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This paper describes research into learner’s self-assessment of listening difficulties and
challenges performing listening tests for the budding managers (B-School students). The
findings give insights into the practice of developing listening skills.
Useful tips for good practice of teaching and effective listening skills have been offered
based on the research data and observation of the students performance in listening.
INTRODUCTION:
The ability and need to communicate touches every area of our lives. Everything
we do in life requires communication with others. Just try to not communicate at work for
a day or in your business transactions and see what happens. Even though much of
communication theory focuses on how to speak to others and how to convey the message.
In fact communication is really a two-way process. The listener's role is as central to the
communication process as the speaker's role. Research shows that we speak at a rate of
about 125 words per minute, yet we have the capacity to listen to approximately 400
words per minute. The gentle art of listening is a magnificent gift that we can give to
others and ourselves. When we listen to others, we show that what they are speaking is
worthwhile. Therefore, we instill in them self-worth and confidence.
Try asking more questions. If you need clarification ask the speaker to say more, to
give an example or to explain further. Give feedback or paraphrase what you've heard:
"Are you saying such and such? What I heard you say is this. Is this what you meant?"
Try nodding your head to show interest. Or ask a question of interest to demonstrate that
you are really listening to what is being said. Add the occasional "uh-huh". Try making
eye contact with the speaker. Even though you are sitting and listening quietly, this may
not be enough for the speaker to feel that he is truly being understood. Listen without
formulating a response to the speaker.
As listeners we can receive about 500 words per minute while the normal
speaking rate is about 125 to 150 words per minute. That creates a lot of room for
communication to break down or for your mind to wander! Try to hear everything that is
being said, listen to the entire message and then respond. Listen with empathy. Empathy
is an imaginative process. Empathy is emptying the mind and listening with the whole
being.
A scientific approach is essential in order to help students to improve listening skills.
One aspect of this approach is to convince learners that not understanding is all right.
Another aspect is to satisfy the students wish to listen to class room conversation to the
possible extent. Third is to provide listening practice for short periods of time (5 to10
minutes). According to V. M. Rivers (1992), a rule of thumb in giving listening practice
is not too much but often. The fourth aspect of this approach is to teach students
important listening strategies like, to pay attention, not to stop listening or get distracted
or bored if not understanding, take notes, etc. A list of useful listening sub-skills
incorporates predicting, guessing unknown words or phrases, identifying relevant points,
retaining relevant points, recognizing discourse markers and so on.,
Here are some suggestions for developing the listening skills:
Listening Tips:
• Develop the desire to listen: You must accept the fact that listening to others is
your strongest weapon. Given the opportunity, the other person will tell you
everything you need to know.
• Always let the other person do most of the talking: This is a simple matter of
mathematics. I suggest 70/30 rule. You listen 70% of the time and you talk 30%
of the time.
• Don't interrupt: There is always the temptation to interrupt so you can tell the
other person something you think is vitally important. . When you are about to
speak, ask yourself if it is really necessary.
• Learn active listening: It's not enough that you're listening to someone – you
want to be sure that they know you're listening. Active listening is the art of
communicating to the other person that you are hearing their every word.
• Ask for clarification if needed: This will clear up any misunderstanding you
have.
• Get used to 'listening' for nonverbal messages – body language: The other
person may be communicating with you via body language. You need to decode
the message.
Objectives of Study:
The objectives of this research are to evaluate students listening skills, while and post
listening activities. Listening tests in order to develop a sound to listening activities of
students in the class room.
The respondents were 200 full-time students who are studying post graduation in
Business Administration. The convenience sampling method was adopted for the study.
Review of literature
Although once labeled a passive skill, listening is an active, creative and demanding
process of selecting and interpreting information from auditory and visual clues. What is
known about the listening process basically emerges from research on developments in
listening skills.
In listening activities there are several major steps that may occur sequentially or
simultaneously, in rapid succession, or backward and forward. The major points include
determining a reason for listening, predicting information, attempting to organize
information, assigning a meaning to the message, transferring information from short-
term memory to long-term memory.
The research into listening (Rivers, 1992) suggests: listening involves active cognitive
processing the construction of a message from phonic material. Three stages in the aural
reception of a message are distinguished: 1) listeners must recognize in phonic substance
sound patterns in bounded segments related to phrase structure. At this stage students are
dependent on echoic memory, which is very fleeting; 2) listeners must immediately begin
processing, identifying the groupings detected according to the content of our central
information system; 3) listeners recycle the material they organized through immediate
memory, thus building up an auditory memory which helps to retain the segments
listeners are processing. Another important point is highlighted: much of processing of
incoming information takes place during the pauses in speech (Rivers, 1992). Thus,
speech is still comprehensible if the pauses are slightly lengthened. Pauses in natural
speech allow students to gain processing time. Since listening is a creative activity, much
of comprehension involves drawing inferences, in other words, creating messages is a
characteristic feature of listening, and learners store the message they have created. This
phenomenon is called a false recognition memory (Rivers, 1992).
When learners listen to unfamiliar speech they hear an almost continuous chain of
sounds. Inexperienced learners do not actually hear the boundaries of words. Experienced
learners are able to break down this chain into separate words in their heads because they
are familiar with the sounds and can create meaningful words with them (Read, 2000).
Errors at this level may impede the listener in the correct understanding of the spoken
utterance.
The role of intonation in listening activities seems underestimated (J. Harrington, online).
Intonation is known as the ability to vary the pitch and tune of speech. Stressing words
and phrases correctly is vital if emphasis is to be given to the important parts of
messages. Some words sound more prominent they stand out to a greater extent than
others. The relative prominence of words depends very much on how the intonation is
associated with the words, or with the text, of the utterance. Above all, the same string of
words can be accented in different ways. Different turns are signaled by the rise and fall
in pitch. People hear certain accented words as prominent because of intonation.
Knowing the language well, there is no need to hear every single sound in every single
word to know what is said, because ones mind is able to fill in the gaps and to determine
where one word ends and the other begins. Intonation is interrelated with pronunciation.
The aspect of pronunciation is crucial to listening. The major problem that occurs in
learning pronunciation is students great difficulty in hearing pronunciation features, in
intonation tunes or identifying the different patterns of rising and falling tones (Harmer,
2001).
There are two basic levels in learning to listen: the level of recognition and the level of
selection (Field, 2003). The level of recognition implies separating elements and patterns
such as phonemes, intonation, words, and phrases. The level of selection means
separation of the message units for retention and comprehension without conscious
attention to individual components. The development of selection level plays an
important role because it is responsible for understanding specific information and gist,
and, therefore, the ability to answer relevant questions.
In the 20th century, testing students understanding L2 messages was traditionally a hard
task. Language teachers relied on tests that employed multiple-choice and True or False
questions. In the last decade, however, the assessment of listening in a second language
has attracted increasing amount of attention. The degree of listenability significantly
affected test scores (Wagner, online): the dialogue text was the easiest, then the lecture
text, and the newscast text was the most difficult. This result is quite understandable,
because spoken language differs from written language it contains many pauses, fillers
and redundancies, which allow more processing time for the listener to interpret the
input. Moreover, word stress is a magic key to understanding spoken English. Native
speakers use word stress naturally, they do not even know they use it. Non-native
speakers of English find it difficult to understand native speakers, while the native
speakers find it difficult to understand non-native speakers.
Teaching listening skills is one of the most difficult tasks for any English language
teacher, because successful listening skills are acquired over time and with lots of
practice (Rivers, 1992). Learning listening skills is frustrating for students because there
are no rules as in grammar teaching. Listening skills are also difficult to quantify. One of
the largest inhibitors for students is often mental block. While listening students suddenly
decide they do not understand. At this point, many students just tune out some students
convince themselves they are not able to understand spoken English well and create
problems for themselves.
The participants in this study were 200 fulltime students. There were two streams
of students: 100 1st year students and 100 2nd year students of the same faculty. The
students self-reported data have become an important source of information on listening
capability, needs, wants, likes and dislikes. Such information allows teachers to become
aware of either success or failure in their teaching, make well-informed decisions on class
techniques, create a beneficial environment to learners and employ an individual
approach to improve the skill of listening. The method of gathering data employed a
questionnaire on students self-assessment of listening difficulties and the comparison of
self-assessment data with learners performance in listening tests. The questionnaire is
reproduced in the Appendix and cover questions on listener rate of listening, and
difficulties while listening and in post-listening tasks. Some results of learners
performance in listening tests are compared with the relevant data of self-assessment. The
findings are presented in the results section.
DATA ANALYSIS:
80
60
Most of the times
40
Often
20
Sometimes
0
Rarely
Sometimes
the times
Rarely
Almost
Often
never
Most of
Almost never
Interpretation: 72% of the respondents have eye contact with the speaker while
listening. 20% of the respondents often have eye contact with the speaker. 6% of the
respondents some times have the eye contact with speaker and only 2% will rarely have
the eye contact and 0% students will never have the eye contact with the speaker.
2. If a speaker does,nt engage your interest, does your mind wanders?
Percentage
30
25
20
15 Percentage
10
5
0
er
es
y
n
es
el
f te
ev
tim
im
ar
O
tn
et
R
he
os
m
ft
So
m
to
Al
os
M
Interpretation: 26% of the respondents some times make their minds wander while
speaker doesn’t engage respondent’s interest.
3. Do you give your full attention if someone is talking to you?
Percentage
70
60
50
40
Percentage
30
20
10
0
er
es
y
n
es
el
fte
ev
tim
im
ar
O
tn
R
et
he
os
m
ft
So
m
to
Al
os
M
Interpretation: 64% of the respondents, most of the times show full attention if some
one is talking to them. Only 2% of the students never show full attention while the
speaker is speaking.
4. When background noise interferes to your ability to listen, can you block it out?
Percentage
45
40
35
30
25 Percentage
20
15
10
5
0
er
n
ly
es
es
fte
re
ev
tim
im
Ra
O
tn
et
he
os
m
So
t
m
of
Al
t
os
M
Interpretation: 40% of the respondents block the background noise interferers to their
listening ability. 20% of the respondent are some times or oftenly block the disturbance
interferes in to their listening ability. And 6% of the respondents are never able the block
the background noise interferes to their listening.
5. You make disapproving faces when you don’t approve of what others are
speaking?
35
30
25
20
Percentage
15
10
5
0
er
es
y
n
es
el
f te
ev
tim
im
ar
O
tn
et
R
he
os
m
ft
So
m
to
Al
os
M
Interpretation: 32% of the respondents some times keep their faces disapproving when
they don’t approve what others say. Only 10% of the respondents never make
disapproving faces when they don’t approve what others are saying.
30
25
20
15 Percentage
10
5
0
er
es
y
n
es
el
f te
ev
tim
im
ar
O
tn
et
R
he
os
m
ft
So
m
to
Al
os
M
35
30
25
20
Percentage
15
10
5
0
er
es
y
n
es
el
f te
ev
tim
im
ar
O
tn
et
R
he
os
m
ft
So
m
to
Al
os
M
1. 72% of the respondents have eye contact with the speaker while listening. 20% of the
respondents often have eye contact with the speaker. 6% of the respondents some times
have the eye contact with speaker and only 2% will rarely have the eye contact and 0%
students will never have the eye contact with the speaker
2. 26% of the respondents some times make their minds wander while speaker doesn’t
engage respondent’s interest.
3.64% of the respondents, most of the times show full attention if some one is talking to
them. And 2% of the students never show full attention while the speaker is speaking.
4. 40% of the respondents are able to block the background noise interferes to their
listening ability. And 20% of the respondent are some times and often block the
disturbance interferes into their listening ability. And 6% of the respondents are never
able to block the background noise interferes to their listening.
5. 32% of the respondents some times keep their faces disapproving when they don’t
approve what others are saying. Only 10% of the respondents never make disapproving
faces when they don’t approve what others are saying.
6. 20% of the respondents correct the mispronounced word immediately when speaker
commits any mistakes. 10% of the respondent never correct the mispronounced words by
the speaker.
7. Most of the respondents ask questions to encourage the speaker to elaborate the
topic . where as only 8% of the respondents never ask question to the speaker.
8. 60% of the respondents pay close attention to the speakers body language while
listening.
9. 14% of the respondents watch others while someone is teaching in the class room.
10. 60% of the respondents never interrupt others while someone is teaching in the class.
11. 8% of the respondents most of the times write their assignment while someone is
teaching the class.
12. 36% of the respondents almost never think about something unrelated to the
conversation made by the speaker . 6% of the respondent mostly and often think about
other irrelevant things while speaker is speaking.
CONCLUSION:
Learners difficulties in while- and post-listening activities were researched by employing
learners self-assessment questionnaire. Several facts have emerged. The implications of
creative approach to developing listening skills are to diversify listening practice make it
individual, which is possible by employing online listening facilities. Application of
creative approach to learn the skill of listening might be helpful. Some of the listening
tips are suggested.
REFERENCES:
TEACHING LISTENING SKILLS AT TERTIARY LEVEL,
Lingzhu T. (2003). Listening Activities for Effective Top-Down Processing. The Internet
TESL
Miller L. (2003). Developing Listening Skills with Authentic Materials. ESL Magazine
Appendix. Questionnaire on Listening Skills:
Questionnaire on listening
a Watching others 1 2 3 4 5
b Interrupting others 1 2 3 4 5
c Playing with cell 1 2 3 4 5
d Writing assignments 1 2 3 4 5
e Think about something unrelated to the conversation 1 2 3 4 5