STAGES OF THE LISTENING PROCESS

INTRODUCTION:
Listening is as important as speaking, reading, writing, viewing, and
representing. If a speaker has no intended listener, the communication process
is incomplete. In other words, listening realizes the main purpose of speaking.
Moreover, listening is a receptive skill that allows individuals to gather
information and, eventually, build a repertoire of knowledge necessary in
formulating new ideas that can be shared either orally or visually to other
people. Overall, listening is part of the whole communication cycle not only at
the part where messages are interpreted but also from the very point where
messages are created.

Communication experts agree that listening can be better understood by

unraveling its complexities.
• listening is not a natural process.

• listening is not the same as mere hearing.

• listening requires effort

Listening is fundamental to effective communication, so we should

never set it aside. Likewise, listening is not a simple task, but instead of
being overwhelmed, we should challenge ourselves to develop listening
strategies. To do it, we need to begin by exploring the stages we put
ourselves in when we listen.

BRIEF LESSON:
You may have observed that the first three stages of the listening
process are fixed. They should come in the same order all the time. The
last two stages, however, can be skipped. While it is common for the last
two stages to occur, remembering can be omitted if a situation only
requires immediate response. Likewise, responding may not be necessary if
the situation only demands you to remember some information.
STAGES OF LISTENING :
1. Receiving is a physiological process where the sound waves enter the
hearing mechanism. The ears are usually sensitive to very loud sounds
such as screams, explosion, and alarm that can cause feelings of shock
or surprise.

2. Attending is the conscious process of filtering other sounds and paying

attention to a specific sound. It can be done by mentally concentrating,
asking the people around to be silent, or turning down the volume of
the music in the background.

3. Understanding refers to the process of making meaning; the listener

either gets meaning from or gives meaning to the message. To ensure
accurate understanding, the listener can also ask questions for
clarification.

4. Remembering is the storing in memory the information gathered

from listening and retrieving it when needed. It is an indication that
listening is effective.

5. Responding is the reaction to the message listened to. An accurate

response also indicates effective listening. It can be an action to
execute a command or an answer to a question.
 INFORMATIONAL LISTENING
INTRODUCTION:
The type of listening individuals employ is determined by their goals. In
every situation, we can set our purpose for listening. If we want to know
about important details, learn how things are done, gather useful data, or
identify helpful facts, we are likely to perform informational listening.

Informational listening per se is not a one-size-fits-all-skill. Listening

situations may require different sets of strategies. Informational listening
entails listening to comprehend and retain information. We do these
everytime we listen to lectures, news reports, voice mails, or directions going
to a place. Because understanding and remembering are important components
of informational listening, good concentration and memory skills are key. Thus,
in the succeeding parts, we will explore the strategies for listening to details,
strategies for listening to facts, and strategies for listening to direction or
instruction.

You will encounter other types of listening as you complete this lesson,
but this learning packet will focus on informational listening alone. Our aim is
to develop the ability to record facts, details, and instructions presented in
the texts that we will listen to.

LESSON PROPER:
Description or the information that presents characteristics that lead us to
form mental images;

Facts or the information that expresses the truth about things or events,
which can be proven by pieces of evidence; and

Instruction or the information that guides us on how to carry out a task by

prompting what to do or when to do it.

BRIEF LESSON:
Three types of information are presented in the materials we just listened
to. Below, you will find their definitions from some academic references.
Description translates images and other visual information into spoken words
so that listeners can access, enjoy, and learn from works of popular, cultural,
or educational importance1.

Strategies for listening to descriptions:

1. Set your goal for listening to materials that contain descriptions. If

there are questions that you need to answer, read all of them first to
identify the specific descriptions you are looking for.

2. Pay attention to descriptive words. Nouns, adjectives, and verbs carry

the central meaning of a statement. These content words, especially
adjectives, will likely lead you to the descriptions you are looking for.

3. Link descriptions with other words in the material. Connecting the

meaning of content words will help you understand what the material is
talking about and where it is taking you. Descriptions can be implicitly
or explicitly stated, so make sure to be sensitive to the meaning of
content words.

4. Organize the descriptions you gather. Writing down the descriptions

drawn from the material or using mental codes will help you organize
pieces of the information and make you remember them better.

5. Prioritize the descriptive details that you need. A single material may
contain a lot of information that are not relevant to your purpose, so
it is important to choose those that you find most helpful to avoid
information overload.

Factual information is information that solely deals with what is supported

by pieces of evidence. It is short and non-explanatory 2.

Strategies for listening to facts:

1. Identify your purpose for listening to materials that contain facts.

Knowing what specific facts you are looking for is the first step to
gathering essential information.
 2. Focus on terminologies and figures. Factual information is usually
presented as specific names and numbers. These details may lead you to
the facts you are looking for.

3. Put facts in context. Although facts are usually presented explicitly in

a text, it is still important to consider the words that go with them
to make sure that you are drawing facts accurately.

4. Record factual information exactly as stated. Facts need to be handled

objectively and writing down the exact words or numbers will help you
remember details as accurately as possible.

5. Arrange facts according to importance. Factual details may be

overwhelming, so you have to sort the details into the information you
need for the purpose you set and the information you might find
helpful for later use.

Instructions are information that contain commands and explanations on how

to behave or to complete a task3.

Strategies for listening to instructions:

1. Set your mind to the task. Remember that the reason for listening to
instructions is to translate into actions the commands to be given.

2. Focus on imperative verbs. Instructions are expressed as verbs or actions

that you need to perform. Your familiarity with phrasal verbs will help
you a lot as they can sometimes be tricky.

3. Be mindful of other details. Prepositional phrases and adverbs are

crucial to instructions as well. They tell you where and how the action
should be done.

4. 4. Take note of the sequence. Instructions are to be carried out

according to the order the task should be done, so it is important to
take note of chronology markers such as first, second, then, and the
likes.
 5. 5. Ask for clarification. To make sure that you will be able to perform
the instructions as required, you may ask for further instructions.

Critical Listening
INTRODUCTION:
The academe is a space for different kinds of messages, from very scholarly
and formal to some random and informal ones. Part of being a good listener
is learning how to handle these messages and distinguish what should be taken
seriously and what can be taken lightly.

The type of listening that can help us discriminate messages is critical

listening. It is the rational process of evaluating the information presented by
a text. Critical listening involves careful and systematic reasoning to decide
whether a message is valid based on factual evidence1. 

In this lesson, we will listen to reports, opinions, and campaigns to test

how critical we are as listeners and how capable we are in making sound
judgments.

LESSON PROPER:
Information materials are everywhere and being familiar with them is the
first step to becoming aware of the potent message they carry. In the pre-
assessment activity, three (3) materials were introduced. These are reports,
opinion texts, and online campaigns.

Report is any written or oral communication that presents a collection of

facts or a number of alternative propositions, states a conclusion and, when
called for, a recommendation2;

Opinion text can be based on facts and emotions created for the purpose
of expressing a personal or group position about a topic or an issue3; and

 Online Campaign puts forward a specific cause to promote awareness,

drive public engagement, and support4

Processing the Activity:

Listening to Reports. How can critical listening be helpful in drawing
information from reports?

Listening to Opinions. Why do you think critical listening is necessary when

listening to the opinion of others?

Listening to Campaigns. What role does critical listening play in the decision-
making of the public when watching or listening to online campaigns?

BRIEF LESSON:
Critical listening can be learned with practice but it is a complex skill to
develop. One of the common mistakes when listening to reports, opinions and
campaigns is taking the information as it is even if it conflicts with one’s
personal knowledge and values. Worse than this is when people begin to share
the information without discerning the difference between factual and fake
ones.

In order to arrive at a sound understanding of information drawn from

reports, opinions, and campaigns, this learning packet offers five (5) helpful
strategies5.

1. Discriminate facts from opinion. An essential component of critical

listening is learning to separate opinions from facts. The ability to
identify the difference between the two is necessary when you need to
make your own stand about a topic. Moreover, you must be aware
that the interplay between facts and the opinions of others can also
help you frame your own perspective.

2. Avoid making assumptions. Some listeners fail to achieve a critical

standpoint about an issue or a topic because they have already formed
their own assumptions prior to listening to a message. Critical listening
only works when maintaining an objective viewpoint while listening.

3. Keep an open mind. Being receptive to information allows you to

understand and weigh more ideas. When your mind is clouded with pre-
conceived notions, you will not be able to see new insights clearly.
4. Relate old ideas to new ones. Making effective comparisons between
what you already know and what the new material is telling you can
deepen your understanding of a subject. Relating old ideas with new
ones can improve what you already know and add fresh inputs to your
way of thinking.

5. Take Notes. Your attempt to carefully record the important details

will help you reflect accurately on the meanings of information. It will
also help you do a little more research about the matter.

Conversation Flow
INTRODUCTION:
Conversation is a significant part of our everyday lives. We always feel
the need to converse to express our thoughts. In fact, there are times
when we like to keep the conversation going with someone who gives us
the feeling of great happiness but, without the ability to maintain
interaction and the lack of topics to talk about, that person bids goodbye
sooner than we want.

Turn-taking occurs in a conversation when one person listens while the

other person speaks. As the conversation progresses, the listener and
speaker roles are exchanged back and forth in the cyclical process of
communication.

The ability to create and process good questions is one of the skills
everyone needs in order to start a good conversation flow. We are going
to tackle those skills one-by-one as we go along.

LESSON PROPER:
A. Turn-Taking Techniques
1. Raising a question
When you ask someone a direct question, they receive a signal that they
are to take their turn and start sharing their thoughts.

 
Let’s take a look at the conversation between Ja and Lei as an example:
Ja: People in this pandemic time develop different hobbies. What hobby
have you chosen to spend your time on?

Lei: I give ample time to my paintings. Doing a bit more color. How about
you?

Ja: I enhance my keyboard playing. Do you play any musical instrument?

2. Requesting clarification
An engaging conversation is one where everybody understands one another.
So, at some points when confusion occurs, there is a need to ask for
clarifications - an act typically signaled by an explicit expression of request,
a statement with rising intonation or a direct question. Apparently,
request for clarification is essential during a conversation to ensure that
everyone is on the same page as the speaker.

Some examples of expressions of request are:

My apologies, but I have to ask you to explain further the …

Sorry, but I would just like to clarify what you mean by…

Pardon me for asking you to simplify the…

3. Accepting or declining
As a member of the group, you do not always have to agree with
everyone. In fact, a productive conversation is where different ideas are
brought together to arrive at a balanced view about a matter, which is
possible when the act of accepting and declining are clearly expressed by
everyone. In addition, it is important to note that when you accept a
suggestion or a statement, there is a need to provide an explanation;
when you decline a suggestion or statement, you must give an alternative.

Note that we refer to the idea and not the person when we accept or
decline. Some helpful phrases for accepting a statement or suggestion are:

 
The proposal was amazing! It really was on point because…

That was a great idea! What you said was what we needed because…

The suggestion was acceptable for the reason that…

4. Agreeing or disagreeing
Another great way to encourage the people in the group to contribute
to the discussion is by expressing that you agree with them. You can also
challenge them to give more creative and innovative ideas by disagreeing
with them.  

When you agree with others, you are giving support to their statements
or suggestions. When you disagree, you invite them to think further and
improve their statements and suggestions. Agreeing or disagreeing will make
the conversation lively and engaging. However, we must remember to
always be polite and sensitive to the feelings of others.

Here are some phrases you can use to agree on a statement or suggestion:

I couldn’t agree more. That is definitely important because…

That makes sense because… so you have my support.

Studies/data prove the same. I believe that…

5. Giving and asking for an opinion

Opinions give new insights and different perspectives to the discussion.
It is essentially beneficial to the group if they will hear various relevant
opinions when making a decision, formulating a proposal, planning a project,
and the likes. 

When you want to ask for other people’s opinion, you can say: 

I’d be glad to hear your thoughts…

What does the body think about the matter?

Would you like to share your ideas?

6. Correcting oneself/others
Conversations are typically free flowing, so lapses are always possible.
Committing mistakes while talking is inevitable and does not make one an
ineffective speaker. What matters is what a person does after making
mistakes. People often admire speakers who are honest if they say
something wrong or reacted inaccurately about a statement because they
have the willingness to correct themselves. For others, it takes one person
to realize the mistakes in their statements or ideas, so it is better if a
member of the group will respectfully correct them.

To correct yourself, you can say:

I’m very sorry for saying that…. It was a mistake.

I did not realize that I was wrong until… Sorry about that.

May I take back my statement about…? I’d rather say…

B. Topic Control
Topic control is a communicative strategy used to control and prevent
unnecessary interruptions and topic shifts in a certain conversation. Topic
shifting is a diversionary tactic in which one person in a discussion manages
to subtly change the discussion's topic to another without explicitly
announcing the change of subject or reaching any kind of mutual agreement
that such a change is appropriate. Topic control is considered a necessary
procedural formality to ensure relevant development of certain topics in
particular discussion or conversation.

To bring the discussion back to the topic, you may say: 

May I once again invite everybody’s attention to our agenda?

May I suggest that the discussion on…. be set as an agendum for another
meeting?

I would like to recommend another meeting for the matter brought up

by…
C. Terminating a Conversation
Equally important as starting and maintaining the exchange of talk is
terminating the conversation harmoniously. A good conversation flow occurs
not only when everybody smoothly takes their turns and the topic is
maintained but also when the conversation ends with the feeling of
satisfaction that something is accomplished and the parties involved feel
good about putting the conversation to a conclusion

. For formal meeting, presenting a summary is a perfect way of ending

the discussion. You may say: 

Thank you for the very productive discussion. So, it is decided that…

Your contribution to the discussion is definitely helpful. Before we end,

please allow me to reiterate the following…

It is such a breath of fresh air listening to all your ideas. As we end the
meeting, let me read to you my notes to make sure I don’t miss any
important details.