Lecture note on Language skills and Note Taking/Note Making

By: Steve Omagu

Course Code: GST111 (Communications in English)

 LANGUAGE SKILLS
There are four core, Language skills or abilities that help language
learners exchange ideas, emotions, and thoughts. These skills are
relevant in conveying information to the recipient in any Language.
The language skills are broadly referred to or are known as MACRO
SKILLS and there are: Listening, Speaking, Reading and writing.
These are further categorized into:

❖ RECEP TIVE SKILLL: This requires the learner to gather

information .In this category we have Reading and Listening are
receptive skills.
 Cont.
❖ EXPRESSIVE SKILLS / PRODUCTIVE: Expressive or Productive skill is
the process whereby a language learner gives out information.
Therefore, speaking and writing are classified as expressive skills.
Here, learners practice real-life activities.
These macro skills births the micro level of Language skills, and
when we talk about the English Language grammar, vocabulary and
pronunciation etc we are looking at the language at its micro level.
In the English language we can also classify the investigation of any
micro skills into: Phonology: The study of the sound system,
Syntax- the study of the grammatical arrangement of words in a
sentence and Semantics; this study relates to the meaning.
 Cont.
These language skills are related to each other in two ways: (a) the
direction of communication which sees Receptive skills as Input
while Expressive becomes output. The second relationship is
seeing language skills as (b) the method of Communication. ie
spoken / written.
 LISTENING SKILLS
God gave us two ears and one mouth so that we can hear twice as
much as we say. When we learn our native language this is the first
skill that we employ. Listening is the language skills which includes
the process of receiving, constructing meaning from and responding
to spoken words, it is the conscious process of hearing with the ears
and other senses to enable maximum oral exchange. It is one of any
the most important skills in earning situation. It is also the first
language skills to be acquired by the learner. It is an active mode of
getting information and or ideas and when there is a breach in
listening it can lead to poor feedback and a general misinformation
PROCESS OF LISTENING
1. RECEIVING
the primary tool of this stage is the ear. Receiving is the intentional
focus for hearing a speaker’s message. It requires the right attention
and stimulus.
2. UNDERSTANDING / INTERPRETING.
Here, the brain Learns to decipher the meaning of the message
which is complex. The information sent to the brain as wave signals
are processed, and filtered and what the brain feels are unimportant
are then discarded. Afterwards the message is either saved into the
long of short term memory. Discussion: What is the short term
memory (STM) and the Long Term Memory (LTM)? How can we
improve listening via understanding the STM and LTM?
 Cont.
3. REMEMBERING
This starts and ends with active listening. It requires actively paying attention
effectively. To enlarge our LTM which is like a phone memory, we most always note
that the bigger the memory capacity the better. Several methods are expected to
ensure that something heard/listened to is effectively remembered requires,
physical and mental attention. As a student, this is seemingly an important stage
because when we severe our emotional and physical noises we can maximize our
total listening and learning situation.
4. EVALUATING
Evaluation varies from listener to listeners based on the language proficiency of the
listener. It requires
Forming a response or making judgment based on the information received. The
brain then evaluates if the information received is credible, worth and complete. A
listener critical thinking is key here. Students are expected to develop themselves
and be able to separate facts from fiction and also to be aware of biases.
 Cont.
5. RESPONDING /FEEDBACK
This final stage requires the both listener and speaker to complete the
communication cycle. This entails reacting to the message. This happens both
on the intellectual and emotional plane. After a listening situation like a lecture,
a feedback is required; it can be verbal or non-verbal cues or signals. Positive
non- verbal cues in classroom or lecture settings are noted as eye contact, head
nod, and learning forward can send intentional and unintentional cues.
There are two types of feedbacks:
a) FORMATIVE FEEDBACK: These are signals given by listener to show that a
message is clear or not. When the listeners give these cues, the speaker uses
this as feedback to gauge performance, then the speaker may improve based on
the feedback received. It is mostly immediate, Continuous and important in the
teaching /learning situation. Academically, it can be students booing or clapping.
Even the idea of asking question during a lecture means an effective feedback.
 Cont.
b) SUMMATIVE FEEDBACK
This comes at the end of a listening situation. It measures the listener’s
attention. It can used to show both the student and the teachers competence
and lecturers use it for grading.
 LISTENING STYLES I LISTENING BARRIERS-

Listening style or listening barrier is concern with our inner attitude to the
communication we receive. This shows different poor attitude to the listening
process; it is the direct opposite to attentiveness, non-judgmental and
observant listening as. The following are some listening barriers and styles

✓ STAGE HOGGING
This is a narcissistic type of listening that shifts attention from the speaker to
the listener. It is a listening to be the centre of attention. Here the listener
attempts to make the communication about themselves. This is done by
intermittent interruption and distraction.
 Cont.
✓ SELECTIVE LISTENING
Here, the listener selects only what they find interesting to them. It is
sometimes a good idea in a non-academic situation but should be avoided in an
academic situation. The listener selects only the information he/she considers
relevant to their interest and need.

✓ INSULATED LISTENING
To insulate means to isolate/ separate in order to protect or prevent
interactions. It is sometimes called avoidance listening. It is used when the
listener feels a topic is uncomfortable to talk about. Topics like taboo subjects,
religion and sexuality. Listeners only pick important details.
 Cont.
✓ DEFENSIVE LISTENING
This simply means listening so as to attack. Here, a listener takes innocent
comments as attacks. Such listening is likely to lead to misinterpretation,
insecurity and lack of confidence.
✓ PSEUDO LISTENING
This is a poor listening whereby a listener pretends to listen and appears
attentive but he or she is not listening to understand or interpret. This
Listener may respond accurately with non-verbal cues but he or she is lost
when a feedback is required verbally.
 Cont.
✓ AMBUSHING
Here, the listener listens attentively to collate evidential information that
can be used against the speaker. It is listening in order to malign, attack or
entrap the speaker.

✓ MULTITASKING
Here the listener listens without full attention while attempting to complete
more than one task at a time. The listener here rather switch tasking as the
listener switches from one task to another rapidly.
 NOTE
TAKING AND NOTE MAKING
❑ NOTE TAKING
Note taking is the act of writing down information in a systematic way. It
can be referred to as the practice of recording information captured usually
from a speaker or from a single source. It usually done in situ i.e unmoved
or in the existing place or situation. The ancient Greek describe this idea in
the expression known as HYPOMNEMA (which means a note, a reminder
etc).
❑ NOTE MAKING
Note making is the practice of keeping record from different sources. Here,
note is made from various sources or materials of things read, seen, heard
or known. Simply put, it is adding flesh to the skeleton of the note taken:
DIFFERENCES BETWEEN NOTE-TAKING AND NOTE MAKING
S/N NOTE TAKING NOTE MAKING

1. It requires using the speaker’s words Here, the note maker listens and writes in a more
verbatim understanding manner which maybe structurally different
from that of the speaker
2. It involves only a single source at a given The note maker collates information from several sources
time, be it written or spoken.

3. It is usually seen as a passive approach to It is viewed as an active approach to studying

studying
4 The note taker understands little The note maker understands more from various viewpoints

5 It is sometimes merely an exercise in It makes a material or a topic easier to understand

hearing and seeing and thus knowledge
acquisition is minimal
6 It is NOT intellectually demanding
especially
 Cont.
DOS AND DONTS OF NOTE TAKING AND NOTE MAKING

I. Never write down every word.

II. Add Flesh to your work before 24 hours
III. Always take note by hand
IV. Do not write on scraps of papers of the information.
V. Always listen attentively for salient points.
VI.Try as much as possible to use intelligible abbreviations and visuals.
VII. Do not take too little not and do not take too much, balance your NT/NM
exercises.
 Cont.
PARTS OF NOTE TAKING AND NOTE MAKING
1. Preparation: A learner needs to be generally prepared for any NT/NM activity. Preparedness
includes: Physical Preparedness: that is to say, every aspect of being physically prepared
most be considered. A student who wants to be a note taker/maker most be properly
dressed for the part, seated in vantage position and have required writing materials.
Emotional/Mental Preparedness: Be rid of your emotional and mental problems before you
begin a NT/NM activity. Acquaint yourself with the material before commencement of any
teaching/ learning activity. Your mood should not affect your learning.
2. Note Taking Activity: Start a new topic on a fresh page, keep ample spaces between
subtopics and headings, pay attention to cue words like therefore, however etc and
digression like jokes, be consistent with your structure, no slouching posture is wrong, listen
not like, motivation is key and use diagram to chunk lengthy lectures into meaningful notes.
3. Re-organization: here, the learner takes a second look at the note taken and make a better
note. Here, the student test his/her understanding of the lecture, recall abbreviations used,
sort out vague points and areas of doubt.
 Cont.
NOTE TAKING/ NOTE MAKING TECHNIQUES
Certain important technique said the effective and efficient note taking / note
making activities. They are abbreviations, symbols, outlining and diagrams and
charts
Abbreviations: abbreviations are indispensable in note taking/ note making
exercise and good notes can hardly be composed without abbreviations.
Abbreviations is a truncated or shorten form of a word with no emphasis on
rules governing how, where and why and intended to speed up
communication. Examples are “dept” for department, and “vs” for versus. It is
used to enhance speed. Note every word can be abbreviated, but words that
occur often in a text or lecture are expected to be abbreviated. Care should be
taken during abbreviation so that meaning is not misplaced and also for
students to know the differences between abbreviation, acronyms and
mnemonics.
 Cont.
Note: Do not confuse abbreviation with Acronyms, Mnemonics and
Initialism.

Acronyms are also types of abbreviations whereby words formed by using

the first letters in a long phrase or series of words. Examples are NASA,
NATO,
Mnemonics are learning techniques or memory helpers patterned in
formulaic form example MR NIGER-movement, respiration, nutrition,
irritability, growth, ejection and reproduction).
Initialism is a broader kind of abbreviation whereby new words are formed
from the first letters of a group of words example UFO, FBI, CBN, VC, FAQ,
DIY, GPS, words here are pronounced letter by letter
Question: How can you classify the words ASAP (As Soon As Possible)?
 Cont.
Types of abbreviations:
1. (a) Conventional/ common/ general abbreviations: this type of
abbreviation is recognized by the reader and speakers of the language
everywhere in the world. It is very common and can be found in appendixes
of standard dictionaries. Examples are: eg (examplar gratia), i.e (that is), ltd
(limited), kg (kilogram), km (kilometre), cm (centimetre) , no (number), NB
(nota bene-meaning- take note or note well) and etc, (etceteras- meaning: a
number of unspecified person or thing).
 Cont.
(b) Subject area-abbreviation: these are subject or discipline base
abbreviations understood by specialist in the area or subject concerned. For
example, nb not capitalized is the symbol for niobium a chemical element in
chemistry and mostly learners of chemistry will be akin to it. Other
examples are H20, CO2, L1, MT, LIT, ENG and TB. The abbreviated words
are respectively- water, carbon dioxide, first language, mother tongue,
English, and tuberculosis.
(c) Personal abbreviations: this varies from writer to writer; therefore,
utmost care is required when abbreviations are used. Some writers keep
indexes at the end of the note to remind them so as to avert the ‘use-and-
forget’ syndromes with abbreviation usage. Some of these are nt, nm, abbr,
uni, sch etc. note taking, note making, abbreviation, university, school
respectively.
Cont.
2. Symbol/ signs: the use of the have the same purpose with abbreviations. Most have
mathematical origins and have replete and divergent meanings, and are also widely used in
other disciplines. Some examples are: + can mean plus, addition and cross; - can stand for less,
minus, delete, remove in different situations and disciplines, < means ‘less than’, > means
‘greater than’; @ means ‘at’.
3. Outlining: an outline is a detail statement of the content of an oral or written discourse. It
serves as an aid memoir which reflects the basic structure and content of the original
discussion. They are two kinds of an outline- the sequential/ linear or sentence outline
whereby entries are made in complete sentences. This is peculiar to young learners and
requires time and space for keywords, sub/headings in order to explain concepts and ideas.
The topic outline on the other hand requires elaborate use of phrases to encode the decode
message. It is important to note that these two can be combined depending on the writer.
4. Diagrams and charts: diagrams and charts are called visuals. They are used to help readers
visualize relations given in a text or lecture and to give more information. Record details in
various ways that appeal to you. Use colour, bubbles, sketches, flow chart, tables and specific
sizes to make things stand out.
THANK YOU