There are three main types of listening retention: short-term, short-term with rehearsal, and long-term. Short-term retention lasts less than 60 seconds while short-term with rehearsal involves consciously repeating information. Long-term retention requires transferring information to long-term memory through note-taking or associating new information with existing knowledge. Listening activities can involve no response, short responses like true/false, or longer responses like note-taking, summarizing, or problem-solving. The document provides examples of different types of listening activities and their purposes.

1. Identification
Identification and Selection without
Retention
Identification and Guided Selection with
Short term Retention
Identification and Guided Selection with
Long -term Retention

2. Selection
at least two different conversations
going on at the same time.
No one can listen (or pay close
attention) to both of them
simultaneously.
Usually you choose one or the other
and attend to it.

3. • Most of the time, this choice is
done automatically, without a
conscious decision. Psychologists
call this process selection.

4. • Selection is the process of "tuning
in" to the stimulus you will
perceive, and depends heavily on
your background, your attitude,
your age, and your interests

5. "Hey mom; I think I'm going to
droput of school!""Ok hon. Just don't
forget that dinner is at seven
tonight."
•Doesn't this sound familiar to you?
•Don't we all do this at one time or
another? We hear! We hear
thevoice! We hear the sound! But
are we really listening?

6. • A simple way of describing it is
that we listen to what we want to
hear.
• One source of selection arises
simply from our own information-
processing capacity. Most of us
read at a fairly rapid rate -

7. Caller : Hello, can I speak to Annie
Wan?
Operator: Yes, you can speak to
me.
Caller: No, I want to speak to Annie
Wan!
Operator: You are talking to
someone! Who is this?
Caller: I’m Sum Wan. And I need to
talk to Annie Wan! It’s Urgent.

8. Operator: I know you are someone
and you want to talk to anyone! But
what’s this urgent matter about?
Caller : Well just tell my sister
Annie Wan that our brother Noe
Wan now, was involved in an
accident Noe Wan get injured and
Noe Wan is being sent in the
Hospital, right now, Avery Wan is on
his way to the hospital.
Operator: Look if no one is injured
and no one was sent to the hospital

9. From the accident that is not an
urgent matter! You may find it
hilarious but I don’t have time for
this!
Caller: You are so rude! Who are
you?
Operator: I am Saw Lee.
Caller: Yes you should be sorry.
Now Give me your name.

10. 3 Types of Retention
• short-term
• short-term with rehearsal
• long-term

11. Short-term Retention
when we don't need to keep the
information very long. Many social
conversations only utilize the short-
term listening because there is no
reason to retain the information.

12. • Short-term listening is what we
do when we retain the content for
less than 60 seconds. What is the
benefit of remembering something
for that short period of time?

13. • In many interactions, short-term
listening is all that is needed. In a
typical conversation, the
participants use short-term
storage of information throughout
the interaction but do not
necessarily transfer everything
into the long-term memory.

14. • It is important to keep the
interaction going but not important
to remember every detail of it.
Good interpersonal communicators
almost always engage in good
short-term listening.

15. Short-term with
rehearsal listening
• keeping information by rehearsing
it.
• occurs when you keep something
in your mind consciously by
repeating it to yourself.

16. • You utilize rehearsal listening when
you look up something in the
telephone directory and keep
repeating the number in your mind
(or even aloud). This ability is
quite different from the ability to
listen and retain on the immediate
short-term.

17. Long-term Listening
• usually occurs in lecture situations,
we call this process "lecture
listening.“

18. Lecture Listening
• typically includes anything we
retain longer than ten minutes.
This process is much more difficult
than the other two. Information
must be transferred from short-
term to long-term memory by
conscious effort.

19. • For example, when you listen to
class lectures, you probably take
notes --- and this act of taking notes
provides that "conscious effort" that
you need in order to remember the
information later (such as for a
test). Of course, it is also possible
that you will take notes during a
speech, but there may be times
when you will not be in a position to
take notes during a speech.

20. important to know that
long-term memory
• Association- . If you can associate
new data with data already in
long-term memory, storage of the
new data will be facilitated

21. • Repetition- , if you repeat data
enough times, it will usually be
transferred to long-term storage.
While language is involved in all
aspects of listening, it is especially
important in the retention phase.

22. • Listening is more difficult than we
realize. Listeners should not
assume that they will retain
everything that is presented. Even
at best our listening is simply not
very efficient. Research indicates
the retention rates for the three
types of listening memory and
interpretive listening:

23. • Short-Term Listening 40%
• Short-Term Listening with
Rehearsal 60%
• Lecture Listening 25%
• Interpretive Listening 42%

24. The phone rings and Darren answers it. Listen
as Darren talks to the lady on the phone and his
wife who is in the bathtub.
Darren: Carol... telephone...
Carol: Who is it?
Darren: I don't know. Wait a sec... (to the
person on the phone) May I ask who's calling,
please? (pause) Carol... it's Susan.
Carol: Oh, I'm in the bathtub. Can you ask her if
it's important?

25. Darren: Sorry Susan, Carol can't come to
the phone right now. Is there something I
can help you with? (pause) Oh, I see. (to
Carol) Carol... she wants to know if the party
is tonight or tomorrow night.
Carol: Tell her it's tomorrow night at 8:00 at
Jill's house. Tell her to bring a dessert if she
wants.
Darren: (to Susan) She said it's tomorrow
night at 8:00 at Jill's house. She said you
could bring a dessert if you want. (pause)
Sure, no problem. Have a good evening.
'Bye.

26. • Things to know...
Get the phone = answer the phone.
Wait a sec = wait a second. Another way
to tell someone to wait.
(Someone) can't come to the phone right
now. This is a polite way to tell
someone the person they would like to
talk is busy. It would be a little rude or
embarrassing to say someone is in the
bathroom (unless it's a very close
friend.)
Tell her to bring a dessert. Often when
there is a party, people bring food to
share.

27. Choose the best answer. Check your
answers below.
1. Who answers the telephone?
a. Darren
b. Carol
c. Susan
2. Where is Carol?
a. at work
b. in the kitchen
c. in the bathroom
3. What is a polite way to say someone can't
talk?
a. Carol is in the bathtub.
b. Carol doesn't want to talk to you.
c. Carol can't come to the phone right now.

28. 4. When is the party?
a. tonight
b. tomorrow night
c. 7:00
5. At the end of the conversation, Darren
says "Sure, no problem.*" What do you
think Susan said before that?
a. Thanks for your help.
b. I will bring a dessert.
c. Where is Carol right now?

29. • Types of Listening Activities
1. No Overt Response
The learners do not have to do anything in
response to the listening; however,
facial expression and body language
often show if they are following or not.
• Stories.
Tell a joke or real-life anecdote, retell a
well-known story, read a story from a
book; or play a recording of a story. If
the story is well-chosen, learners are
likely to be motivated to attend and
understand in order to enjoy it.

30. • Songs
Sing a song yourself, or play a recording
one. Note, however, that if no response
is required learners may simply enjoy
the music without understanding the
words.
• Entertainment
films, theatre, video. As with stories, if
the content is really
entertaining(interesting, stimulating,
humorous, dramatic) learners will be
motivated to make the effort to
understand without the need for any
further task.

31. 2. Short Responses
•Obeying instructions.
•Learners perform actions, or draw
shapes or pictures, in response to
instructions.
•Ticking off items
•A list, text or picture is provided:
listeners mark or tick off words/
components as they hear them
within a spoken description, story or
simple list of items.

32. • True/False
The listening passage consists of a
number of statements, some of which
are true and some false (possibly based
on material the class has just
learn). Learners write ticks or crosses to
indicate whether the statements are
right or wrong; or make brief responses
(‘True!’ or ‘False!’ for example); or they
may stay silent if the statements
are right, say ‘No!’ if they are wrong.

33. • Detecting mistakes
The teacher tells a story or describes
something the class knows, but with
a number of deliberate mistakes or
inconsistencies. Listeners raise their
hands or call out when they hear
something wrong.
• Guessing definitions
The teacher provides brief oral definitions
of a person, place, thing, action or
whatever; learners write down what
they think it is.

34. • Cloze
The listening text has occasional brief
gaps, represented by silence or some
kind of buzz. Learners write down what
they think might be the
missing word. Note that if the text is
recorded, the gaps have to be mush
more widely spaced than in a reading
one; otherwise there is not enough time
to listen, understand, think of the
answer, and write. If you are speaking
the text yourself, then you can more
easily adapt the pace of your speech to
the speed of leaner responses.

35. • Skimming and scanning
A not-too-long listening text is given,
improvised or recorded. Learners are
asked to identify some general topic or
information (skimming),or
certain limited information
(scanning) and note the
answer(s). Written questions inviting
brief answers may be provided in
advance; or a grid, with certain entries
missing: or a picture or diagram to be
altered or completed.

36. 3.Longer Responses.
•Answering questions
One or more questions demanding fairly
full responses are given in advance, to
which the listening text provides
the answer(s). Because of the relative
length of the answers demanded, they
are most conveniently given in writing.
•Note-taking.
Learners take brief notes from a short
lecture or talk.

37. • Paraphrasing and translating.
Learners rewrite the listening text in
different words : either in the same
language (paraphrase) or in another
(translation).
• Summarizing.
Learners write a brief summary of the
content of the listening passage.
• Long gap-filling.
A long gap is left, at the beginning,
middle or end of a text; learners guess
and write down, or say, what they think
might be missing.

38. • Extended Responses
Here, the listening is only a ‘jump
off point’ for extended reading, writing or
speaking: in other words, these are
‘combined skills’ activities.
• Problem-solving.
A problem is described orally; learners
discuss how to deal with it, and/or write
down a suggested solution.

39. • Interpretation.
An extract from a piece of dialogue or
monologue is provided with no previous
information; the listeners try to guess
from the words, kinds of voices, tone
and any other evidence what is
going on. At a more sophisticated level,
a piece of literature that is suitable for
reading aloud (some poetry, for
example) can be discussed and
analyzed.

40. http://www.uky.edu/~bostrom/lwe
b.htm
Reading Skills Drawing Conclusion
https://www.teachingenglish.org.uk/
article/active-listening-activities
https://www.scribd.com/document/
97407759/Types-of-Listening-
Activities

41. Thank you
For
Listening!
Prepared by:
Limpin, Kristine Apple