CHAPTER I

LISTENING
1.1 Listening Process

Listening is hearing and perceiving a message. Hearing is a physiological process,

while listening is a mental function. Listening is a receptive skill but it is an active process.

The listening process has three stages hearing, processing and evaluating. If a person
can repeat what the speaker has said, hearing has taken place in him. And on hearing if the
hearer thinks about how the information can be interpreted against his ‘background it means
processing has taken place. In the third stage the listener will assess the validity of the
information that is the evaluation stage.

The objectives of listening are related to the levels of knowledge, understanding,

application and aptitude. Their specifications are developing the ability to:

i. receive information ~ general and specific

ii. distinguish between sounds
iii. formulate attitudes and opinions
iv. arrange events in sequence
v. know the interests of the speaker
vi. be familiar with functional categories
vii. organise ideas

1.2 Barriers Affecting Listening

There are a number of barriers affecting normal listening and comprehension. They
are enumerated below:
1. Linguistic: If the speakers’ linguistic level is very high, and the listener’s very low,
the latter will understand only a low percentage of what he heard.
2. Use of hard words/Registers: If the speaker uses hard words or registers (a set of
words or terms) of a particular branch of study, an ordinary listener will fail to grasp
the ideas.
 3. Noisy environment: In a market place of noisy atmosphere listening will be difficult.
Or while the TV or Radio. is working with high volume one will not be able to listen
to a phone call.
4. Psychological: When a person lacks interest, due to weariness, impatience or other
negative feelings one will not be able to listen to a speech effectively.
5. Negative attitude: In case the speaker happens to be a person whom we don’t like to
accept, we shall not be ready to listen to him.
6. Physiological: This is the most unfortunate and most difficult of all barriers to
overcome partial or total hearing impairment. Healing is not possible due to damage
to the hearing mechanism; listening will not follow and speech will be a mirage.

Impatience, interruptions, preoccupation, etc. are other barriers to effective listening.

Good listeners will overcome the barriers. To make listening effective:

i. practise note making / note taking

ii. keep alert without distracting attention.
iii. if handouts (texts of the speech) are available 1n advance, read them before the
speech starts.
iv. take a seat conducive to proper listening.
v. take a positive and purposive attitude for listening
vi. focus attention more on the content of the speech than on stylistic or non-
verbal language
vii. identify the main ideas and the supportive ideas.
 CHAPTER II

TYPES OF LISTENING
2.1.Active and Passive Listening
Active listening is a form of listening communication where listeners actively listen
and respond to the speaker. It is not necessary that when two persons are communicating,
they are listening to each other actively. Half listening and half thinking are common
distractions that occur. In both personal and professional life, listening is one of the most
skills that a person must have. It can impact your job effectiveness and the quality of
relationships with others. To improve the level of active listening, you must pay attention to
the other person. Active listening not stands for focusing on what the speaker is speaking
about but also actively showing verbal and non-verbal signs of listening. This kind of
listening is widely used in multiple situations like community organizing, public interest
advocacy, tutoring, counseling, etc.

Passive listening is the listening where a person although listen to the others but not
with full attention, often distracts himself from the ongoing discussion. He is sitting quietly
without responding to what the speaker is saying. A common example of passive listening is
listening to music or radio when you are doing something. In this scenario, although the
music is running the listener is paying full attention to other work. Passive listening occurs
when the listener has a" low self-motivation level, low engagement, and avoids responsibility
for learning and problem-solving. In passive listening, the listener accepts and retains
information as-is with no intention to question or challenge the idea for improvement.

The main difference between two types of communication; active listening and
passive listening is that in active listening, the listener pays full attention to the speaker and
his word while in passive listening, the listener acts passively by receiving the message only
without giving further external indications.

2.2. Listening for General Content

The two main types of listening - the foundations of all listening sub-types are:
 (i) Discriminative Listening: First developed at a very early age perhaps even
before birth, in the womb. This is the most basic form of listening and does not involve the
understanding of the meaning of words or phrases but merely the different sounds that are
produced. Discriminative listening develops through childhood and into adulthood. As we
grow older and develop and gain more life experience, our ability to distinguish between
different sounds is improved. Not only can we recognize different voices, but we also
develop the ability to recognize subtle differences in the way that sounds are made - this is
fundamental to ultimately understanding what these sounds mean.

(ii) Comprehensive Listening: It involves understanding the message or messages

that are being communicated. Comprehensive listening is fundamental to all listening sub-
types. To be able to use comprehensive listening and therefore gain understanding, the
listener first-needs appropriate vocabulary and language skills. Using overly complicated
language or technical jargon, therefore, can be a barrier to comprehensive listening.
Comprehensive listening is further complicated by the fact that two different people listening
to the same thing may understand the message in two different ways. This problem can be
multiplied in a group setting, like a classroom or business meeting where numerous different
meanings can be derived from what has been said.

2.3. To Fill Up Information.

Informational listening is listening with the goal of learning, understanding, and

grasping information. Informational listening is ‘distinguished from several other forms of
listening such as relational, appreciative, critical discriminative, and inspirational listening. It
is considered a passive form of listening because the listener is not judging, critiquing, or
evaluating the message; they are just listening to understand it.

Whenever you listen to learn something, you are engaged in informational listening.
This is true in many day-to-day situations, in education, and at work, when you listen to the
news, watch a documentary, when a friend tells you a recipe or when you are talked through
a technical problem with a computer there are many other examples of informational
listening too.

Although all types of listening are ‘active’ they require concentration and a
conscious effort to understand. Informational listening is less active than many of the other
types of listening. When we're listening to learn or be instructed, we are taking in new
information and facts, we are not criticizing or analyzing. Informational listening, especially
in formal settings like in work meetings or while in. education is often accompanied by note-
taking a way of recording key information so that it can be reviewed later.

2.4. Intensive Listening

When designing listening activities keep in mind that, in addition to global

comprehension, we need to focus our attention on intensive listening. This is crucial to help
students develop effective listening strategies and build bottom-up listening skills, in addition
to the top own skills that are emphasized in global listening activities. Intensive listening
involves zeroing in on particular segments of the text, and this should come only after the
students have developed global comprehension of the text. Intensive listening may target
different goals such as:

➢ getting a more detailed understanding of some segments of the text,

➢ transcribing certain segments in the text,

➢ guessing the meaning of a word or phrase from context,

➢ looking at certain grammatical structures in the text to see how they can aid
comprehension, etc.

2.5. Listening for Specific Information

Listening for specific information involves, finding the answers to specific questions.
“What is the speaker’s favorite Italian dish?" would involve listening for specific information
because the students listen for that particular response. On the other hand, “does the speaker
generally have a positive or negative opinion of Italian food?” would practice a different skill,
listening for gist i.e. getting a general feel for the text. Specific information is often factual.
When you listen for specific information, you need to have some idea of what you’re
listening for before you listen and while you’re listening. Listening for specific information
also involves listening to determine whether the information is stated or not. Listening for
specific information is particularly relevant to Listening Parts (i) and (ii) which is given
below:
 When you listen for specific information in a listening exam,

(i) You usually know in advance how the information will be expressed

(ii) It’s impossible to know what to expect before you listen.

(iii) It’s sensible to listen for ideas rather than specific words and phrases.

2.6. To Answer and To Understand.

Active listening is an important social skill that has value in a variety of social
settings. Active listening serves the purpose of earning the trust of others and helping you to
understand their situations. Active listening comprises ‘both a desire to comprehend as well
as to offer support and empathy to the speaker. It differs from critical listening; in that, you
are not evaluating the message of the other person to offer your own opinion. Rather, the goal
is simply for the other person to be heard, and perhaps to solve their problems.

Active listening has many benefits. It allows you to understand the point of view of
another person and respond with empathy. It also allows you; to ask questions to make sure
you understand what is being said. Finally, it validates the speaker and makes them want to
speak longer.

2.7. Developing Effective Listening Skills

➢ Repeat what is said to you. When someone is telling you a story or has information
that is important to them to share with you, repeat what they have said. This will not
only show them you were listening, but it will also ensure that you remember what
was said to you later.

➢ Write it down. If you are in a classroom, an interview, or on a sales call, one of the
most effective ways to listen is to write down what one is saying. Make sure they
know you are going to take notes, and then take out your notebook and pen to get
started
 ➢ Maintain eye contact and provide non-verbal cues. One of the keys to listening is to
pay attention to the speaker. Maintain eye contact and acknowledge what they are
saying is they are saying it.

➢ Avoid outside distractions. If someone wants to talk with you, whether business or
personal, turn off your phone, turn off your radio, turn off your TV, and make sure
you are both comfortable. In an office setting, make sure you are behind closed doors,
and that outsiders know that you are in a meeting in which you cannot be disturbed.

➢ Listen from the heart. Empathy for the individual speaking is another critical factor in
developing effective listening skills. If you listen with your heart and not your head,
you will listen more clearly, because you won’t be thinking about yourself.

➢ Ask clarifying questions. If in listening to someone speak, there are points which are
not clear, ask questions. Don’t berate them, but ask questions that will show them that
you are paying attention and are truly interested in the topic in which they are
discussing.

➢ Overall, effective listening starts with you. To become an effective listener, open your
ears, shut your mouth, and open your heart once you start truly listening to what
people are saying vs simply hearing them, you will likely learn a lot about yourself in
the process.

2.8. Barriers to Effective Listening

(i) Excessive Talking

Good conversational skills are an asset, and a person with these skills are more
likely to achieve professional success. However, talking more than necessary is a barrier to
effective communication. People hesitate to interact with a person who talks excessively
without listening to them. They may also get bored, and excessive talking may be perceived
as aggression.
(ii) Prejudice

Prejudice is a preconceived opinion of feeling, which is usually irrational Prejudice

is very dangerous and has the potential to bring animosity. into the team and to break team
spirit. The reason for a prejudice may be the speaker's race, religion, age, or appearance.

(iii) Distractions

The four main types of distractions are: Physical, Mental, Auditory, Visual.

(iv) Expecting Others to Share Your Personal Beliefs and values

Everybody has their own beliefs and value systems, and it's natural to want to apply
them to others around us. Learn to appreciate that others don't have to share your beliefs.

(v) Misunderstanding

The inability to hear correctly is one of the many reasons for misunderstanding what a
speaker is trying to communicate. You may 'think that it's impolite to ask the speaker to
clarify his words or intentions, but that's not the case at all Most people will appreciate the
fact that you are making a focused effort to understand what they are trying to say.

(vi) Interrupting

Interrupting a conversation with improper body language or inappropriate words will

hurt ineffective communication.

(vii) Faking Attention

The person who is faking attention is just "hearing" but not listening." There may be
some eye contact and the person may even be nodding, but the mind is elsewhere. The person
may be thinking about what to have for lunch or what to wear for the party that evening.
Faking attention is a habit for some people, but it conveys a lack of respect and dishonesty.

(viii) Bringing in Emotions

Emotions erect barriers to effective communication. A listener' s senses are not

likely to be functioning at their optimum level when he or she is angry. Likewise, it is not
possible to understand or appreciate what the speaker's 18 sayings if the listener' lS
excessively sad.

(ix) Noise

❖ Noise is any unwanted sound It is a great impediment to clear communication. It is

impossible to listen in a noisy environment

❖ It becomes a frustrating experience for both the Speaker and the listener.

❖ Try to avoid conversations in noisy surroundings.

❖ Eliminate the source of noise whenever possible.

❖ Turn off cell phones, radios, and television sets.

(x) Fear

Fear is a great barrier to listening. People who are afraid during a conversation are
not likely to listen. They become defensive and tend to argue.

2.9. Listening to Longer Technical Talks

Public speaking is considered to be an essential ability for those who desire to

advance their career in business and politics. But considering all the noise concerning the
importance of speaking, listening is virtually ignored.

It can be argued that listening is every bit as important as speaking. Everyone desires
to be heard and understood, and we reward people who provide us with those opportunities
with our trust and loyalty.

2.11. Listening to Classroom Lectures

No matter how intelligent a student is, he will reap the benefits of his education only
if he has developed adequate listening skills in the classroom. Teachers typically give direct
instruction and then provide clarification as necessary. Students who listen keenly to
directions and lectures -rather than simply hearing them -have distinct advantages. Efficient
listening in the classroom saves time and results in improved academic and social skills.
 • Improved Communication Skills

Classroom dialogue is an integral part of the educational setting. Students interact

with the teacher and one another when they offer thoughts, questions, and ideas. Students
who are in tune with class conversations are equipped to partake in the discussions. When
students speak in front of a group in this type of informal setting, it prepares them for future
endeavors in public speaking.

• More Time on Task

Pupils who listen carefully in class can readily begin assignments. They do not waste
time asking a lot of questions before starting their work. When a student is not effectively
listening, he could make unnecessary mistakes that require him to redo parts of the
assignment the exercises often carry over as homework, causing the Student to devote even
more time. Students realize the effect that listening has on time management

• Increased Academic Understanding

Students who listen in class gain a better understanding of the content the teacher
presents and can identify the fundamental concepts. Their concentration ultimately results in
the storage of information in memory. This helps the student when he needs to recall and
build upon prior knowledge, especially in a subject such as math, which is based upon
previous skill attainment Good listeners are better equipped to connect to new ideas and
content.

• Enhanced Interpersonal Connections

Whether a student is part of a teacher's or a guest speaker's audience, he needs to

earn that person's respect and confidence. When the student is attentive, the’ Speaker feels
valued and is subsequently more open to the student's suggestions and input. Teachers react
favorably when their pupils make an effort to actively listen in class. Students also have high
regard for peers who listen intently to their comments and questions.

• Sharpened Listening Skills

Teachers typically incorporate listening prompts and activities throughout the day.
They use rhythm games with young students to teach them aggressive listening skills. They
might repeat a phrase such as "All eyes on me" to gain students' attention. Boys and girls
learn that eye contact is an integral part of the listening process. When students follow the
teacher’s prompts and suggestions, they develop strong listening skills that carry over to all
facets of life. ‘

2.10. Five Ways To Increase Our Listening Abilities:

1. Be Fully In The Moment

Have you ever been speaking to someone and found that they are distracted by
something and not listening to you? You probably thought this was annoying, frustrating, and
disrespectful. At that point, you may have even become angry or shut the conversation down.

When someone is speaking it is vitally important to be fully present and in the

moment with them. If something else is on your mind, like a call you have to make, or a text
you need to answer, let them know, do what you need to do, and when you are finished let
them know you are ready to listen. When listening, pay attention not only to the words but
the tone of voice facial expressions, and body language. This will give you information that
will be as important as the words themselves.

2. Put Yourself In Their Shoes

Whether you agree with the speaker or even have an interest in what they have to
say, what they are saying is important to them. Imagine yourself in their situation, wanting
only to have someone listen to them. When they are speaking, make an effort to think of
where they are coming from and why. Imagine what their life is like and what struggles they
might be facing. People will appreciate that you made the effort to understand and hear them.

3. Pick Up Key Points And Let The Speaker Know You Did

Many people have trouble focusing on what someone is saying especially if they
speak for longer than a minute or so. It is easy for our attention to drift to something else that
we might find more interesting. If that’s the case, try to pick up a few key points in the
conversation. After they finish talking, let them know that you heard them by mentioning the
key points you heard them say and ask them to clarify anything that you did not understand.
You will be forgiven for not being able to follow the whole conversation if the person talking
believes that you made an honest effort.
 4. Practice Active Listening

Most people are thinking of how they are going to reply when someone is talking.
Instead of doing that, try to focus completely on what the person is saying. Pretend that you
will be tested on how much of what they were saying you heard and understood. A good
exercise to practice is to sit down with a family member or a good friend and practice simply
giving feedback to them of what you heard them say. You will notice that it gets much easier
to focus on their words when you aren’t worrying about how you will respond. '.

5. Develop Curiosity, An Open Mind, And A Desire For Continuous Growth

People who are naturally curious see conversations as learning opportunities. They
are always looking to discover or learn something new and see everyone they talk to as
having the potential to teach them something. They are open to the idea that their way of
seeing things may not be the only, or necessarily the best, way and don't feel the need to
always defend their point of view or way of seeing the world.

These people are continuously looking for new learning opportunities and taking on
new challenges. You will recognize these people as the ones who are signing up for courses,
volunteering, and trying new experiences throughout their lives. For them, listening to others
becomes an easy and natural way to continue on their self-development journey.
 CHAPTER III

TALKS ON TECHNOLOGY

3.1. Talks on Engineering

With new technology and innovation rapidly changing how we live our lives,
practice health care, communicate, travel, and even attend college, there has never been a
better time to enter the field of engineering. Whether your interest is in designing new life
forms or creating innovative computer architecture, there are classes and majors you can
follow to suit your passion. In the meantime, here are some lectures that may help to inspire
your engineering ideas, from the microscopic to the massive, from some of the world's
leading thinkers, builders, and engineers.

➢ Kwabena Boahen on a computer that works like the brain: Your brain works
faster and more efficiently than even the most complex computers in the world today. For this
reason, engineer Kwabena Boahen wants to use the organ as a model for building the next
generation of computers.

➢ Eric Giler demos wireless electricity: We're all familiar with devices that can
connect to the internet wirelessly, but what about the ones that don't need a plug at all -even
to charge? That's the idea presented in this amazing lecture from Eric Giler, a breakthrough
that could change how we interact with our electronics.

➢ RA. Mashelkar: Breakthrough designs for ultra-low-cost products: While we tend to

think of super low-cost products as throwaways, that's not always true. In this lecture, you'll
see how some ' savvy engineering helped make necessities like prosthetic limbs and cars
available to even those with lower incomes.

➢ Saul Griffith's kites tap wind energy: Dreaming up new, “low' cost, greenways to
create energy will be one of the biggest businesses for engineers in the coming decade. Here,
you'll see one way that an engineer is turning a simple design into an amazing way to create a
large amount of renewable energy.
 ➢ Frederick Balagadde: Bio-lab on a microchip: It can often be difficult to help those
who need it most when you're limited by space, resources and budget That's part of what
makes the innovation behind the microscopic lab in this talk so amazing - not only is it an
engineering breakthrough, but it's one that has the potential to save, lives.

➢ Anupam Mishra: The ancient ingenuity of water harvesting: There are some marvels
of ancient engineering, like the pyramids, that modern man simply doesn't even know how to
begin replicating. These water management systems, first designed centuries ago, are also an
example, performing their purpose more efficiently than any modern innovation has been
able to do.

➢ Bertrand Piccard's solar-powered adventure: Where would innovation be without

adventure? In this talk, you'll hear how one man wants to use the latest engineering in solar-
powered aircraft to fly around the world.

➢ Michael Pritchard's water filter turns filthy water drinkable: We often take for
granted the ready availability of clean, safe water to drink. Yet many people in the world
aren't so lucky. This engineer has a solution with a filter that can turn even. the most
disgusting water into something drinkable in only a few minutes.

➢ Kevin Surace invents echo-friendly drywall: For the most part, construction
materials haven't changed drastically in the past century. In this talk, you'll get a chance to
see how one man wants to change that, creating a much more environmentally-friendly
drywall

➢ Peter Haas: Haiti's disaster of engineering: Learn from Peter‘ Haas on why Haiti's
earthquake was so devastating and what better engineering can do to help prevent another
deadly disaster like it in the future.

3.2. Listening to Documentaries and Making Notes

Documentaries can be viewed online and the matter/subject of the documentary can be
understood if you try to listen to it carefully.

There are 6 different suggested modes of the documentary: poetic, expository, observational,
participatory, reflexive, and performative.
 ❖ Poetic Mode: The poetic mode is considered a subjective interpretation of the subject
essentially meaning its biased. This model dictates that a certain tone or mood is depicted
throughout the documentary, which will influence the viewer's understanding and intake of
information.

❖ Expository Mode: The expository mode is where the documenter speaks directly to
the viewer, through the use of tools such as voice over, or subtitles, and through this create a
powerful argument and point of view? Images are more so used to emphasize the point being
mentioned by the documenter and not to create their point, this adds to the extremity of the
point being made, and adds relevant pictorial evidence.

❖ Observational Model: Definition: Emphasizing the documentary filmmakers’

engagement in observing the subject’s daily life and circumstances and documenting them
with an unobtrusive camera. The observational mode uses a more, unbiased method, through
the simple observation of events happening around the documenter without any direct
interference. Conclusions are then obtained from the events and scenarios witnessed

❖ Participatory Mode: The participatory mode believes that the documenter has to
have a certain level of influence on the footage and facts. This allows a certain level of clear
evidence on the documenter’s presence affecting events.

❖ Reflexive Mode: The mode uses specific footage and information that will lead
viewers to a specific outcome and therefore essentially make the decision of their opinions
for them.? The reflexive mode essentially highlights constructed scenarios and does not
create a sense of realism intentionally to emphasize the point of the documentary.

❖ Performative Mode: The performative mode, which is ‘often confused with

participatory, engages the viewer in a story but can expose them to factual points during this
process? This type of documentary focuses on the experiences of the filmmaker and is deeply
personal to them.

3.3. Making Notes of Documentaries

1. Documentaries: - The purpose of a documentary is to document i.e. To report with

evidence something that has happened. It can show this by using ACTUALITY FOOTAGE
or reconstructions
2. Types of Documentaries

➢ Fully Narrated - an off-screen voiceover is used to make sense of the visuals and
dominates their meaning.

➢ Fly on the wall - cinema verité -' real-life snapshot of behavior the camera records
subjects without interference and the viewers come you their conclusion.

➢ Mixed documentary - uses a combination of interview, observation, narration, and

archive material. E.g. 911 documentaries.

➢ Self-reflexive - when the subjects of the doc acknowledge the presence of the camera
and often speaks directly to the documentary maker.

➢ Drama documentary - a re-enactment of events as they are supposed to have

happened

➢ Docusoap - combines elements of the doc and soap opera genres e.g. Airline, the
cruise, driving school, the hotel. Revolves around the same ‘characters’ in each episode.

3. Features of A Documentary

 Observation - the ‘unseen’ observation places the audience in the role of the eye
witness to the realities portrayed The subjects do not acknowledge the camera.

 Interview - TV docs rely on interviews. The speaker does not acknowledge the
camera i.e. They act on the interviewer, not the audience.

 Dramatization - all docs use a sense of drama throughout the observations element
They seem to occur naturally in front of the camera.

 Mise-en-scene - doc makers carefully compose docs so they contain images they
Want the audience to see.

 Exposition - the lines of argument in a documentary. The expositions are what the
doc is saying.

4. types of Narrative Structure: Open VS. Closed

 Loose ends that need tying up, unanswered questions e.g. Soap opera
  No loose ends or unanswered questions Linear VS. Non-Linear.

 Follows chronological order, follows time order.

 Doesn't follow chronological order e.g. use of flashbacks or Hash forwards Single
Strand VS. Multi-Strand

 One narrative thread

 More than one narrative thread These often converges or overlap.

3.4. TED Talks

A TED talk is a video created from a presentation at the main TED (technology,
entertainment, design) conference or one of its many, satellite events around the world TED
talks are limited to a maximum length of 18 minutes but maybe on any topic. The story of
TED starts in 1984, five years before the birth of the World Wide Web. It began as a
conference in Monterrey, California, organized by architect and iconoclast Richard Saul
Wurman. Over the years, presenters of TED talks have included Al Gore, Bill Clinton, Bill
Gates, Bono, Jane Goodall, Malcolm Gladwell, Gordon Brown, Richard Dawkins Mike
Rowe, Larry Page, SergeyBrin and Vint Cerf. TED talks are made freely available on the
TED website under a Creative Commons license.

TED talks are a great way to improve your general knowledge. They will not make
you knowledgeable in any Specific field, but you will have contact with content from a huge
diversity of subjects, directly from the insiders. Think of it as the news, but not trying too
much to get attention (like click-baiting) and replacing reporters with people from the
disclosed fields;

 They are a constructive form of entertainment. With accessible content you can relax
and enjoy meaningful presentations while distracting yourself after a long day;

 They boost creativity.. If you like your field or profession you' tend to focus a lot on
your tasks or the subject you’re learning, researching, or working on. Creativity exists only
within diversity, so too much focus tends to undermine it with time. Watching successful or
inspired ideas, projects, and solutions from the people that created or executed them, in very
different fields, gives you different perspectives that you can apply. within your knowledge
or experience, in your projects. it helps you make connections, and that’s basically what
creativity is.

 They broaden your perspectives. By watching presentations on topics you never

imagined existed or had any attention, you start to compare your problems and solutions to
what exists out there and question yourself about what you know. And if you get interested
you can go after the knowledge yourself.

 They are free and publicly accessible. And you don’t even have to log in if you don’t
want to.