Cedar Crest College Competent Listening and Incompetent Listening Questions A successful journal entry will: -Be three to five pages in length. Write more

Cedar Crest College Competent Listening and Incompetent Listening Questions A successful journal entry will:

-Be three to five pages in length. Write more rather than less. Dig into the content and engage in deep thinking.

-Answer all the sub-questions and/or activities included within the prompt question.

-Utilize course content – concepts and theories. Use bold type for the terms. Define the term in your own words to demonstrate your understanding of the meaning. This definition should be placed within ( ). Focus on using a minimum of five to ten terms per entry.

-Provide specific examples of your own communication. Develop these examples with sufficient detail to make them vivid and concrete.

-Include the specific question/activity on the top of each entry.

-If an activity (in the textbook) is to be completed, include all your answers for that activity in your journal.

-If questions are included with an activity, be sure to write a thoughtful and developed reflection from the question prompts.

Ch#7 Skill Practice 7.4 Writing Questions and Paraphrases p. 220-221. Write out the responses for the activity. Now write a reflection on: How does questioning and paraphrasing increase communication competence? Provide examples of when you listened competently and examples of when you were a passive listener or failed to listen effectively. (Provide a well-developed answer using personal examples from your own communication.)

When writing the Feeling Paraphrases be careful to identify your perception of the other person’s feelings and not yours. For instance ” From what you are saying it seems that you feel frustrated and scared.” instead of “I get the feeling that you don’t like it.”

Write, ” I am sensing that you are scared.” instead of “I feel like you are scared.”

Focus on distinguishing real feeling descriptions from opinion “I think” statements.

For students who do not have the textbook and are still waiting to access the FREE on-line version of the textbook, use this as your prompt:

What is competent listening? How is competent listening different than incompetent listening?

What are the different listening styles and what are the benefits and deficiencies of each one? Which styles are you most competent in? Provide examples of interactions where you engaged in these listening styles.

What is Active listening? What is Question for Clarification? Content Paraphrase? Feeling Paraphrase? What are the benefits of using these strategies? Provide a detailed example where you demonstrated Active listening with at least one concrete and specific example of a Question, Content Paraphrase and Feeling Paraphrase.

Provide an example of when you were a passive or incompetent listener. How did your communication impact the conversation and relationship with your partner? What would you have liked to have done better?

How do your listening skills impact social, romantic, and work relationships?

****Be sure to identify and apply course content throughout the reflection. I encourage you to use the Chapter Outlines to identify useful course terminology. Chapter 7 Outline
(Italicized words are key words)
I.
Listening is the process of receiving, constructing meaning from, and responding to
spoken and/or nonverbal messages.
A.
There are personal and cultural styles of listening; a listening style is your
favored but usually unconscious approach to attending to your partner’s
messages
1.
A content-oriented listening style means that we prefer to focus
on the facts and evidence in a message.
2.
A people-oriented listening style is a preference to focus on what
the message tells them about our conversational partners and their
feelings.
3.
An action-oriented listening style is a preference for focusing on
the point that the speaker is trying to make with a message.
4.
A time-oriented listening style is a preference for brief and swift
conversations.
B.
Listening apprehension is the anxiety we feel about listening that interferes with
our ability to be effective listeners.
C.
A dual processes in listening means that we use one of two approaches to process
the information that we receive—automatic or conscious.
1.
Passive listening is the effortless, thoughtless, and habitual
process of receiving the messages we hear.
2.
Active listening is the skillful, intentional, deliberate, conscious
process of attending to, understanding, remembering, critically
evaluating, and responding to messages that we hear.
a.
Attending is the process of willful striving to perceive
selected sounds that are being heard.
1.
Getting ready to attend means preparing physically
and mentally.
2.
Though we physically register any sounds emitted
within our hearing range, we can exercise
psychological control over the sounds we attend to.
3.
Making the shift from speaker to listener a complete
one means listening and not preparing for the next
remark.
4.
Stay tuned in since you may miss something and
not have all the data needed to understand the
message.
b.
Understanding is the process of accurately decoding a
message so that the meaning is shared with the speaker and
understanding what is being said.
1.
To improve understanding, identify the speaker’s
purpose and key points, interpret nonverbal cues,
ask clarifying questions, and paraphrase what is
heard.
2.
To understand what a speaker means, one must be
able to accurately interpret nonverbal cues.
3.
Ask clarifying questions, which are designed to get
further information or to remove uncertainty from
information already received, in order to encourage
the speaker to continue speaking, which can aid in
transmitting the intended meaning.
a.
Be specific about what you need to increase
your understanding.
b.
Deliver questions in a sincere tone of voice.
c.
Limit the number of questions or explain
that you need to ask multiple questions.
d.
Put the “burden of ignorance” on your
shoulders to minimize unplanned or
unwanted reactions.
4.
Another way to assure understanding is to
paraphrase—an attempt to verify one’s
understanding of a message by putting it into one’s
own words and sharing it with the speaker.
a.
A content paraphrase conveys one’s
understanding of the denotative meaning of
a verbal message.
b.
A feelings paraphrase conveys one’s
understanding of the emotional meaning
behind the speaker’s verbal message.
c.
A combined paraphrase conveys one’s
understanding of both the denotative and
emotional meanings behind a speaker’s
message.
c.
The third part of the active listening process is
remembering—the process of moving information from
short-term memory to long-term memory.
1.
Primacy effect is the tendency to remember
information that we heard first over what we heard
in the middle.
2.
Recency effect is the tendency to remember
information that we heard last over what we heard
in the middle.
a.
Repetition is saying something two, three, or
even four times and helps store information
in long-term memory.
b.
A mnemonic device is an artificial technique
used as a memory aid (e.g., take the first
letter of each of the items you are trying to
remember and form a word).
IX.
c.
Taking notes represents a powerful tool for
increasing recall of information.
d.
The fourth part of the active listening process is critically
evaluating, which is the process of interpreting what you
have understood in order to determine how truthful,
authentic, or believable you judge the meaning to be.
1.
To critically evaluate something, one must be able
to separate facts from inferences.
a.
Facts are statements whose accuracy can be
verified or proven.
b.
Inferences are claims or assertions based on
the facts presented.
2.
One must also probe for information as a part of
critically evaluating a message.
a.
Probing questions are used to search for
more information or try to resolve perceived
inconsistencies in a message.
b.
Nonverbals are especially important when
using probing questions to ensure one does
not appear arrogant or intimidating.
e.
Responding is the process of reacting to what has been
heard while listening and after listening, and there are some
guidelines for responding.
1.
Provide back-channel cues which are verbal and
nonverbal signals demonstrating listener response to
the speaker.
2.
Listeners should reply when the message is
complete by asking questions, paraphrasing,
agreeing, challenging, or giving either advice or
support.
3.
Respond to the previous message before changing
the subject.
Digital listening skills
1. Attending and understanding refer to making an extra effort to understand
messages you receive through social media.
2. Critically evaluating messages can also improve digital listening skills.
3. We should also recognize underlying motives, values, and ideologies and avoid
overdependence.
7: Inter-Act,
th
14
Edition
Listening
1
Listening:
The process of receiving, constructing
meaning from, and responding to spoken
and/or nonverbal messages.
2
Listening makes up 42–60%
of our communication.
Speakin
g
Reading
Writing
Listening
3
Challenges to Effective
Listening
Personal Listening Styles
Listening Apprehension
Dual Processes
4
Personal Listening Styles
• Relational: We focus on what a message
tells us about our conversational partners
and their feeling.
5
Personal Listening Styles
• Analytic: We listen to gather information
and tend to think carefully about what we
hear.
6
Personal Listening Styles
• Transactional: We want speakers to
remain on task and get to the point.
7
Personal Listening Styles
• Critical: We focus on the accuracy and
consistency of the speakers’ messages.
8
Listening Apprehension
Anxiety we feel about listening that
interferes with our ability to be effective
listeners
9
Listening Apprehension
Fear of . . .
• misinterpreting
the message
• not being able to
understand
• how message
may
psychologically
affect us
10
Dual Processes in
Listening
• Passive listening: effortless, thoughtless,
habitual process
11
Dual Processes in
Listening
• Active listening: skillful, intentional,
deliberate, conscious process
12
Active Listening
Process
Attending
Understanding
Remembering
Critically Evaluating
Responding
13
Attending
The process of willfully striving to
perceive selected sounds that are
being heard
14
Improving Attending
• Get physically
and mentally
ready to
listen.
• Make the shift
from speaker
to listener a
complete one.
• Stay tuned in.
15
Understanding
Process of accurately decoding a message so
you comprehend the semantic, pragmatic, and
sociolinguistic meaning
16
Improving
Understanding
• Identify the
speaker’s
purpose and
key points.
• Interpret
nonverbal
cues.
17
Improving
Understanding
➢Ask clarifying questions: a response
designed to get further information or to
reduce uncertainty from information
already received
18
?
Improving
Understanding
• Ask clarifying questions:
?
➢ Be specific about kind of
information you need
?
➢ Deliver in sincere tone of voice
?
19
?
Improving
Understanding
• Ask clarifying questions:
?
➢ Limit questions or explain that
you need to ask multiple ones
?
➢ Put “burden of ignorance” on
your own shoulders
?
20
Improving
Understanding
➢Paraphrase: an
attempt to
verify your
understanding
of a message
by putting it
into your own
words and
sharing it with
the speaker
21
Improving
Understanding
➢Content
Paraphrase:
conveys your
understanding of
the denotative
meaning of a
verbal message
22
Improving
Understanding
➢Feelings
Paraphrase:
conveys your
understanding of
the emotional
meaning behind
speaker’s verbal
message
23
Improving
Understanding
➢Combination Paraphrase: conveys your
understanding of both denotative and
emotional meaning of speaker’s verbal
message
24
Remembering
Process of
moving
information from
short-term
memory to longterm memory
25
Remembering
Reasons we fail to remember
• Filtering out messages
• Listening anxiously
• Listening passively
• Remembering selectively
• Forgetting the middle of the message
26
Remembering
➢ Primacy Effect: tendency to remember
information we heard first
➢ Recency Effect: tendency to
remember what we heard last
27
Improving Remembering
Using repetition:
saying something
two, three, or even
four times
28
Improving Remembering
Create mnemonics: learning technique
that associates a special word or short
statement with new, longer information
Name the
Great Lakes.
H-O-M-E-S:
Huron, Ontario,
Michigan,
Eerie, Superior
29
Improving Remembering
Take notes: providing
a written record you
can revisit while
promoting a more
active role in listening
process
30
Improving Remembering
Take notes when you
are listening to
complex
information.
Brief outline:
• Overall idea
• Main points
• Key developmental
material
31
Critically Evaluating
Determining how truthful, authentic,
or believable you judge the message
and the speaker to be
32
Improving Critically
Evaluating
• Separate facts from inferences
Facts: accuracy
can be verified
or proven
Inferences:
claims or
assertions based
on the facts
33
Improving Critically
Evaluating
Facts
Ms. Carr was
coughing in
the hallway.
vs.
Inferences
I bet Ms. Carr’s
canceling class
today—she’s
sick.
34
Improving Critically
Evaluating
• Probe for information
➢Probing Questions: search for more
information or try to resolve
inconsistencies
How do you
know Ms. Carr is
canceling? Did
she tell you?
35
Responding
Process of providing feedback to your
partner’s message
36
Improving Responding
Provide backchannel cues:
verbal and nonverbal
signals indicating you
are listening and
attempting to
understand the
message
37
Improving Responding
Reply when
message is
complete
Respond to
previous
message before
changing subject
38
Digital Listening Skills
Digital Communication Literacy: ability to
critically attend to, analyze, evaluate, and
express digital messages
39
Digital Messages:
Attending and Understanding
• Technologies affect
what we pay attention
to and ignore.
• We make active
selections with
technology.
• Improve digital and faceto-face interactions: attend
to each separately.
40
Digital Messages:
Attending and Understanding
• Receivers may be
distracted—strive for
clarity.
• Digital media is
lean—meaning is
difficult without
nonverbal cues.
• Digital media: not
well-suited for
complex emotions
and difficult issues.
41
Digital Messages:
Critically Evaluating
• False information is
often posted/shared
online without much
consideration.
• Ask questions to
separate facts from
inferences.
• Check inaccurate
information before
you pass it along.
42

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