The document discusses listening skills and effective note-taking. It covers the following key points: 1) Listening is the first communication skill learned but is often one of the least used and taught. It involves actively processing information, ideas, attitudes and emotions from an oral exchange. 2) There are various types of listening including informative, relationship, appreciative, and critical listening. Barriers to active listening include environmental, physiological and psychological factors. 3) Effective note-taking involves preparing in advance, focusing on key ideas and details during listening, and reviewing and expanding on notes after to improve comprehension and memory. Taking clear, organized notes in a reduced format aids the listening and learning process.

1. LISTENING SKILLS

2. Basic Communication Skills
Profile
________________________________________________
Communication Order Learned Extent Used Extent Taught
____________________________________________
Listening First First Fourth
Speaking Second Second Third
Reading Third Third Second
Writing Fourth Fourth First

3. Meaning
 Listening Is With The Mind
 Hearing With The Senses
 Listening Is Conscious.
 An Active Process Of Eliciting Information
 Ideas, Attitudes And Emotions
 Interpersonal, Oral Exchange

4. Fallacies about Listening
 Listening is not my problem!
 Listening and hearing are the same
 Good readers are good listeners
 Smarter people are better listeners
 Listening improves with age
 Learning not to listen
 Thinking about what we are going to say rather than listening to a
speaker
 Talking when we should be listening
 Hearing what we expect to hear rather than what is actually said
 Not paying attention
( preoccupation, prejudice, self-centeredness, stero-type)
 Listening skills are difficult to learn

5. Stages of the Listening Process
 Hearing
 Focusing on the message
 Comprehending and interpreting
 Analyzing and Evaluating
 Responding
 Remembering

6. Types of Listening
 Informative Listening
 Vocabulary
 Concentration
 Memory
 Relationship Listening
 Attending
 Supporting
 Empathizing
 Appreciative Listening
 Presentation
 Perception
 Previous experience

7. Types of Listening (Cont.)
 Critical Listening
 Ethos
 Logos
 Pathos
 Discriminative Listening
 Hearing Ability
 Awareness of Sound Structure
 Integration of non-verbal cues

8. Barriers to Active Listening
 Environmental barriers
 Physiological barriers
 Psychological barriers
 Selective Listening
 Negative Listening Attitudes
 Personal Reactions
 Poor Motivation

9. How to Be an Effective Listener
 What You Think about Listening ?
 Understand the complexities of listening
 Prepare to listen
 Adjust to the situation
 Focus on ideas or key points
 Capitalize on the speed differential
 Organize material for learning

10. How to Be an Effective Listener
(cont.)
 What You Feel about Listening ?
 Want to listen
 Delay judgment
 Admit your biases
 Don’t tune out “dry” subjects
 Accept responsibility for understanding
 Encourage others to talk

11. How to Be an Effective Listener
(cont.)
 What You Do about Listening ?
 Establish eye contact with the speaker
 Take notes effectively
 Be a physically involved listener
 Avoid negative mannerisms
 Exercise your listening muscles
 Follow the Golden Rule

12. Improving Listening
Comprehension
 Listening comprehension is the act of
understanding an oral message
 It involves speech decoding,
comprehending, and oral discourse
analysis

13. Speech Decoding
 Sound Perception and Recognition
(Recognising sounds and sound patterns
accurately, recognising the way sounds
combine to form syllables and utterances)

14. Speech Decoding (Cont..)
 Word recognition
( Recognising words accurately,
understanding the definitions of the words
being use, recognising the way words are
used un context, identifying attention
signals)

15. Speech Decoding (Cont..)
 Accent recognition
( recognise stress, identify pauses,
hesitations )

16. Comprehending
Comprehending a verbal message involves
the ability to:
• Identify the central theme, main ideas
and supporting details;
• Concentrate and understand long
speeches
• Identify the level of formality
• Deduce incomplete information
• Deduce unfamiliar vocabulary

17. Oral Discourse Analysis
 Is the process of identifying relationships
among different units within the speech or
oral message:
 Critical skills
 Attitude analysis
 Inferential skills

18. Listening to structured talks
 Pre-listening analysis-determining the
purpose, knowing your speaker
 Predicting about the content of a verbal
message
 Using background knowledge
 Intensive listening

19. Intensive Listening
1. Listening to the introduction?
• What is the position, knowledge,
background, experience of the
speaker?
• What is his credibility?
• What is the overall purpose of the
talk?
• What is the central idea or theme?
• What is the overall structure?
• What does the speaker intend to
do?
• What are the main points of the talk?

20. Intensive listening (Cont…)
2. Listening to the Body
• Contains the main message-pay attention
• Concentrate on verbal signposts
• Recognise main supporting details of the
oral message
• Concentrate on visual aids

21. Intensive Listening ( Cont..)
3. Listening to the conclusion
• Understand the main themes of the verbal
message
• Recognise the speaker`s focus of the talk
• Concentrate on what the speaker wants
the listener`s to do, or remember

22. Signal Phrases
Purpose of the speaker Signal phrases
* Introduces a topic Today, I`d like to talk about…,
What I am going to discuss is…
* Develops an idea If we critically examine the
situation.., The most significant
point is…
* Emphasises a point I am sure you will agree with
me.., I`d like to emphasise..
* Contrasts several ideas On the other hand., In contrast,
…
* Shows transition of ideas My next point is…
* Concludes Finally.., I`d like to sum up

23. Logical Connectors and Transitional
Signals
Purpose of the
speaker
Logical connectors
Adds a point Moreover, in addition
compares Similarly, likewise
contrasts In contrast, However,
Shows segmentation Right, OK, And, Now, That`s all
Exemplifies In other words, For instance
Temporal Eventually, For the time being, Before
Explains Therefore, Thus

24. Effective Note Making
 Note making is essential in college:
 For lectures, which are a highly condensed methods of
passing on information
 For reading, because what you don't write down, you don't
remember

25. Effective Note Making (Cont.)
 Note making is a skill:
 Most people feel deficient
 It can be learned
 This takes understanding of what you're doing
 It takes practice, which involves effort

26. Effective Note Making (Cont.)
 Note making is difficult because:
 Spoken language is more diffuse than written
 Speaker's organization is not immediately apparent
 Immediate feedback seldom occurs
 Spoken language is quickly gone
 This makes analysis difficult

27. Five purposes for note making:
 Provides a written record for review
 Provides a definite, limited learning task
 Forces you to pay attention
 Requires organization, and active effort on the
part of the listener
 Listener must condense and rephrase, which
aids understanding

28. Sequence
 Listen and focus on meaning
 Evaluate what is being said
 Is it relevant to your purpose? What are the
high points?
 Record the information
 Make use of it

29. Physical factors
 Seating
 Near the front and center - easier to see and hear
 Avoid distractions - doorways, windows, glare; friends, foes
 Materials
 Loose leaf notebook: lies flat - organization and additions
are
easier
 Two pens, wide-lined, easy-eye paper; use dividers
 Course, date, and topic clearly labeled

30. Before taking notes - PREVIEW
 Prepare yourself mentally - What do you need to get out of
this?
 Review notes from last time and homework. Nail your
attention down tight.
 Review the outline from your reading assignment
 Think through what has happened in the class to date
 Generate enthusiasm and interest
 Increased knowledge results in increased interest
 A clear sense of purpose on your part will make the course content more
relevant
 Acting as if you are interested can help
 Don't let the personality or mannerisms of a speaker put you off
 Be ready to understand and remember
 Anticipate the next step and compare what you've guessed
with what happens

31. Get Involved!
 Tune-in, look, listen for clues:
 Tone or gesture of Professor
 Repetition; cue words: "remember!"
 Notice what conflicts with your current
opinions
 They are harder to understand and remember
 Keep thinking...
 Look for emerging patterns
 Write questions in margins to be answered later

32. While taking notes
 Don't try for a verbatim transcript
 Get all of the main ideas
 Record some details. illustrations, implications, etc.
 Leave plenty of wide space for later additions -
underscore or star major points
 Note speaker's organization of material
 Organization aids memory
 Organization indicates gaps when they occur - you fill in later
 Be accurate
 Listen carefully to what is being said
 Pay attention to qualifying words like: sometimes, usually,
rarely, etc.
 Notice signals that a change of direction is coming: but,
however, on the other hand

33. While taking notes (Cont.)
 Be an aggressive, not a passive, listener
 Jot questions in your notes
 Do you believe what you're hearing? What do you believe?
 Seek out meanings. Look for implications beyond what is being
said.
 Relate the material to your other classes and your life outside
of school.
 Develop a shorthand of your own
 Jot down words or phrases; use contractions and
abbreviations
 Leave out small service words, use symbols: +, =,&, ~)
 Try to get the hang of listening and writing at the
same time. It can be done
 You may practice listening to the news on TV and taking notes

34. POST VIEW: Don't move - go over
notes at once!
 Review and reword them as soon after class as
possible
 Build review time into your schedule
 Don't just recopy or type without thought
 "Reminiscing" may provide forgotten material later
 Rewrite incomplete or skimpy parts in greater detail
 Fill in gaps as you remember points heard but not
recorded
 Arrange with another student to compare notes
 Find answers to any questions remaining unanswered
 Write a brief summary of the class session
 Formulate several generalized test questions based on the
material

35. POST VIEW: Don't move - go over
notes at once! (Cont.)
 Use your notes as a learning tool
 Review at spaced intervals it is more effective than the
same effort spent cramming
 We forget 50% of what we hear immediately, two days
later, another 25% is gone.
 But relearning is rapid if regular review is used.
 Compare the information in your notes with your own
experience - don't swallow everything uncritically
 Don't reject what seems strange or incorrect. Check it out.
Be willing to hold some seeming inconsistencies in your
mind over a period of time.
 Build a good "thought map" of the ideas. Explain it to
anyone who'll listen.
 Memorize that which must be memorized.

36. THE TEN COMMANDMENTS – KEITH
DAVIS
 Stop Talking.
 Put The Talker At Ease.
 Show Him That You Want To Listen.
 Remove Distractions.
 Empathize With Him.
 Be Patient.
 Hold Your Temper.
 Go Easy On Arguments And Criticism.
 Ask Questions.
 Stop Talking!

37.  Thank You