Part II : Definition, Strategies, Types, and Improving About Listening ( Listening

Comprehension 31.1A.12 )

Listening

Definition

This is definition of listening from some author and organisation :

a. ( Tucker, 1925 ) An analysis of the impressions resulting from concentration where an

effort of will is required.

b. ( Rankin, 1926 ) The ability to understand spoken language.

c. ( Nichols, 1948 ) The comprehension of expository materials presented orally in a

classroom situation

d. ( Barbe & Meyers, 1954 ) The process of reacting to, interpreting, and relating the
spoken language in terms of past experiences and further course of action.

e. ( Brown & Carlson, 1955 ) The aural assimilation of spoken symbols in a face-to-face
speaker audience situation, with both oral and visual cues present.

f. ( Barbara, 1957 ) A definite, usually voluntary, effort to apprehend acoustically.

g. ( Spearritt, 1962 ) The active process involved in attach[ing] meaning to sounds.

h. ( Barker, 1971 ) The selective process of attending to, hearing, understanding, and
remembering aural symbols.

i. ( Weaver, 1972 ) A process that takes place when a human organism receives data
orally. The selection and retention of aurally received data.

j. ( Kelly, 1975 ) A rather definite and deliberative ability to hear information, to

analyze it, to recall it at a later time, and to draw conclusions from it.

k. ( Steil et al., 1983 ) Consists of four connected activities – sensing, interpreting,

evaluating, and responding.

l. ( Wolff et al., 1983 ) A unitary-receptive communication process of hearing and

selecting, assimilating and organizing, and retaining and covertly responding to aural
and nonverbal stimuli.

m. ( Wolvin & Coakley, 1988 ) The process of receiving, attending to, and assigning
meaning to aural stimuli.
n. ( Brownell, 1994 ) An overt behavior that conceptualizes the teaching and training
process
 o. ( ILA, 1996 ) The process of receiving, constructing meaning from and responding to
spoken and/or nonverbal messages.

p. ( Cooper, 1997 ) Listening competency means behavior that is appropriate and

effective. Appropriateness means that the content is understood and effectiveness
deals with the achievement of interactive goals.

q. ( de Ruyter & Wetzels, 2000 ) [as perceived by customers] A set of interrelated

activities, including apparent attentiveness, nonverbal behaviors, verbal behavior,
perceived attitudes, memory and behavioral responses.

r. ( Bostrom, 2011 ) The acquisition, process, and retention of information in the

interpersonal context.

Strategies
This is kinds of strategies listening :
1. Cognitive strategies: Cognitive strategies deal with the incoming information directly
in a way that enhances learning (O‟Malley & Chamot, 1990). They manipulate the
information using inferences and elaboration-related activities (Vandergrift, 1997).

2. Metacognitive strategies: Executive strategies that monitor and assess the learning
process (O‟Malley & Chamot, 1990). They direct language learning using planning,
monitoring and evaluation (Vandergrift, 1997)

3. Socio-affective strategies: Socio-affective strategies refer to interacting with people or

self-conscious control (O‟Malley & Chamot, 1990).

4. Bottom-up: Bottom-up strategies are based on texts. Learners who use these strategies
take advantage of linguistic features, such as phonology, phonetics, morphology,
syntax and semantics to analyze information (O‟Malley & Chamot, 1990).

5. Top-down: Top-down strategies are based on the prior experience and knowledge of
learners. Learners who use these strategies usually take advantage of their
background knowledge and relate them to the topic (O‟Malley & Chamot, 1990).

6. TOEFL: TOEFL stands for Test of English as a Foreign Language. It is one of the
most renowned English-language tests around the world. The test is recognized by
over 9,000 institutions in more than 130 countries, such as the U.K., U.S., Canada and
Australia.

7. IELTS: IELTS stands for the International English Language Testing System. It
carries a worldwide reputation. The test is accepted as an essential evidence of
English language proficiency in over 9,000 institutions around the world. It provides a
valid and trustworthy proof of language proficiency for purposes of education,
immigration, etc.
Types
Listening have two kinds type. First type is general listening types and second is specific
listening types.

1. General Listening Types

a. Discriminative Listening

Discriminative listening is first developed at a very early age – perhaps even before
birth, in the womb. This is the most basic form of listening and does not involve the
understanding of the meaning of words or phrases but merely the different sounds that are
produced. In early childhood, for example, a distinction is made between the sounds of the
voices of the parents – the voice of the father sounds different to that of the mother.

Discriminative listening develops through childhood and into adulthood. As we grow

older and develop and gain more life experience, our ability to distinguish between different
sounds is improved. Not only can we recognise different voices, but we also develop the
ability to recognise subtle differences in the way that sounds are made – this is fundamental
to ultimately understanding what these sounds mean. Differences include many subtleties,
recognising foreign languages, distinguishing between regional accents and clues to the
emotions and feelings of the speaker.

Being able to distinguish the subtleties of sound made by somebody who is happy or
sad, angry or stressed, for example, ultimately adds value to what is actually being said and,
of course, does aid comprehension. When discriminative listening skills are combined with
visual stimuli, the resulting ability to ‘listen’ to body-language enables us to begin to
understand the speaker more fully – for example recognising somebody is sad despite what
they are saying or how they are saying it.

Example

Imagine yourself surrounded by people who are speaking a language that you cannot
understand. Perhaps passing through an airport in another country. You can probably
distinguish between different voices, male and female, young and old and also gain some
understanding about what is going on around you based on the tone of voice, mannerisms and
body language of the other people. You are not understanding what is being said but using
discriminative listening to gain some level of comprehension of your surroundings.

b. Comprehensive Listening

Comprehensive listening involves understanding the message or messages that are

being communicated. Like discriminative listening, comprehensive listening is fundamental
to all listening sub-types.

In order to be able use comprehensive listening and therefore gain understanding the
listener first needs appropriate vocabulary and language skills. Using overly complicated
language or technical jargon, therefore, can be a barrier to comprehensive
listening. Comprehensive listening is further complicated by the fact that two different
people listening to the same thing may understand the message in two different ways. This
problem can be multiplied in a group setting, like a classroom or business meeting where
numerous different meanings can be derived from what has been said.

Comprehensive listening is complimented by sub-messages from non-verbal

communication, such as the tone of voice, gestures and other body language. These non-
verbal signals can greatly aid communication and comprehension but can also confuse and
potentially lead to misunderstanding. In many listening situations it is vital to seek
clarification and use skills such as reflection aid comprehension.

2. Specific Listening Types

Discriminative and comprehensive listening are prerequisites for specific listening

types. Listening types can be defined by the goal of the listening.

a. Informational Listening

Whenever you listen to learn something, you are engaged in informational

listening. This is true in many day-to-day situations, in education and at work, when you
listen to the news, watch a documentary, when a friend tells you a recipe or when you are
talked-through a technical problem with a computer – there are many other examples of
informational listening too.

Although all types of listening are ‘active’ – they require concentration and a
conscious effort to understand. Informational listening is less active than many of the other
types of listening. When we’re listening to learn or be instructed we are taking in new
information and facts, we are not criticising or analysing. Informational listening, especially
in formal settings like in work meetings or while in education, is often accompanied by note
taking – a way of recording key information so that it can be reviewed later. (See Note-
Taking for more information.)

b. Critical Listening

We can be said to be engaged in critical listening when the goal is to evaluate or

scrutinise what is being said. Critical listening is a much more active behaviour than
informational listening and usually involves some sort of problem solving or decision
making. Critical listening is akin to critical reading; both involve analysis of the information
being received and alignment with what we already know or believe. Whereas informational
listening may be mostly concerned with receiving facts and/or new information - critical
listening is about analysing opinion and making a judgement.

When the word ‘critical’ is used to describe listening, reading or thinking it does not
necessarily mean that you are claiming that the information you are listening to is somehow
faulty or flawed. Rather, critical listening means engaging in what you are listening to by
asking yourself questions such as, ‘what is the speaker trying to say?’ or ‘what is the main
argument being presented?’, ‘how does what I’m hearing differ from my beliefs, knowledge
or opinion?’. Critical listening is, therefore, fundamental to true learning. (Also see our page:
Critical Reading).

Many day-to-day decisions that we make are based on some form of ‘critical’
analysis, whether it be critical listening, reading or thought. Our opinions, values and beliefs
are based on our ability to process information and formulate our own feelings about the
world around us as well as weigh up the pros and cons to make an informed decision.

It is often important, when listening critically, to have an open-mind and not be biased
by stereotypes or preconceived ideas. By doing this you will become a better listener and
broaden your knowledge and perception of other people and your relationships.

c. Therapeutic or Empathic Listening

Empathic listening involves attempting to understand the feelings and emotions of the
speaker – to put yourself into the speaker’s shoes and share their thoughts. (See our page:
What is Empathy? for more information).

Empathy is a way of deeply connecting with another person and therapeutic or

empathic listening can be particularly challenging. Empathy is not the same as sympathy, it
involves more than being compassionate or feeling sorry for somebody else – it involves a
deeper connection – a realisation and understanding of another person’s point of view.

Counsellors, therapists and some other professionals use therapeutic or empathic

listening to understand and ultimately help their clients. This type of listening does not
involve making judgements or offering advice but gently encouraging the speaker to explain
and elaborate on their feelings and emotions. Skills such as clarification and reflection are
often used to help avoid misunderstandings. (See our further pages: What is Counselling?,
Clarification and Reflection for more information on these topics).

We are all capable of empathic listening and may practise it with friends, family and
colleagues. Showing empathy is a desirable trait in many interpersonal relationships – you
may well feel more comfortable talking about your own feelings and emotions with a
particular person. They are likely to be better at listening empathetically to you than others,
this is often based on similar perspectives, experiences, beliefs and values – a good friend,
your spouse, a parent or sibling for example.

Improve
Improving your listening skills.The following tips will help you improve your
listening skills so that you better understand the complainant’s issues, perspective and
feelings and can also make them feel they are being heard.

1. Things to try
a. Focus your attention totally on the person and concentrate fully on what they are
saying.

b. Repeat conversationally and tentatively, in your own words, your understanding

of the person’s meaning.

c. Give feedback on feelings as well as content by asking questions (as appropriate),

such as, ‘How do you feel about that?’ or ‘How did that affect you?’.

d. Repeat information and give feedback to show that you understand and to enable
the speaker to hear and understand their meaning.

e. If your feedback is not well received, only try again if you can do so with tact and
understanding.

f. Be as accurate in your summary of their meaning as possible.

g. Challenge feelings of powerlessness and hopelessness subtly. For example, if they

say, ‘It is hopeless’, you might ask them, ‘It seems hopeless to you right now?’. If
they say, ‘There’s nothing I can do’, you could question, ‘You can’t find anything
that will help fix the problem?’.

h. Allow silences in the conversation.

i. People will sometimes indicate a shift in their attitude by changing their body
position. A good response to such a body shift is to wait, then suggest, ‘How does
it all seem to you now?’.

2. Things to avoid

a. Avoid talking about yourself.

b. Don’t respond with your own reactions or make well-intentioned comments.

c. Don’t ignore or dismiss the person’s feelings.

d. Avoid advising, diagnosing, baiting, reassuring, encouraging or criticising.

e. Avoid thinking about what you will say next: think about what they are saying.

f. Avoid parroting the person’s words or only saying ‘mmm’ or ‘ah hah’.

g. Don’t pretend that you have understood if you haven’t (ask for clarification).

h. Avoid letting the person drift to less significant topics because you haven’t shown
you have understood.

i. Avoid fixing, changing or improving what the speaker has said.

 j. Don’t change topics.

k. Resist filling every space by talking.

l. Don’t neglect the non-verbal content of the conversation.

References
1. https://webcache.googleusercontent.com/search?q=cache:fIJ-
XOezl6YJ:https://grahambodie.squarespace.com/s/Chapter-1-Defining-Listening-
FINAL.pdf+&cd=4&hl=en&ct=clnk&gl=id&client=firefox-b

2. http://studentsrepo.um.edu.my/6483/1/Final_Submission-
Listening_Comprehension_Strategies_Used_by_EFL_Postgraduate_Students.pdf

3. https://www.skillsyouneed.com/ips/listening-types.html

4. http://www.education.vic.gov.au/Documents/school/principals/spag/community/guide
3listening.pdf