Oral Communication

OUMH1303 ENGLISH OUMH1303 ENGLISH FOR ORAL FOR ORAL

COMMUNICATIONCOMMUNICATION

TUTORIAL 1TUTORIAL 1

TOPIC 1: AUDITORY TOPIC 1: AUDITORY DISCRIMINATIONDISCRIMINATION

TOPIC 2: ACTIVE LISTENING SKILLS TOPIC 2: ACTIVE LISTENING SKILLS 11

Auditory DiscriminationAuditory Discrimination

Auditory discrimination is a central Auditory discrimination is a central auditory processing skill that involves auditory processing skill that involves the ability to differentiate among the ability to differentiate among phonemes—the smallest significant phonemes—the smallest significant units of sound in a language. units of sound in a language. Phonemes are combined into words. Phonemes are combined into words. For example the word "goes" is made For example the word "goes" is made up of three phonemes: "g," "oh," and up of three phonemes: "g," "oh," and "zzz." "zzz."

Auditory discrimination is part of Auditory discrimination is part of phonology which, in turn, is one of the phonology which, in turn, is one of the five components of language. five components of language.

What is Phonetics?What is Phonetics?

Definition:Definition:

Phonetics is the study of the Phonetics is the study of the articulatory and acoustic articulatory and acoustic properties of the sounds of properties of the sounds of human language.human language.

Phonetic SymbolsPhonetic Symbols

Phonetic symbols are a great help when it comes Phonetic symbols are a great help when it comes to learning to pronounce English words correctly. to learning to pronounce English words correctly.

In English, as you certainly know, many words In English, as you certainly know, many words can have the same pronunciation but be written can have the same pronunciation but be written differently with different meanings. For example differently with different meanings. For example "to, two, and too" which all have the phonetic "to, two, and too" which all have the phonetic transcription /tu/. Sometimes, words can be transcription /tu/. Sometimes, words can be written similarly but have different written similarly but have different pronunciations as in the "ough" combinations pronunciations as in the "ough" combinations thought, though, bough, and through. Another thought, though, bough, and through. Another factor in pronunciation is the how the word is factor in pronunciation is the how the word is stressed. Understanding the phonetic alphabet stressed. Understanding the phonetic alphabet can greatly simplify the learning process, can greatly simplify the learning process, especially for students who do not have the especially for students who do not have the opportunity to work with a teacher. opportunity to work with a teacher.

What is Phonology?What is Phonology?

Definition:Definition:

Phonology is the study of how Phonology is the study of how sounds are organized and used in sounds are organized and used in natural languages. natural languages.

What is Phonology?What is Phonology?

Discussion:Discussion:

The phonological system of a language The phonological system of a language includes includes – an inventory of sounds and their features, and an inventory of sounds and their features, and – rules which specify how sounds interact with each rules which specify how sounds interact with each

other. other.

Phonology is just one of several aspects of Phonology is just one of several aspects of language. It is related to other aspects such language. It is related to other aspects such as phonetics, morphology, syntax, and as phonetics, morphology, syntax, and pragmatics. pragmatics. 

Comparison: Phonology Comparison: Phonology and Phoneticsand Phonetics  

Phonetics … Phonetics … – Is the basis for phonological analysis. Is the basis for phonological analysis. – Analyzes the production of all human speech Analyzes the production of all human speech

sounds, regardless of language. sounds, regardless of language.

Phonology … Phonology … – Is the basis for further work in morphology, Is the basis for further work in morphology,

syntax, discourse, and orthography design.syntax, discourse, and orthography design.– Analyzes the sound patterns of a particular Analyzes the sound patterns of a particular

language by:language by: determining which phonetic sounds are significant, determining which phonetic sounds are significant,

and and explaining how these sounds are interpreted by the explaining how these sounds are interpreted by the

native speaker. native speaker.

Anatomy of the Human Anatomy of the Human Vocal Tract Vocal Tract

Normal Normal NameName

Fancy NameFancy Name AdjectiveAdjective

lipslips labialabia labiallabial

teethteeth dentaldental

Alveolar Alveolar ridgeridge

alveolaralveolar

(hard) palate(hard) palate PalatalPalatal

Soft palateSoft palate velumvelum VelarVelar

uvulauvula UvularUvular

Upper throatUpper throat pharynxpharynx pharyngealpharyngeal

Voice boxVoice box larynxlarynx LaryngealLaryngeal

Tongue tipTongue tip apexapex apicalapical

Tongue Tongue bladeblade

laminalamina laminallaminal

Tongue bodyTongue body Dorsum Dorsum (back)(back)

dorsaldorsal

Tongue rootTongue root radicalradical

In addition to their In addition to their normal names, many normal names, many of the parts of the of the parts of the vocal tract have vocal tract have fancy names derived fancy names derived from Latin and Greek. from Latin and Greek. The adjectives we The adjectives we use to describe use to describe sounds made with sounds made with each part are usually each part are usually based on the based on the Latin/Greek name. Latin/Greek name.

VowelsVowels

A vowel is a type of sound for which there is no closure of A vowel is a type of sound for which there is no closure of the throat or mouth at any point where vocalization the throat or mouth at any point where vocalization occurs. Vowels can be contrasted with consonants, which occurs. Vowels can be contrasted with consonants, which are sounds for which there are one or more points where are sounds for which there are one or more points where air is stopped. In nearly all languages, words must air is stopped. In nearly all languages, words must contain at least one vowel. While a word can be formed contain at least one vowel. While a word can be formed without any consonants – such as the English words without any consonants – such as the English words II or or wayway – no word may consist of only consonants, without a – no word may consist of only consonants, without a vowel.vowel.

In English, there are five letters which always represent a In English, there are five letters which always represent a vowel when written: vowel when written: aa, , ee, , ii, , oo, and , and uu. These five letters . These five letters represent more than five vowel sounds, however, represent more than five vowel sounds, however, depending on the word, or if they are combined with depending on the word, or if they are combined with other vowels. Compare the letter other vowels. Compare the letter aa in the words in the words hathat and and hatehate as one of many examples. as one of many examples.

VowelsVowels Since a vowel refers to a specific type of sound, Since a vowel refers to a specific type of sound,

orthographically some letters may represent a consonant in orthographically some letters may represent a consonant in some circumstances, and a vowel in others. In English we some circumstances, and a vowel in others. In English we can see this with the letters can see this with the letters yy and and ww which are most often which are most often used to make consonant sounds, but can also be used to used to make consonant sounds, but can also be used to represent vowels. In the case of represent vowels. In the case of yy, for example, we can , for example, we can compare its use in the words compare its use in the words yonderyonder and and dayday. In the word . In the word yonderyonder, it acts distinctly as a consonant, with the center of , it acts distinctly as a consonant, with the center of the tongue blocking the flow of air on one side by touching the tongue blocking the flow of air on one side by touching the palette of the mouth – as what is called a the palette of the mouth – as what is called a palatal palatal approximantapproximant. In the word . In the word dayday, on the other hand, it is , on the other hand, it is forming a vowel sound akin to if the word were written in forming a vowel sound akin to if the word were written in English as English as deidei..

In the case of In the case of ww, we could look at the words , we could look at the words woowoo and and howhow. In . In the word the word woowoo, the letter is acting as a consonant, with the , the letter is acting as a consonant, with the back of the tongue blocking the flow of air on one side by back of the tongue blocking the flow of air on one side by touching the palette of the mouth – what is called a touching the palette of the mouth – what is called a labiovelar approximantlabiovelar approximant. In the word . In the word howhow, it serves as a , it serves as a vowel, which could be represented in English writing as vowel, which could be represented in English writing as haohao..

VowelsVowels(Vowels chart represents the (Vowels chart represents the

mouth)mouth)

VowelsVowels(Vowels chart represents the (Vowels chart represents the

mouth)mouth)

ConsonantsConsonants

A consonant is a sound in spoken language that is A consonant is a sound in spoken language that is characterized by a constriction or closure at one or more characterized by a constriction or closure at one or more points along the vocal tract. The word consonant comes points along the vocal tract. The word consonant comes from Latin meaning "sounding with" or "sounding from Latin meaning "sounding with" or "sounding together", the idea being that consonants don't sound on together", the idea being that consonants don't sound on their own, but only occur with a nearby vowel; this their own, but only occur with a nearby vowel; this conception of consonants, however, does not reflect a conception of consonants, however, does not reflect a modern linguistic understanding, which defines them in modern linguistic understanding, which defines them in terms of vocal tract constrictions.terms of vocal tract constrictions.

The word consonant is also used to refer to letters of an The word consonant is also used to refer to letters of an alphabet that denote a consonant sound. Consonant alphabet that denote a consonant sound. Consonant letters in the English alphabet are B, C, D, F, G, H, J, K, L, letters in the English alphabet are B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, W, X, Z, and sometimes Y - the M, N, P, Q, R, S, T, V, W, X, Z, and sometimes Y - the letter Y stands for a consonant in "yoke" but for a vowel letter Y stands for a consonant in "yoke" but for a vowel in "myth", for example.in "myth", for example.

ConsonantsConsonants(Pulmonic)(Pulmonic)

ConsonantsConsonants(Non - Pulmonic)(Non - Pulmonic)

BilabialBilabial

The articulators are the two lips. (We could say The articulators are the two lips. (We could say that the lower lip is the active articulator and the that the lower lip is the active articulator and the upper lip the passive articulator, though the upper lip the passive articulator, though the upper lip usually moves too, at least a little.) upper lip usually moves too, at least a little.) English bilabial sounds include [p], [b], and [m]. English bilabial sounds include [p], [b], and [m].

Labio-dentalLabio-dental

The lower lip is the active articulator The lower lip is the active articulator and the upper teeth are the passive and the upper teeth are the passive articulator. English labio-dental sounds articulator. English labio-dental sounds include [f] and [v]. include [f] and [v].

DentalDental

Dental sounds involve the upper teeth as the Dental sounds involve the upper teeth as the passive articulator. The active articulator passive articulator. The active articulator may be either the tongue tip or (usually) the may be either the tongue tip or (usually) the tongue blade -- diacritic symbols can be used tongue blade -- diacritic symbols can be used if it matters which. Extreme lamino-dental if it matters which. Extreme lamino-dental sounds are often called sounds are often called interdentalinterdental. .

AlveolarAlveolar

Alveolar sounds involve the alveolar ridge Alveolar sounds involve the alveolar ridge as the passive articulator. The active as the passive articulator. The active articulator may be either the tongue blade articulator may be either the tongue blade or (usually) the tongue tip -- diacritic or (usually) the tongue tip -- diacritic symbols can be used if it matters which. symbols can be used if it matters which. English alveolar sounds include [t], [d], [n], English alveolar sounds include [t], [d], [n], [s], [z], [l]. [s], [z], [l].

PostalveolarPostalveolar

Postalveolar sounds involve the area just behind the Postalveolar sounds involve the area just behind the alveolar ridge as the passive articulator. The active alveolar ridge as the passive articulator. The active articulator may be either the tongue tip or (usually) the articulator may be either the tongue tip or (usually) the tongue blade -- diacritic symbols can be used if it matters tongue blade -- diacritic symbols can be used if it matters which. which.

Linguists have traditionally used very inconsistent Linguists have traditionally used very inconsistent

terminology in referring to the postalveolar POA. Some of terminology in referring to the postalveolar POA. Some of the terms you may encounter for it include: palato-alveolar, the terms you may encounter for it include: palato-alveolar, alveo-palatal, alveolo-palatal, and even (especially among alveo-palatal, alveolo-palatal, and even (especially among English-speakers) palatal. Many insist that palato-alveolar English-speakers) palatal. Many insist that palato-alveolar and alveo(lo)-palatal are two different things -- though they and alveo(lo)-palatal are two different things -- though they don't agree which is which. "Postalveolar", the official term don't agree which is which. "Postalveolar", the official term used by the International Phonetic Association, is used by the International Phonetic Association, is unambiguous, not to mention easier to spell. unambiguous, not to mention easier to spell.

RetroflexRetroflex

In retroflex sounds, the tongue tip is In retroflex sounds, the tongue tip is curled up and back. Retroflexes can be curled up and back. Retroflexes can be classed as apico-postalveolar, though classed as apico-postalveolar, though not all apico-postalveolars need to be not all apico-postalveolars need to be curled backward enough to count as curled backward enough to count as retroflex. retroflex.

PalatalPalatal

The active articulator is the The active articulator is the tongue body and the passive tongue body and the passive articulator is the hard palate. The articulator is the hard palate. The English glide [j] is a palatal. English glide [j] is a palatal.

VelarVelar

The active articulator is the The active articulator is the tongue body and the passive tongue body and the passive articulator is the soft palate. articulator is the soft palate. English velars include [k], and [g]. English velars include [k], and [g].

GlottalGlottal

This isn't strictly a place of articulation, This isn't strictly a place of articulation, but they had to put it in the chart but they had to put it in the chart somewhere. Glottal sounds are made in somewhere. Glottal sounds are made in the larynx. For the glottal stop, the the larynx. For the glottal stop, the vocal cords close momentarily and cut vocal cords close momentarily and cut off all airflow through the vocal tract. off all airflow through the vocal tract. English uses the glottal stop in the English uses the glottal stop in the interjection interjection uh-uhuh-uh (meaning 'no'). In [h], (meaning 'no'). In [h], the vocal cords are open, but close the vocal cords are open, but close enough together that air passing enough together that air passing between them creates friction noise. between them creates friction noise.

Other SymbolsOther Symbols

What differentiates a consonant What differentiates a consonant and a vowel in terms of speech and a vowel in terms of speech

sounds?sounds?

Quite simply: Consonants are pronounced by Quite simply: Consonants are pronounced by obstructing obstructing the the airflow through the vocal tract.airflow through the vocal tract.

Example:Example:The The [p][p] sound is made by obstructing air at the lips. When you sound is made by obstructing air at the lips. When you say the word say the word putput, air is built up behind the lips and then , air is built up behind the lips and then released.released.

On the other hand, vowels are different from consonant sounds On the other hand, vowels are different from consonant sounds in that they are produced by passing air through in that they are produced by passing air through different different shapesshapes of the mouth and of the mouth and different positionsdifferent positions of the tongue of the tongue and lips.and lips.

Examples:Examples:For the "ahhh" sound (the vowel in the word For the "ahhh" sound (the vowel in the word popot, IPA [t, IPA [ɑɑ]) the ]) the tongue's position is in the lower back of the mouth.tongue's position is in the lower back of the mouth.For the "eeeee" sound (the vowel in the word For the "eeeee" sound (the vowel in the word bebe, IPA [, IPA [ii]) the ]) the tongue's position is in the upper front of the mouth. (This is why tongue's position is in the upper front of the mouth. (This is why we say we say cheese…cheese… when we take pictures!) when we take pictures!)

English diphthongsEnglish diphthongs

There are eight English diphthongs There are eight English diphthongs altogether. To make diphthongs, your altogether. To make diphthongs, your tongue, lips (and your jaw on tongue, lips (and your jaw on occasions!) have to move. Sometimes occasions!) have to move. Sometimes the journey your tongue makes is short the journey your tongue makes is short and very controlled; in some of the and very controlled; in some of the diphthongs, it has to move a long diphthongs, it has to move a long distance in your mouth, involving a lot distance in your mouth, involving a lot of jaw movement too.of jaw movement too.

English diphthongsEnglish diphthongs

as in day, pay, say, lay

as in sky, buy, cry, tie

as in boy, toy, coy or the first syllable of soya

as in beer (the drink), pier, hear as in bear (the animal), pair and hair

as in "tour", "poor" (talking posh!) or the first syllable of "tourist". as in "oh", "no", "so" or "phone".

as in all the words of "How now brown cow!"

HOMONYMS, HOMOPHONES,HOMONYMS, HOMOPHONES,

HOMOGRAPHS, and HETERONYMSHOMOGRAPHS, and HETERONYMS HOMONYMSHOMONYMS are words that are words that soundsound alike but have alike but have

different meanings. different meanings. HomophonesHomophones are a type of are a type of homonym that also homonym that also soundsound alike and have different alike and have different meanings, but have different spellings.meanings, but have different spellings.

HOMOGRAPHSHOMOGRAPHS are words that are are words that are spelledspelled the same the same but have different meanings. but have different meanings. HeteronymsHeteronyms are a type are a type of homograph that are also of homograph that are also spelledspelled the same and have the same and have different meanings, but sound different.different meanings, but sound different.

WORDS THAT BOTH SOUND THE SAME AND ARE WORDS THAT BOTH SOUND THE SAME AND ARE SPELLED THE SAMESPELLED THE SAME are both homonyms (same are both homonyms (same sound) and homographs (same spelling). Example: lie sound) and homographs (same spelling). Example: lie (untruth) and lie (prone); fair (county fair), fair (untruth) and lie (prone); fair (county fair), fair (reasonable). (reasonable).

Homonym and Homonym and HomophoneHomophone

HOMONYM WORDSHOMONYM WORDSSOUNDSOUND

HOMOPHONE WORDSHOMOPHONE WORDStype of homonymtype of homonym

same soundsame sound same soundsame sound

same OR different spellingsame OR different spelling different spellingdifferent spelling

  fair (county fair)fair (county fair) fair (reasonable)  fair (reasonable)

    pear (fruit)pear (fruit)

  pair (couple  pair (couple pear (fruit)pear (fruit)  pair (couple)  pair (couple)

Homograph and Homograph and HeteronymHeteronym

HOMOGRAPH WORDSHOMOGRAPH WORDSSPELLINGSPELLING

HETERONYM WORDSHETERONYM WORDS

type of homographtype of homograph same OR different soundsame OR different sound different sounddifferent sound

same spellingsame spelling same spellingsame spelling lie (untruth)lie (untruth)  lie (lie down)  lie (lie down)

    tear (in the eye)tear (in the eye)  tear (rip)   tear (rip)

tear (in the eye)tear (in the eye)  tear (rip)  tear (rip)

ListeningListening

Listening is the most common Listening is the most common communicative activity in daily life: communicative activity in daily life: "we can expect to listen twice as much "we can expect to listen twice as much as we speak, four times more than we as we speak, four times more than we read, and five times more than we read, and five times more than we write." write."

Listening is also important for Listening is also important for obtaining comprehensible input that is obtaining comprehensible input that is necessary for language development.necessary for language development.

Effective ListeningEffective Listening

Effective listeners can follow spoken discourse when they Effective listeners can follow spoken discourse when they recognize key signal expressions such as the following: recognize key signal expressions such as the following: – Example wordsExample words: for example, for instance, thus, in other words, as an : for example, for instance, thus, in other words, as an

illustration illustration Usually found in: generalization plus example (but may be found Usually found in: generalization plus example (but may be found

in enumeration and argumentation)in enumeration and argumentation)– Time wordTime word: first, second, third, meanwhile, next, finally, at last, : first, second, third, meanwhile, next, finally, at last,

today, tomorrow, soon today, tomorrow, soon Usually found in: narration, chronological patterns, directions Usually found in: narration, chronological patterns, directions

(and whenever events or examples are presented in a time (and whenever events or examples are presented in a time sequence)sequence)

– Addition wordsAddition words: in addition, also, furthermore, moreover, another : in addition, also, furthermore, moreover, another example example

Usually found in: Enumeration, description, and sometimes in Usually found in: Enumeration, description, and sometimes in generalization plus examplegeneralization plus example

– Result wordsResult words: as a result, so, accordingly, therefore, thus : as a result, so, accordingly, therefore, thus Usually found in: Cause and effectUsually found in: Cause and effect

– Contrast wordsContrast words: however, but, in contrast, on the other hand, : however, but, in contrast, on the other hand, nevertheless nevertheless

Usually found in: comparison and contrast (and whenever Usually found in: comparison and contrast (and whenever speaker makes a comparison or contrast in another pattern)speaker makes a comparison or contrast in another pattern)(Devine, 1982, p. 24).(Devine, 1982, p. 24).

Active ListeningActive Listening(Identify main ideas and (Identify main ideas and

supporting details)supporting details) There are four keys to identifying main

ideas in lectures and presentations. First, a speaker may signal a main idea through discourse markers; that is, there are certain phrases that tell you a main idea is coming. – Here are some examples:

The point I want to make/cover here is… The main point is… The important thing here is… What I’m trying to show is… What I’m going to talk about today is… The purpose of my remarks is … This afternoon I’d like to explain/focus on…

Active ListeningActive Listening(Identify cause-effect (Identify cause-effect

relationship)relationship) To know why an event took place and what

happened as a result of that event or what triggered the event, the listener has to piece together the information after listening to arrive at a conclusion or to trace the connection between actions and outcomes.

Markers of Cause and Effect …because... …because of... …(be) caused/affected by... …(be) due to... …(be) due to the fact that... The reason for this is…

All of the markers above indicate a cause of the previous action/idea.

Active ListeningActive Listening(Identify cause-effect (Identify cause-effect

relationship)relationship) As a result... Because of this,... Consequently,... For this reason,... So,... Therefore,... The result/outcome of this is... Thus,...

Indicate an effect or consequence of the previous action/idea.

Active ListeningActive Listening(Identify time order (Identify time order

relationship)relationship) Events of procedures are often described in Events of procedures are often described in

the order in which they occur in time or the order in which they occur in time or chronological sequence.chronological sequence.

Signals words often used for time order or Signals words often used for time order or sequence:sequence:– First,…First,…– Second,…Second,…– Third,…Third,…– Subsequently…Subsequently…– Next…Next…– Finally…Finally…– Later…Later…– Meanwhile…Meanwhile…

Active ListeningActive Listening(Identify comparison-contrast (Identify comparison-contrast

relationship)relationship) When you compare, you will find similarities, when

you contrast, you will find differences. Markers of Comparison and Contrast

– Indicate similarity: Along the same lines,... In the same way,... Like,... Likewise,.. Similarly,... To put this in perspective/context,...

– Indicate contrast: Although/though,... However,... In contrast,... Instead,… Nevertheless,… On the other hand,… To put this in perspective/context,… Unlike,...

Active ListeningActive Listening(Identify simple listing (Identify simple listing

relationship)relationship)

Used by speakers to list in order Used by speakers to list in order goals and objectives they intend goals and objectives they intend to share with or convey to to share with or convey to listeners.listeners.

To link simple or minor ideas to To link simple or minor ideas to major topics, consolidating the major topics, consolidating the content or points presented.content or points presented.

Effective ListeningEffective Listening

Effective listening is active listening. Effective listening is active listening. We are interested in comprehending We are interested in comprehending what is being said before we respond what is being said before we respond with our own new message. with our own new message.

Listening effectively is difficult because Listening effectively is difficult because communication skills are different. In communication skills are different. In addition, different situations and levels addition, different situations and levels of communication also add to the of communication also add to the difficulty of listening effectively.difficulty of listening effectively.

Effective ListeningEffective Listening

The four different types or levels of The four different types or levels of communications are:communications are:

1. Uttering Cliches1. Uttering Cliches2. Uttering Facts2. Uttering Facts3. Voicing thoughts and beliefs3. Voicing thoughts and beliefs4. Voicing feelings and emotions4. Voicing feelings and emotions

When people listen effectively, their objective is When people listen effectively, their objective is to understand and remember what they are to understand and remember what they are hearing. In addition, effective listeners also hearing. In addition, effective listeners also project a positive impression especially in project a positive impression especially in relational and caring skills.relational and caring skills.

Effective ListeningEffective Listening

Effective listening can be aided by the Effective listening can be aided by the following:following:

1.1. Sitting or standing in a way to show Sitting or standing in a way to show involvement with the speaker: incline one’s body involvement with the speaker: incline one’s body toward the speaker, face the speaker and toward the speaker, face the speaker and maintain an open body position, and make sure maintain an open body position, and make sure there is an appropriate distance from the there is an appropriate distance from the speaker.speaker.

2.2. Moving the body appropriately ( for Moving the body appropriately ( for example nodding your head or using facial example nodding your head or using facial expression to signal your understanding of the expression to signal your understanding of the speech).speech).

3.3. Maintaining eye contact with the speaker.Maintaining eye contact with the speaker.4.4. Eliminating distracting noises and Eliminating distracting noises and

movement.movement.

Critical Listening and Critical Listening and EvaluationEvaluation

The objectives of listening critically are to The objectives of listening critically are to understand, to remember, to assess and to understand, to remember, to assess and to interpret what they hear.interpret what they hear.

Effective listening emphasizes non-verbal skills Effective listening emphasizes non-verbal skills along with some verbal skills while critical along with some verbal skills while critical listening emphasizes thinking skills.listening emphasizes thinking skills.

Both critical and effective listening are important Both critical and effective listening are important when it comes to asking questions. When you when it comes to asking questions. When you listen effectively, you can ask questions to clarify listen effectively, you can ask questions to clarify what you do not understand. When you listen what you do not understand. When you listen critically, you can go one step further and ask critically, you can go one step further and ask probing questions.probing questions.

Critical Listening SkillsCritical Listening Skills

Be focussedBe focussed-- Listen attentively to what is being said. Listen attentively to what is being said. Listen for Listen for concepts and ideas. Identify the concepts and ideas. Identify the main points and main points and what is NOT said. Try to what is NOT said. Try to recognize facts and recognize facts and opinions. See how the opinions. See how the facts are supported by facts are supported by claims.claims.

Organize what you hearOrganize what you hear- - Connect the different sections of the Connect the different sections of the speech to speech to form a whole. You can either do it form a whole. You can either do it mentally or mentally or sketch a mind map. Listen for sketch a mind map. Listen for patterns in the patterns in the speech so you can do speech so you can do mapping as you listen. mapping as you listen. Listen to determine the Listen to determine the purpose.purpose.

Critical Listening SkillsCritical Listening Skills

Review and preview as you listen Review and preview as you listen -- Try to guess what and how the speaker is Try to guess what and how the speaker is

going to say next. Try to take note of the going to say next. Try to take note of the issues that have been covered or should issues that have been covered or should

be be covered.covered.

EvaluateEvaluate-- Think through what you have heard and Think through what you have heard and

evaluate the evidence carefully. Question evaluate the evidence carefully. Question and and challenge what you have heard. challenge what you have heard. Determine Determine what you think and why. what you think and why. Avoid tunnel vision Avoid tunnel vision and bias. Put ideas into and bias. Put ideas into a broader context.a broader context.

QUESTION 1: QUESTION 1: How do we produce speech How do we produce speech

sounds?sounds? The process in which we produce sound by The process in which we produce sound by

using our vocal tract is much like that of a wind using our vocal tract is much like that of a wind instrument. Each sound differs from another instrument. Each sound differs from another sound by a unique combination of features: the sound by a unique combination of features: the way you shape your mouth and tongue and way you shape your mouth and tongue and move parts of the vocal apparatus when you move parts of the vocal apparatus when you make the sound. Air coming from the lungs make the sound. Air coming from the lungs passes through the vocal tract, which shapes it passes through the vocal tract, which shapes it into different sounds. Then the air exits the into different sounds. Then the air exits the vocal tract through the mouth and/or nose.vocal tract through the mouth and/or nose.

QUESTION 2: QUESTION 2: What is the different between What is the different between hearing and listening?hearing and listening?

Hearing is simply the act of Hearing is simply the act of perceiving sound by the ear. If you perceiving sound by the ear. If you are not hearing-impaired, hearing are not hearing-impaired, hearing simply happens. Listening, however, simply happens. Listening, however, is something you consciously choose is something you consciously choose to do. Listening requires to do. Listening requires concentration so that your brain concentration so that your brain processes meaning from words and processes meaning from words and sentences. Listening leads to sentences. Listening leads to learning.learning.