Listening Skills

“When you listen to people more generously to people, they

can hear the truth in themselves, often for the first time”
Rachel Naomi Remen
 Meaning
 It is said that we have two ears and one month, which is a good hint for the

proportion in which we should use them.

 Listening is a highly complex, interactive process “by which spoken language

is converted to meaning in the mind”.

 Hearing is only an important component of listening. Listening is a

specialized form of hearing and is the primary function of the ear.

 Hearing is a passive process. It is merely the detection of sounds around us.

 Listening: It is an active process. It involves the conscious desire to

determine the meaning of what is heard.

 Importance
1. Since the rise of the radio and the development of television, the spoken

word has regained much of it’s lose stature

2. Being listened to means we are taken seriously, our ideas and feelings are

known and ultimately, what we have to say matters.

3. Generous listening enhances our own well-being and is the natural

perspective of psychology, in which all human behavior is seen as motivated

by the agendas of the self.

4. Most will not really listen or pay attention to your point of view until they

convinced you have heard and appreciate theirs.

4. We learn our culture largely through listening; we learn to think by

listening; we learn to love by listening; we learn about ourselves by

listening.

5. Being listened to spells the difference between feeling accepted and

feeling isolated.

6. In our society, listening is essential to the development and survival of the

individual .
 Types of Listening
• Discriminative listening
 Discriminative listening is the most basic type of listening.
 Likewise, a person who cannot hear the subtleties of emotional variation in
another person’s voice will be less likely to be able to discern the emotions
the other person is experiencing.
 Listening is a visual as well as auditory act, as we communicate much
through body language.
 We thus also need to be able to discriminate between muscle and skeletal
movements that signify different meanings.
• Biased listening
 Biased listening happens when the person hears only what they want to hear, typically
misinterpreting what the other person says based on the stereotypes and other biases that
they have. Such biased listening is often very evaluative in nature.

• Evaluative listening

 In evaluative listening or critical listening, we make judgments about what the

other person saying.

 We seek to assess the truth of what is being said. We also judge what they say
against values, assessing them as good or bad, worthy or unworthy.

 Evaluative listening is particularly pertinent when the other person is trying to

persuade us, perhaps to change our behavior and maybe even to change our beliefs.

 Evaluative listening is also called critical, judgmental or interpretive listening.

• Appreciative listening

In appreciative listening, we seek certain information which will

appreciative for example that which helps meet our needs and goals. We

use appreciative listening when we are listening to good music, poetry

or maybe even the stirring words of a great leader.

• Sympathetic listening

In sympathetic listening we care about the other person and show this

concern in the way we pay close attention and express our sorrow for

their ills and happiness at their joys.

• Empathetic listening
 When we listen empathetically, we go beyond sympathy to seek a
truer understand how others are feeling.
 This requires excellent discrimination and close attention to the
nuances of emotional signals.
 When we are being truly empathetic, we actually feel what they
are feeling. In order to get others to expose these deep parts of them
to us, we also need to demonstrate our empathy is our demeanor
towards them, asking sensitively and in a way that encourages self-
disclosure.
• Therapeutic listening

 In therapeutic listening, the listener has a purpose of not only

empathizing with the speaker but also to use this deep connection in
order to help the speaker understand, change or develop in some way.

 This not only happens when you see a therapist but also in many
social situations, where friends and family seek to both diagnose
problems from listening and also to help the speaker cu themselves,
perhaps by some cathartic process.

 This also happens in work situations, where managers, HR people,

trainers and coaches seek to help employees learn and develop.
• Relationship listening
Sometimes the most important factor in listening is in order to develop
or sustain relationship. This is why lovers talk for hours and attend
closely to what reach other has to say when the same words from
someone else would seem to be rather boring. Relationship listening is
also important in areas such as negotiation and sales, where this helpful
if the other person likes you and trusts you.
• Initial listening

Sometimes when we hear the first few words and then start to think
about what we want to say in return. We then look for a point at which
we can interrupt. We are also not listening then as we are spending
more time rehearsing what we are going to say about their initial point.
• False listening
 False listening occurs where a person is pretending to listen but is
not hearing anything that is being said.
 They may nod, smile and grunt in all the right places, but do not
actually take in anything that is said.
 This is a skill that may be finely honed by people who do a lot of
inconsequential listening, such as politicians and royalty.
 Their goals with their audience are to make a good impression in
very short space of time before they move on, never to talk to that
person again.
• Selective listening
 Selective listening involves listening for particular things and
ignoring others.
 We thus hear what we want to hear and pay little attention to
‘extraneous’ detail.
 Partial listening partial listening is what most of us do most of the
time.
 We listen to the other person with the best of intent and then
become distract, either by stray thoughts or by something that the
other person has said.
• Full listening

Full listening happens where the listeners pays close and careful
attention to what is being said seeking carefully to understand the full
content that the speaker is seeking to put across. This may be very active
form of listening. By the end of the conversation, the listeners and the
speaker will probably agree that the listener has fully understood what
was said.
• Deep listening

In deep listening, you listen between the lines of what is said, hearing
the emotion, watching the body language, detecting needs and goals,
identifying preferences and biases, perceiving beliefs and values and so
on.
 Barriers to listening
1. Physiological Barriers

 Some people may have genuine hearing problems or deficiencies that

prevent them from listening properly. Once detected, date and generally be

treated. Some people may have difficulties in processing information, or

memory related problem which make them poor listeners.

 Another physiology barrier is rapid though. Listeners have the ability to

process information at the rate of approximately 500 words per minute,

whereas speakers talk at around 120 words per minute.

 Since listeners are left with a lot of spare time, there attention time may not

be focused on words the speaker is saying, but may under elsewhere.

 2. Physical Barriers

For example, if you are in meeting with your manager and the phone rings
and your mobile beeps at the same time to let u know that you have the
message. It is very hard to listen carefully to what is being said.

3. Attitudinal Barriers

 Pre occupation which personal or work related problems can make it

difficult to focus one’s attention completely on what speaker is saying, even
what is being said is of crime importance.

 Another common attitudinal barrier is egocentrism, or the belief that you

are more knowledgeable when the speaker and that you have nothing new
to have to learn from his ideas.

 People with this kind of close minded attitude may very poor listeners.
4. Cultural Barriers

Accents can be barriers to listening, since they interfere with the ability

to understand the meaning of words that are pronounced differently.

5. Gender Barriers

Communication research has shown that gender can be barrier to

listening. Studies have revealed that men and women listen very

differently and for different purposes. Women are more likely to listen for

the emotion behind a speaker’s words, when men listen more for the

facts and the content.

6.Lack of Training

listening is not an inborn skill. People are not born good listeners. They have

to develop the art of listening through practice and running. Lack of training

in listening skills is an important barrier to listing, in the Indian Context.

7. Bad Listening Habits

For example, some people have the habits of “faking” attention, or trying to

look like a listeners, in order to impress the speaker and to assure him that

they are paying attention.

Others may tend to listen to each and every fact and as a result, miss out

on the main point.

 Overcoming barriers
Sr. Rule Listening Reasoning Behind the Rule
No.
1 Stop talking You cannot listen if you are talking.

2 Put the person at ease Help a person feel free to talk; create a
permissive environment.

3 Show the person you want to listen Look and act interested; listen to understand, not
to oppose.

4 Remove distractions Doesn’t doodle tap, or shuffle papers; shut the

door if necessary to achieve quiet.
Reading Skills
 MEANING
 Reading is one of the most useful skills in learning a foreign language.

 It serves as a means by which the “unbounded field of knowledge” lies

open before us and we are able to know new facts and relationship.

 Francis Bacon was very correct when, in one of his essays, ‘Our Studies’ he

wrote, “Reading market a full man .........”

 According to Gray, “Reading is a form of experience.”Indeed good reading

habits promote ‘self education’ which helps in the modification of

personality. Reading trains our mind and broadens our outlook.

 Types of Reading

1. Loud reading

2. Silent reading

3. Intensive reading

4. Extensive reading

5. Supplementary reading
 1. Loud reading
 This is also known as oral or aloud reading.

 Loud reading should be introduced after the students have been given
some training in two months on the points concerning
pronunciation, intonation, stress, pitch and other aspects of spoken
English.
 According to W.M.Ryburn, “There is very little real reading done in
English. Part of difficulty is that English is a foreign language, but the
chief difficulty is found in the fact that pupils are not taught to read
aloud properly in their mother tongue.”
2. Silent Reading

 Silent reading is considered to be the best kind of reading as the mind is

fully engaged in this act. The children should be initiated into reading

silently as soon as they have mastered some degree of fluency of

reading aloud.

 Morrison has said, “Loud reading by students should be followed by

silent reading.”

 Mehta has said, “We all read faster than we speak and children must be

initiated into the silent reading habit as early as possible.”

 3. Intensive Reading

 Intensive reading is a detailed study of the prescribed text in order

to train the students is an important aspect of language teaching, i.e.

reading.

 The teacher has to carefully plan teaching of intensive reading as it plays

an important role, not only in examination but also in practical life as

well. Intensive reading: reading shorter texts, to extract specific

information.

 This is more an accuracy activity involving reading for detail.

4. Extensive reading

 Extensive reading has been strongly recommended by Indian Education Commission

(1964-66).

 This type of reading is also known as rapid reading or independent reading. The

teacher plays the role of the supervisor while the students carry it out

independently.

 Extensive reading to read silently and quickly in order to understand the subject

matter and derive the meaning as a whole without the help of the teacher and

expand passive vocabulary.

 Extensive reading: reading longer texts, usually for one’s own pleasure. This is a fluency

activity, mainly involving global understanding

 Steps / Techniques for better Reading

A. Phrasing

B. Scanning

C. Skimming
 Phrasing

 This method pre supposes that phrases are more interesting than words

as they are able to convey meanings.

 Also, a reader fixes his eyes and mind on group of words rather than

concentrating on each word individually.

 Under this method, the teacher writes a phrase on the blackboard

and introduces the students with its meaning and other features.

 Prof. Palmer advocates this method as he says, “The word is too small a

unit of speech and the sentence is too long a unit to be read at a time.”
 Scanning
 Scanning refers to the ability to locate specific information or facts

as quickly as possible.

 While trying to look for the meaning of a word in a dictionary or looking

for a telephone number in the telephone directory, we scan and try to

look for specific information.

 We may know how to scan a newspaper or dictionary but may do it

slowly with less accuracy.

 What is important is to increase scanning speed with accuracy.

 Scanning is an important rapid reading technique. Which include

looking for

a. A specific point or fact in a text

b. A formulae in a text

c. A word in a dictionary,

d. Train or television schedules

e. Any reference or bibliographical list

f. Examination results

g. Any notes/ questions/ remarks at the end of the text.

Suggestions to increase proficiency at Scanning

1. Do not read everything

The first step would be to fix clearly in mind what one is looking
for.
The purpose of scanning should be determined and the reader should
not be confused about the information that he/ she requires.
The second step is to plan how the required information can be
obtained. For example, if one is looking for a name or place, capital
letter can provide clues.
2. Use guides and aids

Every reading material contains certain guides and aids, which

should be used to find what the reader wants

3. Know the association of the material to be read

The reader needs to know the connection of the reading material

to scan it with speed and accuracy. Practice scanning different types

of reading material, such as newspaper listings, dictionaries,

telephone directories, and analyze the way information is

structured in these materials.

4. Concentrate while scanning The reader needs to concentrate while

scanning a reading material. One must have the urge to read and scan

the material. This will improve his visual perception and help him identify

the required information quickly.

 Skimming
 Skimming is a more sophisticated skill than scanning

 It is a rapid reading technique that prepares the reader for detailed reading.

 As the main objective of skimming is to understand the central idea and the main

points of the text, the reader needs to use a reading strategy that involves fast

reading and quick analysis.

 This involves not only the ability to recognize the main ideas and supporting

details but also the ability to identify different writing patterns used to

develop these ideas..

Skimming is essential for better understanding of a text.

1. What is the overall purpose of the text?

2. What is the central idea or theme?

3. What does the authorintent to do? (describe, instruct, report,

narrate, explain, argue, persuade, illustrate and so on)

4. What are the main points of the text?

A. Identifying the Central Idea
The title or the main heading
The sub-headings the opening paragraph
The last paragraph

B. Read Chapter Heading

C. Search Index for relevance topic

 Presentation Structure
I. Opening
II. Introduction
III. Body (this is the longest, most detailed portion)
IV. Conclusion
 Opening

• You get about 10 seconds to make a good impact and impression. State your name even

though you have been introduced; it reinforces your presence, and helps people to remember

you. Create (write it down) a good, strong, solid introduction, and rehearse it till it comes

naturally; the delivery must be cheerful and confident.

• Try “delivering” these opening sentences. Change them to suit your own style.

• Good morning, Ladies and Gentlemen. I am --- from --- (organisation/your class and

division). I’m going to speak on

• Good evening, Ladies and Gentlemen. As --- has already said, I am --- from ---; and I am here

to share with you the results of my experiment with ---,

• Good morning to all of you. I am ---, and I intend to share with you the information I have

gathered on the topic of “Barriers to Communication

 Introduction
A. Importance of the issue or topic

B. Short history of the issue/topic

C. The main arguments will be brief and precise

1. List of the common arguments for the affirmative side. Common arguments are that the

proposed change is needed, that the change is practical, that the change is desirable and that the

advantages of making the change are greater.

2. List the common arguments for the negative side. Common arguments are that the proposed

change is not needed, that the change is impractical and undesirable, that the disadvantages of

making the change are greater and that there are solutions better than those proposed by the

affirmative side.
 Body (this is the longest, most detailed portion)

A. State again each argument for the affirmative. After each argument

list the specific evidence that supports it. Cite also the source for

each item of evidence.

B. State again each argument for the negative. After each argument, list

the specific evidence that supports it. Cite again the source for each

item of evidence.
 Conclusion
A. Summarize the position and argument of the affirmative side.

B. Summarize the position and argument of the negative side.

• Like most reports, the speech usually ends with a conclusion. Here the speaker brings all that he has

presented to the audience. He achieves the speech’s goal. In doing this, he should consider including these

three elements in his close:

(1) A restatement of his subject

(2) A summary the key points developed in the course of presentation and

(3) A statement of the conclusion main message.

• Usually it is effective to bring the speech to a climatic close that is make it the high points of the speech. He

can do this by presenting the concluding message in strong language so that it gains attention and be

remembered. In this section, we shall also discus guidelines for speaking notes, guidelines for speech

manuscripts and guidelines for using visual aids.

 Organizing The Presentation
1. Extemporaneous presentation: it is the most popular and effective method of

presentation. Using this method, the speaker initially thoroughly prepares his speech.

Then he prepares notes and presents speech from them. Usually he rehearses. He makes

sure that all matter related to the speech is clearly in the mind. However, he makes no

attempt to memorize. The extemporaneous method usually sounds natural to the

listeners, even though it is (or should be) the product of careful planning and practice.

2. Memorized presentation: It is the most difficult method of presentation for most of

us. Probably, a few speakers actually memorize an entire speech. Memorized speech

does have poor display of non-verbal cues. Instead, they memorize key parts and use

notes to help them through the presentation. Such deliveries actually are a cross

between extemporaneous and memorized presentations.

3. A third method of presentation is by reading. Unfortunately, most

of us do not read aloud well. We tend to read in dull monotone voice,

producing a most uninteresting effect. We fumble over words that lose

our place, miss punctuation marks and such other lapses. Of course,

many speakers overcome this problem and with effort, this can be

eliminated. However, it will be advisable to attempt to read a speech until

he has a proficient reader.

 Qualities of a skillful Presenter
1. “A good presenter is likely, interested, enthusiastic, vital.” He treats his audience
as a group of living people. He makes it sure that he is keenly interested in the
subject he is speaking about he is taking pains to make his audience in it.
2. “A good presenter is earnest.” He does not speak just for the sake of speaking-in
order to show off, to impress his audience with his erudition or his authority.”
3. “A good presenter has a sense of responsibility to his listeners.” He realize that
time is previous and tries to say something worth the time being spent by his
audience.
4. “A good presenter has a sense of responsibility to other on the programme.” He
takes more time than that it allotted to him.
 Qualities of a skillful Presenter
5. “A good presenter has a sense of responsibility to his subject. He does not
spread to the
6. “A good presenter has a sense of leadership; he stands up tall; he talks eye
to eye; spread responsibly and with authority, as a leader should.”
7. “A good presenter keeps s his head.” He is carries off by his over-
enthusiasm or over confidence.
8. “A good presenter tries to balanced, sane.”
• 9. “A good presenter keeps his sense of humor.”
 Use of Visual aids in Presentation
1. Static Media ( Fixed)
 Fixed text
 Images (Printed material)
 Overhead Projectors
 Pictures
 Computer-generated projections
Ex. Charts, Posters, Images

2. Dynamic Media (Active)

 Audio tapes
 Video tapes
 Computer-generated projections
 Moving films