frustrated or irritated.

The Way of Listening

The Levels of Listening

Ignoring

IgnoringThe lowest level.The listener is not listening at all.

They are distracted by anything while the speaker is talking.

Sample Activity:Group Juggle:

This activity is suitable for all age groups. It requires a large space as it involves physical activity. The teacher can also participate in this game. Make the group stand in a circle. The teacher then calls out a student’s name and passes a soft toy or a ball to him, who in turn passes it to another person after calling their name. This process continues and everybody gradually becomes alert in order to catch the ball immediately after their names are called out.

The Levels of Listening

Ignoring

Pretend Listenin

g

Pretend ListeningWe are distracted, our mind is elsewhere.

Sample Activities: Asking questions Giving commands Seeking clarification Checking comprehension

Picture Communication The teacher has a simple drawing

which he then describes to the students. The students must duplicate the drawing without looking at it, and give a reward to the first person to give what the image is.

The Levels of Listening

Ignoring

Pretend Listenin

g

Selective

Listening

Selective Listening We pay attention to the speaker as long as they are talking about things we like or agree with. If they move on to other things we slip down to pretend listening or ignore altogether.

Techniques promoting selective listening skills could ask students to listen for: People’s names Dates Certain facts or events Location, situation, context, etc.

Main ideas and/or conclusion

Sample Activity:You are going to hear four people

talking about themselves.Listen and complete the chart.

Name Age Town Favorite subject Ambition

Phil        

  24      

    Brighton    

      English  

        To be a doctor

The Levels of Listening

Ignoring

Pretend Listenin

g

Selective

Listening

Attentive Listening

Attentive ListeningIt is listening to all the words that are said with all of your attention.

Class Memory Quiz Ask one student at a time to go

the front of the class. Ask the rest of the class to ask them any questions they like. Try to make a note of some of the answers. When all of the students have interviewed, explain that you are going to hold a quiz about the class. Get the students into small teams and ask them to put their hand up if they know the answer to a question. Award a point to the first team to answer correctly. This game can be a lot of fun, and encourage students to listen to each other.

The Levels of Listening

Ignoring

Pretend Listenin

g

Selective

Listening

Attentive Listening

Empathic Listening

(Mirroring)

Empathic ListeningGoing beyond the words to the heart and feelings that lie behind the words.

Listening Discussion Divide the group into pairs and let each pair have a listener and a speaker. The speaker is then given a situation which he speaks on as the listener actively listens to him. Then the listener tries to rephrase the speech.

Classifications of ListeningInformative Listening Critical Listening

Appreciative Listening Empathic Listening

Relationship ListeningDiscriminative

Listening

Initial ListeningBiased Listening

Informative Listening

The listener is concentrating on the message being given.

Listen for Lies Divide the class into two teams A and B. Ask one student at a time to come to the front of the class and read aloud a passage which you have chosen. Then ask them to read it aloud again, but to make some changes. Each time a lie (or change) is read out, the students must stand up. The first team to stand up gets a point.

Appreciative Listening

The listener is listening to something to gain pleasure or satisfaction

Music Listening ActivityTitle of the Song;___________________________Artist/Composer: ___________________________ I know the song. (Color the face)A lot A little bit Not at allOne part I like was: ____________________________One part I don’t like was: ________________________  Would you recommend this song to a

friend or a family member?(Color the face)

Yes No

Discriminative Listening

The listener is able to identify and distinguish inferences or emotions through the speaker’s change in voice tone, their use of pause, etc.

Rhyming words- Practice rhyming discriminative listening skills by calling out a few rhyming words, such as “hat, bat, rat, cat, and so on” Have the children take turns calling out a word that rhymes with “at” as well as other rhyming words you want to use.

Critical ListeningThe listeners maybe trying to weigh up whether the speaker is credible, whether the message being given is logical and whether they are being dupedor manipulated by the speaker.

Rewind Recall Watch a short, fun and educational video with the group. During the video, pause after an important point or statement and ask what was said. Rewind just before the statement, and then play it to see how accurate they were in recalling the statement.  They will be more aware of what is being said after the first time stopping the video.

Empathic Listening The listener tends to listen rather than talk. The non-verbal behavior indicates that the listener is attending to what is being said. The emphasis is on understanding the speaker’s feelings and being supportive and patient.

Biased Listening

The listener just listens to what they want to hear.

Relationship Listening

It develop and sustains a good relationship to other people.

Dual Dictation Ask students to get into pairs to write a dialogue. When student A is speaking, student B should write down what they are saying and vice versa. When they finished the conversation, they should check what each other has written and put the two sides of the conversation together. You could ask the students to perform their dialogues again to the rest of the class, or to swap with other pairs.

Initial ListeningThe listeners hear the first few words and then start to think about what they want to say in return.