Content Listening:

In this type of listening the listeners primary concern is to understand the message which is being conveyed by the speaker. Listeners assign a meaning to that message, which is as close as possible to that, which the sender intended. It enables to sort out important words from less important words from a long speech. Content Listening is also known as Comprehension listening, Informative Listening and Full Listening.

Critical listening:
Critical listening is listening in order to evaluate and judge, forming opinion about what is being said. udgment includes assessing strengths and weaknesses, agreement and approval. !his form of listening re"uires significant real#time cognitive effort as the listener analy$es what is being said, relating it to e%isting knowledge and rules, whilst simultaneously listening to the ongoing words from the speaker.

Empathetic listening:
&hen we listen empathetically, we go beyond sympathy to seek a truer understand how others are feeling. !his re"uires e%cellent discrimination and close attention to the nuances of emotional signals. &hen we are being truly empathetic, we actually feel what they are feeling. In order to get others to e%pose these deep parts of themselves to us, we also need to demonstrate our empathy in our demeanor towards them, asking sensitively and in a way that encourages self#disclosure.

Analytical listening:
'nalytical listening is a term sometimes used in music, in contrast to critical listening. 'nalytical listening is about focusing on the feeling or emotion and meaning. !he sound will also want to support the feeling and meaning components of the production.

Superficial Listening:
In this type of Listening the listener has little awareness of the content of what is being said. !he output is this type of listening is $ero because the listener tends to ignore the message, and is not able to concentrate on theme, main points and supporting details of the message.

Intensive and extensive listening:

Intensive listening is the choice of teaching recording and story, essay or science essay( e%tensive listening can choose some spoken te%tbooks or some interesting stories, more contact recording material, in order to be familiar with the )nglish pronunciation, broaden their knowledge,improve hearing. )%tensively can again understand the general meaning. If you again do not understand, upside down to listen to it again, or did not understand, a

brief look at the book, to continue to listen to them. In the first pass, when listening to the new material, we must concentrate on, so that their own thinking to keep up with every syllable. 't the end of each pause in my mind over and over again. Listen to them as to encounter a new word not to stop and think, because some words you can understand the entire contents. *ome words do not affect the meaning of understanding can regardless of stop to think, but affect listen to the content of the following. Listening to with the fre"uency of the recording material in the brain repeated in )nglish, and the speed you want to turn out to be able to keep up with the recording speed can not listen and translate. +eneral, as long as the rather difficult, could hear most of the words and can understand the effect.