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INTRODUCTIONActive listening refers to ways of listening and responding to another person thatimproves mutual understanding. When people talk to each other, they often donot listen attentively. They are often distracted, half-listening and half-thinking

about something else. When people are engaged in a conflict, they are often busyformulating a response to what they are hearing. They assume that they haveheard what their opponent is saying, so rather than pay attention, they focus onhow they can respond to win the argument.

Active listening is a structured form of listening and responding that focuses theattention on the speaker. The listener must take care to attend to the speaker fullyand then interpret or try to make sense of what is heard. The listener does nothave to agree with the speaker but needs to understand the message or content

TTooppiicc22

ActiveListening

Skills 1

By the end of this topic, you should be able to:

1. Distinguish details;2. Identify main ideas and supporting details;3. Identify cause-effect relationship;4. Identify time order relationship;5. Identify comparison-contrast relationship; and6. Identify simple listing relationship.

LEARNING OUTCOMES

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TOPIC 2 ACTIVE LISTENING SKILLS 1 15

being conveyed. If the listener does not understand clearly, then he or she needsto ask for clarification or further explanation from the speaker.Often, the listener is encouraged to interpret the speakers words not only

semantically, but also in terms of feelings. Thus, instead of just receiving what isheard, active listeners need to pay attention to psychological elements comingacross with the message(s), such as whether the speaker is angry, frustrated,happy or unsure of what is being addressed. This will add to the overallcomprehension of the messages being heard.

Active listening has several benefits. First, it enables people to listen attentively toothers. Second, it avoids misunderstandings as people have to confirm that theyreally understand what the speaker has said. Third, active listening tends toprompt the speaker to explain more when he or she feels that you are really

attuned to his or her concerns and wants to listen. The speaker is likely to explainin detail what they are saying and why. If both parties in a conflict do this (activelistening), the chances of being able to develop a solution to the problem aremuch greater.

Thus, in a nutshell, active listening is concerned with the ability to distinguishand identify relevant elements pertinent to listening and speaking skills.

DISTINGUISHING DETAILS

Listening is a skill, and as with any skill, practice is essential. What we can do in abrief section here is draw your attention to some things to consider whenlistening to speakers. The primary goal of most listening efforts is to understandthe message or important details being conveyed verbally. As you incorporatesome of these suggestions in listening for details, you may find that the effortcomes a little easier, but ultimately, it is you who has to decide whether you wantto listen or not. Listening is hard work. Unless you are willing to accept thechallenges and make the effort, effective listening will not take place.

Suggestions for enhancing listening to distinguish details:

(a) Remain FocusedInstead of going on private sidetracks that have nothing to do with the topic

being discussed, think about what the speaker is saying.

(b) Think Ahead of the SpeakerTry to figure out where the speaker is going and what is the next point. Thismay be easy with some speakers who are well organised and who presenttheir points clearly. However, most of us are not very clear and organised,

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TOPIC 2 ACTIVE LISTENING SKILLS 116

and that may make the work of the listener difficult. If you are interested ingetting the main details, you may have to do the organising yourself.

(c) To Summarise What a Speaker is SayingBegin by breaking what is being said into main points and supportingpoints. Most speakers often repeat their words, especially in important ormain points. As a listener your task is to distinguish these important detailsfrom the supporting ones. The speaker sometimes helps you to make thedistinction by emphasising a point with voice cues or repeating it severaltimes, or telling you that this is a key point to note.

(d) Identify the Speakers EvidenceAsk yourself questions about the speakers sources and their validity. Doyou find the evidence convincing, complete, valid or logical?

(e) Listen between the LinesTo listen effectively, one has to listen to two channels at the same time. Thefirst channel is the content of the speech, the words the speaker is saying, thetopic itself. The second channel refers to all the nonverbal signals the speakeris sending while talking, such as the tone of voice, gestures and facialexpressions. The second channel tells you about the speakers feelings andgives you a great deal of information on how to distinguish the main detailsof the speech. Both verbal and nonverbal elements are important tounderstand fully what the speaker is putting across. Listen for the feelings of

the speaker as you listen to his words. This is called listening between thelines. It is a difficult task and takes a great deal of sensitivity and patience aspeople have numerous ways to hide their feelings. Only patience andwillingness to pay attention to the subtle dimensions of a personscommunication style and habits will make you successful in your attempt tounderstand others.

(f) Take Note that Listening is Affected by EmotionsFeelings and emotions play a fundamental part in our interpersonalcommunication. There are things which we like or dislike, things we fear orfeel strongly about. We experience strong emotions, such as anger,

frustration, joy, happiness, etc. As a result, quite unconsciously we tend totune out what we do not want to hear and listen better to what we agree withor like. However, when we do not hear a speaker out completely, we reallydo not know for sure what is being said. This brings us to the concept of anopen mind. We must learn to listen to information which we are notcomfortable with or that goes contrary to our beliefs. Willingness to listeninvolves controlling and, at times, suspending ones feelings, emotions and

beliefs. We might not accept or believe in what is heard, but as the sayinggoes, there are two sides to a coin.

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(g) Avoid DistractionsIt is also a fact that humans have a short attention span. Because it is hard tosustain attention for a very long time, we get distracted very easily. These

distractions come from (1) within us, such as when we daydream; (2) oursurroundings and environment such as noise, people talking, temperature ofthe room, etc.; and (3) the speaker. We are often distracted by a speakersaccent, style, dressing, language, etc. Some people simply wont listen to malespeakers that have long hair and are unshaven. These preconceived ideas are,of course, not conducive to effective listening. However, it is difficult to fightoff these distractions. Yet, as you become aware of all the little things that candisrupt good listening, you need to train yourself to overcome them. Inaddition to the physical aspects of the speaker or environment that candisturb your concentration, most of us react strongly to certain emotionally

loaded words or trigger words. These words are different for each of us. Ifyou can identify these words, you can try to overcome the impact when youhear them, or at least, not block out what a speaker has to say.

ACTIVITY 2.1

You are making cookies for the first time. Listen to the instructions below on howto make Chocolate Chip Cookies. Then complete the following exercise.

Instructions:(a) Listen to the tape script Activity 2 1(b) Answer the following questions to check your understanding.

Based on the tape script to which you have listened, circle the correct answer:

1. Which of the following is notan ingredient in the recipe?A. Brown sugarB. Oat branC. ButterD. Baking soda

2. At what temperature should the oven be set?A. 357 Degrees FahrenheitB. 375 Degrees FahrenheitC. 400 Degrees FahrenheitD. 450 Degrees Fahrenheit

3. When do you add in the vanilla and egg?A. After stirring in the flour, salt and baking soda.B. After adding in the chocolate chips and chopped nuts.

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C. Once the sugar, margarine, and shortening are light and fluffy.D. Once all ingredients have been mixed well.

4. Which of the following statements is true?A. Do not grease the cookie sheets.B. Bake the cookies for half an hour.C. Remove cookies immediately from baking sheet.D. The recipe makes 30 pieces of cookies.

5. How do you place the dough onto the baking sheet?A. Shape the soft dough with your fingers and place onto the baking

sheet.B. Use a teaspoon to scoop the dough onto the baking sheet.C. Drop the dough onto the baking sheet using a fork.

D. Lightly drop the mixture onto a baking sheet with a dessert spoon.ACTIVITY 2.2

On the Telephone(a) Listen to the tape script Activity 2 2.(b) Answer the following questions for each conversation.(c) Practise with your friend the conversations using your own information.

Tape script 2 2 11. What is the callers name?2. Who does s/he want to speak to?3. What is the name of the company?4. Do you think the caller spoke to the person he was calling?

Tape script 2 2 21. Who did you call?2. What happened?

Tape script 2 2 31. What place did the caller call?2. Whom does s/he wish to speak to?3. What happened?

Tape script 2 2 41. Who did you call?2. Why did you call?3. What did Dr Doolittle say?

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IDENTIFYING TOPICS, MAIN IDEAS ANDSUPPORTING DETAILS

Understanding the topic or theme of a narrated text or passage is challenging forthe listener. Being able to evaluate and critically interpret ideas and details isimportant in order for listeners to comprehend the text accurately. Textbooks,articles, paragraphs, passages, whether written or narrated, all have topics orthemes and main ideas.

The topic or theme of a text is its general focus or message. It is also known as thesubject. The text, for example, might be on a topic related to health, education orstudy habits. The main idea is the key concept or, specifically, the subject matter

being expressed. For example, the topic might be on health, specifically regarding

observing a healthy diet. The supporting details give more information about thetopic and main idea(s). They help the listener to understand more about the mainidea(s) by telling how, what, when, where, why, and how elements are related tothe main idea(s). Locating and identifying the topic, main idea(s), and supportingdetails helps the listener to follow the message being conveyed. Identifying therelationship between these will increase your listening comprehension.

A speaker usually organises his or her main idea and supporting details inrelation to the topic or central theme of the talk. The topic is usually quiteobvious, and would be stated in the programme book or via the introduction or

announcement of the speaker. Next, the speaker will state the main idea explicitlysomewhere in his/her speech. That main idea may be presented at the beginningof the speech, in the middle, or at the end. The statement in which the main ideais stated is the topic statementof the speech. A speech may have more than onetopic statement if there are many important points related to the topic.

The topic statement announces a particular point to be dealt with in the speech.Although the topic statement may appear anywhere, it is usually at the beginning and for a good reason. The statement provides the focus for the speaker whilehe/she speaks and for the listener while listening. The bulk of the speech should

be made up of supporting details that help to explain or substantiate the mainidea. These supporting details present facts, reasons, examples, definitions,comparisons, contrasts and other pertinent details. They are important becausethey consolidate the main idea.

Of course, the sections youll be listening will be part of a longer speech (unlessits the concluding section). Generally, a speech can be divided into three parts,namely, the introduction, the development of the theme, and the closing orsummary. The introduction tells the listener in advance such things as the theme

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or focus, speakers attitude toward the topic and limits of the speech. Thedevelopmental part is to further explain and consolidate the main ideas withsupporting details or examples. The summary is used to restate briefly the main

ideas presented and draw some conclusion from them, or to speculate someactions (present or future) based on the evidence presented.

Finally, the last statement or statements are likely to be the concluding remarks.These are used to sum up the presentation. However, depending on the parts ofthe speech where it is used, summing up statements may also be used toemphasize a point, or to restate all or part of the topic statements so as to bring apoint to a close. The statement(s) at the end of each part of a speech can also be atransition to the next aspect or idea to be presented.

ACTIVITY 2.3

You have just bought a mobile phone. You need to install the SIM card. Thephone is equipped with a users manual. Listen to the tape script Activity 2.3which contains directions guiding you on how to install the SIM card.

Then, complete the following task. Fill in the blanks with the correct words youhear from the directions.

Tape script 2 3 11. Who did you call?2. What happened?

Inserting a SIM CardSafety Reminders1. Keep all miniature SIM cards out of small __________ reach.2. The SIM card and its contacts can be easily __________ by scratches or

bending. Be careful when handling, inserting or removing the card.3. Before installing the SIM card, always make sure that the phone is

__________ and then remove the __________.

How to Insert Your SIM Card:Step 1 Press the __________, __________ slide the cover open, and lift the

cover.

Step 2 Push the two catches in the __________ directions and lift thebattery.

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Step 3 Slide the SIM card carefully into the SIM card slot. Make surethat the__________ __________ on the card are facing __________and that the leveled corner is on the __________.

Step 4 Align the golden connectors on the battery with the corresponding__________ on the phone and push the opposite end of the batteryuntil it snaps into place.

Step 5 Insert the two __________ of the back cover in the corresponding__________ in the phone and slide the cover towards the bottomof the phone until it __________ into place.

Adapted from: Nokia Mobile Phones. (2000). Nokia Owners Guide. pp. 5-7,Nokia Corporation.

locks golden connectorsleft slots

downwards batterylocking catch childrens

catches damagedswitched off opposite

connectors

ACTIVITY 2.4

Instructions:(a) Listen to the tape script Activity 2 4(b) Answer the following questions.

Tape script 2 4a(Voicemail Message on a Mobile Phone)1. Whats the callers name?2. What does he want Ann to do?3. Where did he leave the wallet?4. Why does he want Ann to give it to his friend?

Tape script 2 4b(Answering Machine Message)1. Who is the caller?2. Which company does she work with?3. Why did she call?4. What has Encik Ahmad won?5. Whats the number he has to quote to claim the gift?6. Where is the shop?7. Does the shop open everyday?

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8. What is the deadline for picking up the gift?9. What is the callers mobile phone number?

Tape script 2 4c (Radio Announcement)1. What is the announcement about?2. Who is organising the event?3. When will the event be held?4. Where will the event be held?5. Whats the main attraction of the event?6. Who can be contacted for details?7. What is the contact number?8. Is entrance free?

Tape script 2 4d (Heimlich Manoeuvre)Listen to the tape script on the first aid method for dealing with a personwho is choking on food called the Heimlich Manoeuvre. (Your instructorwill briefly explain the origin of the first aid method). Then, put the steps inthe right order based on what you have heard.

(Note: This manoeuvre should be conducted only in emergency cases whereno one available is able to provide first aid.)

The Heimlich ManoeuvreThen make a fist with one hand and grasp the fist with your otherhand. Put your hands just below his rib.

The Heimlich Manoeuvre is a method that anyone can use to helpsomeone who is choking on a piece of food.

Finally, press your fist into the victims abdomen with a quickupward movement.

The first thing you should do is stand behind the choking personand put your arms around his waist.

If the person is still choking, you may need to repeat themanoeuvre.

Adapted from: Blanchard, K. and Root, C. (1982). Ready to Write.p.43. New York: Longman.

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IDENTIFYING CAUSE-EFFECTRELATIONSHIPIdentifying and understanding the cause-effect relationship is an importantlistening skill. Using cause and effect is a way to organize information. To knowwhy an event took place and what happened as a result of that event or whattriggered the event, the listener has to piece together the information afterlistening to arrive at a conclusion or to trace the connection between actions andoutcomes.

Presenting cause-effect relationships is common in speeches and talks. Listenersneed to learn how to detect and evaluate such relationships. However, as therelated events become more complex or as the message becomes more

information-laden, cause-effect relationships can be more complicated or subtle,making them harder to follow. It is useful to know some pointers for identifyingcause-effect relationships:

(a) Be Alert to CluesCertain words and phrases are clues to the existence of a cause-effectrelationship.

(b) Identify the RelationshipListen carefully to identify how events are related. Speakers do not usuallystate the link between cause and effect. Listeners need to judge or infer thecause and the effect after listening to the text.

(c) Check for Complex RelationshipsBeyond the immediate or superficial cause-effect connection, check forother, less obvious but more complex and significant relationships. Forexample, whether there were other causes of a given effect, whether a causehad multiple effects, and if these effects themselves caused further events.

(d) Some common clue words and phrases that denote a cause-effectrelationship are:

(e) Cause Effectas a result of

because

brought about

inspired

led to

produced

aftermath

as a consequence

depended on

gave rise to

originating from

outcome

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provoked

spurred

the reason

outgrowth

proceeded from

resulting in

Listen to these short texts on tape script 2.5 and complete the table below.

Cause Effect1.2.3.4.5.

IDENTIFYING TIME (CHRONOLOGICAL)ORDER RELATIONSHIP

Events of procedures are often described in the order in which they occur in timeor chronological sequence. Listeners will be introduced to items in the order inwhich they occurred or in a specifically planned order in which they mustdevelop. In this case, the order is important and changing it would change themeaning. When listening to an explanation of how to make a cake, for example, itis essential that the steps and timing of each stage be followed closely. Signalwords often used for time order or sequences are:

first, second, third before, after when later until at last next

subsequently meanwhile afterwards stages procedures thereafter finally

ACTIVITY 2.5

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PuzzleA farmer knees to take his dog, his goat and a bundle of grass across the river.He has a very small boat which can only take one item at a time. But the dog andthe goat hate each other. They can easily kill each other if left together.So theymust not be left alone. Neither should the greedy goat be left with the bundle ofgrass. How does the farmer get the dog, goat and grass across the river?

Instructions:(a) Listen to tape script Activity 2 6 for the answer.(b) As you listen put in the sequence.

Leave the goat, take the grass.

Leave the grass, take the goat.

Take the goat across.

Return, take the dog across, bring the goat back.

Adapted from: Gaudart, H. (1997). Reaching out to Learners: Creative Ideas for TeachingEnglish.pp. 95, Shah Alam: Fajar Bakti.

IDENTIFYING COMPARISON-CONTRASTRELATIONSHIP

Comparison and contrast constitute an awareness process. Its how you will reactwhen you become aware of, and begin to formally note, the similarities anddifferences between things brought together for examination or analysis. Whenyou compare, you will find similarities, when you contrast, you will finddifferences. Analogies* are mainly used for making comparisons, but the

comparison-contrast relationship implies that theres some significance todiscovering and understanding both.

*An analogy is a comparison between things which are basically not alike butwhich share some striking similarity. Listening and speaking, in fact, share ananalogous relationship, i.e. both are communicative skills, both focus onexchanging and sharing information or messages, but at the same time there aredifferences too, such as one is an expressive skill, the other receptive; one ispassive, the other active.

ACTIVITY 2.6

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The fact that we use comparison and contrast for all kinds of profoundintellectual reasons, and for a lot of practical ones, too, could be because we aretrying to decide in some way between two things, and we are using comparison

and contrast in order to evaluate which is better, or more suitable in a particularsituation.

ACTIVITY 2.7

Listen to tape script Activity 2.7 and complete the table below.

Advantages of Living in theCountryside Advantages of Living in a Town12

3

4

5

6

IDENTIFYING SIMPLE LISTING RELATIONSHIPSimple listing is used by speakers to list in order goals and objectives they intendto share with or convey to listeners. It is also used to link simple or minor ideas tomajor topics, consolidating the content or points presented. The job of the speakeris to make the oral framework clear and easily followed by the audience.Listeners on their part need to grasp the shape, pattern or structure of the talk sothat they have a framework on which to hang and list all the details. Unlesslisteners perceive this structure or listing framework and relationship, they will

be left with a mass of subject-less and shapeless information and details.

The choice of listing pattern is important. Mentally prepare to ask and decidewhether the speaker has arranged the information according to the audiencesneeds and level such as likes, interests, professional backgrounds and beliefs.Request the speaker to explain the structure or listings for the talk, so that lack offamiliarity will not make the talk seem like a random maze.

Not all talks fit into a pattern of sequential listings or patterns. Sometimes, thereis no argument, but simply a story to be told, or a sequence of generallyinteresting facts to be repeated. A common form of listing relationship for this

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kind of talk/speech is called chaining. It is used most often in childrens stories,but also by journalists, who rely on continuing curiosity, rather than memory orargument to maintain interest and attention. The problem with this technique is

that if the audiences attention wanders, and a link has been lost during theperiod of inattention, it will be difficult for them to see the relationship withprevious points. It is also more difficult to remember the whole chain, since thestructure of talk only provides links between any two adjacent items.

ACTIVITY 2.8

Listen to the story intape script Activity 2.9 and write in the main events of thestory.

It is evident that active listening involves much more skills than just payingattention. What it means is that there must be a structure, and it must be clear.

We will listen and follow better if we spend time preparing to listen and mostimportant of all, stay focused, pay close attention and try not to be distracted

by other thoughts and things. That is what good listening is all about.

However its usually easier said than done. Ultimately the decision and effortlies with the listener. He/she needs to decide whether the talk is worthlistening to.

Cause-effect relationshipListing relationship

Main ideasSupporting details

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