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Listening (Student Resource)
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Listening is the first language mode that children acquire. It provides a foundation for all aspects of language and cognitive development, and it plays a life-long role in the processes of learning and communication essential to productive participation in life. A study by Wilt (1950), which found that people listen 45 percent of the time they spend communicating, is still widely cited (e.g., Martin, 1987; Strother, 1987). Wilt found that 30 percent of communication time was spent speaking, 16 percent reading, and 9 percent writing. That finding confirmed what Rankin had found in 1928, that people spent 70 percent of their waking time communicating and that three-fourths of this time was spent listening and speaking.
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The first Listening, on December 3, 2004, was a wide-ranging discussion of various issues. The second, on April 16, 2005, considered the potential value of a discipline-based initiative to support more systemic assessment of teaching and learning in higher education. At its May 2005 meeting, the Foundation’s Board of Directors approved a grant to the Center for Assessment of Higher Education at the University of Maryland, where Rachelle Brooks will lead a project to develop an instrument to assess undergraduate learning outcomes in Classics.
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Listening can be done in a variety of ways -- surveys, focus groups, informal conversation, and others. One-on-one interviews with teachers are effective listening tools. You can use the following questions or a variation of these questions:
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Listening and speaking are essential for language development, for learning, for relating to others, and for living successfully in society. Students should learn to express their own ideas, feelings and thoughts clearly, and to respond to others appropriately, in a range of formal and informal situations.
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Listening has been taught from a communication perspective, but not always from an educational perspective. This paper reviews the listening education literature and recommendations on how the teaching of listening could be more effective based on educational theories.
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Listening, like reading comprehension, is usually defined as a receptive skill comprising both a physical process and an interpretive, analytical process. (See Lundsteen 1979 for a discussion of listening.) However, this definition is often expanded to include critical listening skills (higher-order skills such as analysis and synthesis) and nonverbal listening (comprehending the meaning of tone of voice, facial expressions, gestures, and other nonverbal cues.) The expanded definition of listening ... emphasizes the relationship between listening and speaking.
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Listening (Student Resource)