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Brooks Listening Model Module

The document describes W. Brooks' three-stage model of listening: hearing, identifying and recognizing, and auding. In the hearing stage, sound waves are received by the ear. Factors like auditory acuity, masking, and fatigue can impact hearing. In the identifying and recognizing stage, the brain analyzes sounds and uses mental reorganization and association to identify meanings. Thinking skills like indexing, comparison, sequence noting, and appreciation further aid meaning-making. Finally, in the auding stage, the listener understands and responds to words with feeling. The document provides examples of applying these stages when communicating across dialects. Students are assigned to interview elders about challenging listening experiences and the importance of listening skills.

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229 views

Brooks Listening Model Module

The document describes W. Brooks' three-stage model of listening: hearing, identifying and recognizing, and auding. In the hearing stage, sound waves are received by the ear. Factors like auditory acuity, masking, and fatigue can impact hearing. In the identifying and recognizing stage, the brain analyzes sounds and uses mental reorganization and association to identify meanings. Thinking skills like indexing, comparison, sequence noting, and appreciation further aid meaning-making. Finally, in the auding stage, the listener understands and responds to words with feeling. The document provides examples of applying these stages when communicating across dialects. Students are assigned to interview elders about challenging listening experiences and the importance of listening skills.

Uploaded by

gesterjanven
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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ENGL 100: COMMUNICATION ARTS/ ENHANCEMENT FOR ENGLISH

Topic 2: Three Basic Listening Models


The last model:

According to W. Brooks (1993), listening has three stages, namely hearing, identifying and
recognizing, and auding.

Notice that the phrase “Speech Sounds” is written outside the box but it covers the whole
illustration. This is because we hear speech sounds anywhere and anytime. Hence, in
whatever stage you may be in the listening process, speech sounds are there.

Now, let’s go back to the stages.

The first stage of listening according to Brooks is hearing. You already know what this
means. But to reiterate it, it is the process of reception of sound waves by the ear. There
are three important factors which affect the hearing of sound: auditory acuity, masking
and auditory fatigue.
Have you experienced this?

-When you’re talking to an elderly person, you sometimes have to modulate your voice
for them to properly hear you.

-When you’re talking to a baby, you always try to soften your voice so you will not spook
them.

This is because we all have our own auditory acuity. To put it simply, auditory acuity is
our ability to hear sounds based on their levels of loudness.

Now, this is also affected by two factors: Masking and Auditory fatigue.

An example of Masking is when we have a class and there is a heavy rainfall. The noise

of the heavy rainfall covers or “masks” my voice as I try to explain a concept.

Auditory Fatigue, however, is different. Say for example you attended a party with a huge
speaker spitting out loud gigantic noise to fill in the room. After you leave the party, have
you ever felt like going deaf?

That is auditory fatigue. Continuous exposure to sounds affects your hearing and may
lead to hearing loss.

The next stage is Identifying and Recognizing.

After receiving the sounds from the Hearing stage, our brain automatically tries to identify
and recognize the patterns and relationships of the sounds we heard.

A number of factors may affect this stage of listening.

These are the quality of auditory analysis, mental reorganization, and association.
Auditory analysis is the process of comparing the sounds that are heard with the ones
that are familiar to the listener. The sounds are recognized according to their likenesses
and differences.

PICTURE THIS:

You have a transferee classmate who comes in to your class. You wanted to get to
know him better to make sure that you are careful with your choice of words. So you
ask him, “Cebuano ka?” and he answered “Diri ak Cebuano.”

REFLECT:

Do you understand him fully?

No. So that is when the two factors of auditory analysis come in: the mental
reorganization and association.

During mental reorganization, you use a system that will help you retain and structure the
incoming sounds. You may recode, regroup or rehearse these sounds in your mind. You
may syllabify the word while pronouncing it; you may group numbers in batches or you
may repeat the series several times.

SO, GOING BACK TO THE EXAMPLE:

Your brain might be regrouping your classmate’s answer to better understand him. Since
“Cebuano” is familiar to you, you then retain “DIRI AK” and use your background
knowledge to better understand them. ASSOCIATION then happens.
Even as you hear the sounds, you are making associations in your mind. You link these
sounds with previous experiences, memories and backgrounds. You create associations
even if the sounds spoken are in a foreign language, one that is totally strange to you.

So, you assume that “DIRI” means HERE. And “AK” means YOU. So putting it together, you
have “Here I Cebuano.”.

Does that make sense?

No. So you then go back to your experiential background and regroup the sentence. So,
now you assume that “DIRI” means NOT.

Making it: NOT I CEBUANO >>> I NOT CEBUANO >>> I AM NOT CEBUANO.

Once you successfully make sense of the sounds you heard, you can now IDENTIFY THE
WORDS as shown in the illustration.

The third and last stage of the listening process is auding. The listener assimilates the words
and responds to them with understanding and feeling.

Aside from the listener’s “experiential background,” some skills in thinking can be useful
to make the assignment of meaning an easy task.

The diagram lists five thinking skills that the listener can engage in: indexing, making
comparisons, noting sequence, forming sensory impressions, and appreciating.
These thinking skills are helpful in putting meaning to the words that you have identified.

After this step, you now release your feedback as a way to express your interpretation
of the meaning as shown in the illustration.
ASSIGNMENT:

Interview someone OLDER THAN YOU based on their challenging listening experience
and ask the following questions:

1. Recall the time when you met and talked to someone with a different dialect,
accent, nationality, race, gender, culture, or belief.
What words/phrases/sentences were unfamiliar to you?

2. How did you identify those unfamiliar words and resolve the communication
breakdown?

3. How important is listening in communication?

Encode the summary of their answers on a short bondpaper using Arial font style and in
11 font size.

Follow this format as the header of your output:

NAME:
COURSE AND SECTION:
ENGL 100 SCHEDULE:

ENGL 100: COMMUNICATION ARTS/ENHANCEMENT FOR ENGLISH


ASSIGNMENT ON THE BROOKS’ LISTENING MODEL

Bring it on our next meeting.

TOPIC REFERENCE:

The Listening Process. (n.d.) Retrieved August 01, 2020, from


https://vle.upm.edu.ph/pluginfile.php/191876/mod_resource/content/1/Listening.pdf

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