T Y P E S O F L I S T E N I N G EFFERENT AND CRITICAL JAMIE LOUISE CAYABYAB | ENG021 H L E L O TODAY'S AGENDA Introduction Efferent Critical Activity Summary INTRODUCTION - TYPES OF LISTENING Listening is the most fundamental language skill and plays an important role in our daily communication. Rost (2002) states that listening is a mental process of constructing meaning from spoken input as it involves decoding, comprehension, and interpretation. These processes give direction how the receiver of the message respond or react to the messages received. Hence, the purpose of listening, which according to Wolvin and Coakley (1995), people use different types of listening, namely: discriminative, aesthetic, efferent, and critical. In this topic, we will learn how efferent and critical listening is employed in our everyday life and some points on the importance of listening comprehension. ACTIVITY "Tell us something we don't know" WHY DO PEOPLE LISTEN? TYPES OF LISTENING Wolvin and Oakley (1995) Discriminative listening to distinguish sounds Aesthetic listening for enjoyment Efferent listening to learn information Critical listening to evaluate information EFFERENT LISTENING to learn information Major Points: Focus on the big ideas Recognize and organize the big ideas Question for clarifications Summarize by creating a gist of the entire message CRITICAL LISTENING to evaluate information Major Points: Extension of efferent listening Determining the author's viewpoint Identifying persuasive techniques Evaluating the message Drawing conclusions IS EVERYTHING CLEAR? ACTIVITY Dear Future Generations, Sorry Prince Ea ACTIVITY IDEAS ASSESSMENT RUBRICS 5 DRAWING CONCLUSIONS ORGANIZATION USES BOTH PRIOR KNOWLEDGE AND VIDEO EVIDENCE TO DRAW CONCLUSIONS THAT MAKE LOGICAL SENSE. 4 USES EITHER KNOWLEDGE OR EVIDENCE TO CONCLUSIONS MAKE LOGICAL S 3 PRIOR VIDEO DRAW THAT ENSE. 5 4 FULLY & IMAGINATIVELY SUPPORTS TOPIC & PURPOSE. SEQUENCE OF IDEAS IS EFFECTIVE. TRANSITIONS ARE EFFECTIVE ORGANIZATION SUPPORTS TOPIC AND PURPOSE. TRANSITIONS ARE MOSTLY APPROPRIATE. SEQUENCE OF IDEAS COULD BE IMPROVED D B T S C R U E U O 2 AWS CONCLUSIONS T DOES NOT USE XT EVIDENCE TO PPORT THE NCLUSION. 3 SOME SIGNS LOGICAL ORGANIZATION. M HAVE ABRUPT ILLOGICAL SHIFTS INEFFECTIVE FLOW IDEAS C C O A A O N N N'T DRAW NCLUSIONS BASED PRIOR KNOWLEDGE D EVIDENCE 2 OF AY OR & OF UNCLEAR ORGANIZATION OR ORGANIZATIONAL PLAN IS INAPPROPRIATE TO TOPIC. NO TRANSITIONS REMEMBER, HEARING IS DIFFERENT FROM LISTENING. THANK YOU FOR A LOVELY SESSION. B E Y How to effectively teach receptive communication The ability to communicate with others effectively is a skill everyone should master. However, in communication receptive skills – listening and reading – tend to be overlooked as it is seen as a passive behavior for some. Hence, the lack of these skills in some learners. In order to address this problem, one must understand the importance of these skills in day-to-day situations. And in order to teach it effectively, one must also understand the purpose of teaching such skills, not just for the sake of teaching it. Thus, being able to pass this knowledge to learners. Moreover, one of the best ways to teach receptive communication is to expose students with authentic materials that will allow them to participate in class and not foster fear.