Good listening skills make students /workers more productive. The ability
to listen carefully will allow you to:
• better understand assignments and what is expected of you;
• build rapport with teachers, fellow students, co-workers…
• show support
• work better in a team-based environment
• resolve problems better
• answer questions and …
• find underlying meanings in what others say
• build better personal relationships!
The average college student spends about 14 hours per week in class listening
(or perhaps I should say "hearing"--there is a difference!) to lectures. See if
you can improve your listening skills by following some of the strategies
below:
• Maintain eye contact with the instructor. Of course
you will need to look at your notebook to write your
notes, but eye contact keeps you focused on the job
at hand and keeps you involved in the lecture.
• Focus on content, not delivery. Have you ever
counted the number of times a teacher clears
his/her throat in a fifteen minute period? If so, you
weren't focusing on content.
• Avoid emotional involvement. When you are too
emotionally involved in listening, you tend to hear
what you want to hear--not what is actually being
said. Try to remain objective and open-minded.
• Avoid distractions. Don't let your mind wander or be
distracted by the person shuffling papers near you. If
the classroom is too hot or too cold try to remedy
that situation if you can. The solution may require
that you dress more appropriately to the room
temperature.
• Treat listening as a challenging mental task. Listening to an academic lecture is
not a passive act--at least it shouldn't be. You need to concentrate on what is said
so that you can process the information into your notes.
• Stay active by asking mental questions. Active listening keeps you on your toes.
Here are some questions you can ask yourself as you listen. What key point is the
professor making? How does this fit with what I know from previous lectures? How is
this lecture organized?
• Use the gap between the rate of speech and your rate of thought. You can think
faster than the lecturer can talk. That's one reason your mind may tend to wander.
All the above suggestions will help you keep your mind occupied and focused on
what being said. You can actually begin to anticipate what the professor is going to
say as a way to keep your mind from straying. Your mind does have the capacity to
listen, think, write and ponder at the same time, but it does take practice.
Even when, to both teachers and students, lecturing appears to be working,
(students intently listening, nodding heads, taking notes), what’s going on
in the minds of students probably looks a lot like what’d be going on on the
boat full of my friends – distraction, lack of interest, and only a vague
recollection of what was said. Even though it can appear that lecturebased, PowerPoint-driven learning is effective, it rarely is, and is almost
never as effective a use of time as the learning-by-doing approach that
could be done in its stead.
- Roger Shank
(University of Saskatchewan)
is a communication technique used in counseling, training and conflict resolution, which
requires the listener to feed back what they hear to the speaker, by way of re-stating or
paraphrasing what they have heard in their own words, to confirm what they have heard and
moreover, to confirm the understanding of both parties.
There are three key elements of active listening: comprehending, retaining, responding.
Comprehension is "shared meaning between parties in a
communication transaction". This is the first step in the
listening process. The first challenge for the listener is
accurately identifying speech sounds and understanding
and synthesizing these sounds as words. We are
constantly bombarded with auditory stimuli, so the
listener has to select which of those stimuli are speech
sounds and choose to pay attention to the appropriate
sounds (attending).
The second challenge is being able to discern breaks
between discernible words, or speech segmentation. This
becomes significantly more difficult with an unfamiliar
language because the speech sounds blend together into
a continuous jumble. Determining the context and
meanings of each word is essential to comprehending a
sentence.
This is the second step in the listening process. Memory is essential to the
listening process because the information we retain when involved in the
listening process is how we create meaning from words. We depend on our
memory to fill in the blanks when we're listening. Because everyone has
different memories, the speaker and the listener may attach different
meanings to the same statement. However, our memories are fallible and we
can't remember everything that we've ever listened to.
There are many reasons why we forget some information that we've
received:
• The first is cramming. When you cram there is a lot of information entered into
your short term memory. Shortly after cramming, when you don't need the
information anymore, it is purged from your brain before it can be transferred into
your long term memory.
• The second reason is that you aren't paying attention when you receive the
information.
• Alternatively, when you receive the
information you may not attach
importance to it, so it loses its meaning.
• A fourth reason is at the time the
information was received you lacked
motivation to listen carefully to better
remember it. Using information
immediately after receiving it enhances
information retention and lessens the
forgetting curve. Retention is lessened
when we engage in mindless listening,
where little effort is made to listen to a
speaker's message.
Mindful listening is active listening!
Listening is an interaction between speaker and listener. It adds action to a normally
passive process. The speaker looks for verbal and nonverbal responses from the
listener to if the message is being listened to. Usually the response is nonverbal
because if the response is verbal the speaker/listener roles are reversed so the
listener becomes the speaker and is no longer listening. Based on the response the
speaker chooses to either adjust or continue with his/her communication style.
Active listening involves the listener observing the speaker's behavior and body language. Having
the ability to interpret a person's body language lets the listener develop a more accurate
understanding of the speaker's message. When the listener does not respond to the speaker's
nonverbal language, (s)he engages in a content-only response which ignores the emotions that
guide the message. Having heard, the listener may then paraphrase the speaker's words.
It is important to note that the listener is not necessarily agreeing with the speaker—simply
stating what was said. In emotionally charged communications, the listener may listen for
feelings. Thus, rather than merely repeating what the speaker has said, the active listener will
describe the underlying emotion ("You seem to feel angry," or "You seem to feel frustrated, is
that because ... ?").
Individuals in conflict often contradict each other. This has the effect of denying the
validity of the other person's position. Ambushing occurs when one listens to
someone else's argument for its weaknesses and ignore its strengths. The purpose is
to attack the speaker’s position and support their own.
This may include a distortion of the speaker’s argument to gain a competitive
advantage. Either party may react defensively, and they may lash out or withdraw.
On the other hand, if one finds that the other party understands, an atmosphere of
cooperation can be created. This increases the possibility of collaborating and
resolving the conflict.
In the book Leader Effectiveness Training, Thomas Gordon, who coined the term
"active listening,“ states "Active listening is certainly not complex. Listeners need
only restate, in their own language, their impression of the expression of the sender.
... Still, learning to do Active Listening well is a rather difficult task ..."
All elements of communication, including listening, may be affected by barriers that
can impede the flow of conversation. Such barriers include :
• distractions
• trigger words (words are being used,
accidentally, that are triggering people to
STOP listening)
• vocabulary, and
• limited attention span
Listening barriers may be psychological (e.g. emotions) or physical (e.g. noise and
visual distraction).
Cultural differences including speakers' accents, vocabulary, and misunderstandings
due to cultural assumptions often obstruct the listening process.
Frequently, the listener's personal interpretations, attitudes, biases, and prejudices
lead to ineffective communication.
The first of these is the shift response which is the general tendency in a
conversation to affix the attention to you.
There is competition between individuals for attention
and a focus on self by shifting the topic; it is a meoriented technique. The listener shifts from a passive
position, receiver, to an active role, sender. This is a type
of narcissism, the tendency of listeners to turn the topic
of conversations to themselves without showing sustained
interest in others listening.
With conversational narcissism there is a tendency to overuse the shift response
and under use the support response. A support response is the opposite of a shift
response; it is an attention giving method and a cooperative effort to focus the
conversational attention on the other person. Instead of being me-oriented like
shift response, it is we-oriented. It is the response most likely to be used by a
competent communicator
To use the active listening technique to improve interpersonal communication, one
puts personal emotions aside during the conversation, asks questions and
paraphrases back to the speaker to clarify understanding, and one also tries to
overcome all types of environment distractions.
Judging or arguing prematurely is a result of holding onto a strict personal opinion.
This hinders the ability to be able to listen closely to what is being said.
Furthermore, the listener considers the speaker's background, both cultural and
personal, to benefit as much as possible from the communication process.
Eye contact and appropriate body languages
are seen as important components to active
listening.
Effective listening involves focusing on what
the speaker is saying; at times the listener
might come across certain key words which
may help them understand the speaker.
The stress and intonation may also keep
them active and away from distractions.
Taking notes on the message can aid in
retention.
There are several misconceptions about listening:
• The first of these is listening and hearing are the same thing. Hearing is the
physiological process of registering sound waves as they hit the eardrum.
• We have no control over what we hear.
• The sounds we hear have no meaning until we give them their meaning in context.
Listening on the other hand is an active process that constructs meaning from both
verbal and nonverbal messages.
Active Listening has been developed as a concept in music and technology by François
Pachet, researcher at Sony Computer Science Laboratory - Paris. Active listening in
music refers to the idea that listeners can be given some degree of control on the
music they listen to, by means of technological applications mainly based on artificial
intelligence and information theory techniques, by opposition to traditional listening,
in which the musical media is played passively by some neutral device.