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
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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.