-Listening Skills
Listening and Recall. Effective interpretation requires active listening skills. It is necessary for interpreters to have active listening, recalling process, besides having a strong memory. Active listening permits interpreters to avoid making misinterpretation, then recalling what have been heard will provide accurate and correct interpretation.
Active Listening for Interpreting
-Anticipation
In order to reduce the amount of data in online memory and free up processing resources for other activities, the interpreter uses anticipation as a vital tool. Grammatical, syntactic, and contextual levels of language information can all be used to generate anticipation. The most important feature is that every expectation is based on information that is topic-specific since every grammatical meaning and contextual meaning in language interact to produce every meaning in a language.
-Improving psychological preparation
For the conversation to be understood, effective listening is crucial. However, it's likely that the interpreters will start to feel uneasy as they hear the speaker speak. In actuality, everyone who is going to interpret is going to feel anxious. They should be able to clearly identify themselves while listening to the speaker and attempt to calm themselves as quickly as possible before beginning the interpreting task. The interpreters should instill self-assurance and boost spirit to conquer challenges. The interpreter needs to practise listening well. Effective listening requires focus and attention.
-Using redundancy in listening training
Working as an interpreter necessitates concentrated or discriminative hearing, sometimes referred to as active listening, which calls for staying focused and developing alertness. The interpreter needs to be an expert listener.
-Using the expert or booth mate's help
When using simultaneous interpreting, there are always at least two interpreters present in the booth. The former is active, whereas the latter is passive. The passive coworker, who can concentrate purely on hearing, is more likely to comprehend a difficult speech segment than the active interpreter, who must divide his attention between listening comprehension, short-term memory, and reconstruction. Additionally, before communicating with the active interpreter verbally or in writing, the passive interpreter has adequate time to peruse a glossary of a different text.
-Consulting document during interpreting
As interpretation can also look for solution in documents, especially when there is no help from experts present or from the passive colleague available.
LISTENING SKILL
LEARNING OUTCOMES
- Define listening in their own terms.
- Identify reasons why listening is important.
- Be able to explain features in the listening process.
FUNDAMENTALS OF LISTENING
Take two or three minutes to recount your most cherished interpersonal relationships. Are any of these relationships’ family members, friends, colleagues, co-workers, people you met on-line or regularly Skype with? Now think about why you value these relationships. You may quickly realize that your answer has something to do with your ability to openly communicate and how much each person actively listens in the relationship. But, are these people really listening to you or are they doing something else and you think they are good listeners because you have never defined listening? In this Module, you will learn what listening is. Second, you will learn why listening is important. Finally, you will learn about a number of different features in the listening process.
What is Listening?
If you had to come up with your own definition for listening, how would you define listening? Now, if you compared your definition with someone else would the definitions match, be completely different; or, somewhere in the middle? Chances are, you may find it easier to explain what is not listening than what is listening. According to Merriam-Webster Online Dictionary, to listen is “to pay attention to sound, to hear something with thoughtful attention, to be alert to catch an expected sound” (“Listen”, 2020, n.p.). While some may find this definition acceptable, others would say it not completely accurate because it fails to take into account verbal and nonverbal aspects of listening. In other words, that definition is an oversimplification of a very complex interpersonal communication skill.
“Listening is the process of receiving, constructing meaning from, and responding to spoken and nonverbal messages. People listen in order to comprehend information, critique and evaluate a message, show empathy for the feelings expressed by others, or appreciate a performance. Effective listening includes both literal and critical comprehension of ideas and information transmitted in oral language.”
As you just read, the different definitions of listening as a concept are extremely broad. However, listening, as defined by both the ILA and the NCA, is an active, conscious communication act. The definition of listening as defined by the ILA will be used for the remainder of this unit because it was developed by an international organization of members that promote the study, development, and teaching of listening.
Why is listening important?
Let’s be honest, when it comes to listening, many if not all of us at some point are guilty of faking attention, fading in and out of conversations, rehearsing responses, making assumptions, and failing to retain pertinent information. Listening has always played a fundamental role in interpersonal communication. For example, scholarly articles and research studies have examined listening and its role in interpersonal relationships such as student/teacher .
What is the Listening Process?
One of the reasons why Merriam Websters’ definition of listen is an oversimplification is because too much of the answer seems to imply that listening is hearing. This simply is not the case. Can you recall a time when you responded to someone with, “Yeah, I heard you.” but in reality, you were multitasking and checking your cell phone? While you can feel good knowing that you were telling the truth, because you did hear them, unfortunately you were not listening. This is a perfect example of ineffective listening and definitely demonstrates that hearing and listening are not the same. Listening is a process.
Perception
Perception also called receiving is the first and most basic component of the listening process. As a listener, you must first become aware of the sounds you are hearing in an environment. In other listening process models, it is called “hearing.” As a listener, you select which auditory sounds to focus on. For example, you walk into a party, see a group of friends. You can hear other sounds in the room; however, you most likely will instinctively focus on the conversation with your friends. As a listener in this initial stage you are actually absorbing the information being expressed to you verbally and nonverbally.
Attention
Attention is the second component in the listening process where you place your focus as a listener on the speaker. This part of the listening process is selective. The sounds we hear have no meaning until we give them their meaning in context. Attending to a message requires active engagement. For example, you put away your cell phone and say to your colleague, “Go ahead, keep talking. I’m listening,” Now your colleague truly does have your undivided attention. You are actively avoiding distractions, not interrupting the speaker and not rehearsing a response. In this component, your top priority is only to listen.
Interpretation
Interpretation is the third component in the listening process where the listener assigns meaning to a message based on verbal and nonverbal messages. Interpretation takes place after you have received the information from the speaker and begin to interpret its meaning. You can share your interpretation by asking questions, or rephrasing parts of the speaker’s message. Interpretation allows you to demonstrate your active engagement with their words, and help you better understand their key points or even ambiguous messages. For example, your supervisor says, “You and I definitely should schedule to meet sometime next week” but then walks away. Most people would not know how to interpret this because the message is vague. Does your supervisor want to meet next week on Monday, Tuesday, Friday? Is this really a “meeting” or are you being demoted, transferred, or perhaps even promoted? Furthermore, “sometime” is not a specific time and they could possibly be referring to a meeting early in the morning, noon or late in the afternoon. In this phase of the listening process, listening fidelity is crucial. Listening fidelity is “the degree of congruence between the cognitions of a listener and the cognition of a source following a communication event .
Remembering
Remembering is the ability to recall information. What good would it do in a conversation if you could not remember key points of the speaker’s message? Remembering is important in the listening process because it means that an individual has not only received and understood a message but has also added it to the mind’s storage bank. However, just as our attention is selective, so too is our memory. What is remembered may be quite different from what was originally seen or heard
There are two types of memory: short-term or active memory, and long-term or passive memory. As its name suggests, short-term or active memory is made up of the information we are processing at any given time. Short-term memory involves information being captured at the moment (such as listening in class) as well as from information retrieved from our passive memory for doing complex mental tasks (such as thinking critically and drawing conclusions). But short-term memory is limited and suffers from the passing of time and lack of use. We begin to forget data within 30 seconds of not using it, and interruptions (such as phone calls or distractions) require us to rebuild the short-term memory structure—to get “back on task.”
Long-term memory involves the storage and recall of information over a long period of time (such as days, weeks, or years). Long-term memories aren’t all of equal strength. Stronger memories enable you to recall an event, procedure, or fact on demand—for example, you may be able to vividly remember exactly where you were, who you were with; and, what you were doing the moment you learned about “9/11,” the deadliest terrorist attacks on American soil in U.S. history. Theoretically, the capacity of long-term memory could be unlimited, the main constraint on recall being accessibility rather than availability. Long-term memories can last for just a few days, or for many years. The fact is, memory fails everyone from time to time.
Responding
If you have completed the perception, attention, interpretation and remembering components of the listening process, verbally responding to a speaker is not only appropriate it is probably expected. Responding entails sending verbal and nonverbal messages that indicate attentiveness and understanding or a lack thereof. We send verbal and nonverbal feedback while another person is talking and after they are done. For example, using phrases such as, “yeah”, “uh-huh,” “hmm,” and “right,”) and/or nonverbal cues like direct eye contact, head nods, and leaning forward. Back channel cues are behaviors that generally show interest, attention and/or a willingness to continue listening.
Now that all five components (perception, attention, interpretation, remembering, and responding) in the listening process have been examined, you are now less likely to mistake listening as a simple, passive activity. Listening is a process, and an active one that does not unfold in a linear, step-by-step fashion. While each component seems like a lengthy process, this all happens in a short amount of time, and should feel natural during a conversation.
MATERIALS YOU NEED:
You will need to gather the following resources in order to work with the practice scripts provided and to finish the practice activities in this packet. Among them are the following:
A device (digital voice recorder or similar device, smartphone, or computer with recording software and a microphone) that may record, save, and playback audio tracks for later use
A device (computer, phone, tablet, or MP3 player or similar digital recording device) that allows you to play audio tracks of the practice material you record
Speakers to listen to the recorded audio, ideally external Headphones (to hear the concurrent recording while doing the interpretation) A stopwatch or timer
Dictionaries in both languages and one language
Additional linguistic reference resources as required Pens or pencils; paper pad
LEARNING ACTIVITIES
1. Activity: How do YOU define Listening?
Listening scholars have come up with a variety of definitions for listening. Take five minutes to write down your own definition of listening. Next, get into small groups and share your definition with others. Are there any similarities/differences?
2. Activity: Practice With the Listening Process
For one week practice using each of the five components in the listening process with a friend, classmate, co-worker. What differences did you notice based on the different relationship contexts?
CONNECTIVISM PRINCIPLE
Encourage learners to curate their own learning resources and create personal learning networks where they can access a variety of materials, such as podcasts, articles, and videos, to develop their listening and reading skills.
- Promote the use of social media and online communities to engage in discussions, share resources, and collaborate with others who have similar language interests
Nurturing and maintaining connections is needed to facilitate continual learning
Connected learners must have access to a variety of networks that provide opportunities to interact with and learn from diverse people, ideas and resources. This requires several spaces where learners can relate to others who may not share similar backgrounds or views
Objective:
By the end of the program, students will be able t
Listening Skills :
Objectives -
-Understand the importance of effective listening in the context of interpreting and its impact on reducing speaking anxiety
-Develop active listening strategies that foster comprehension and interpretation of spoken language
-Explore the role of Connectivism principles in shaping learning and skill development in the context of listening and interpreting
-Implement strategies and techniques to apply Connectivism principles in the classroom or learning environment
-Evaluate the effectiveness of the listening skill development process and provide feedback for continuous improvement
Pre-stage for Listening Skill .
- Set clear objectives for the listening activity.
- Activate prior knowledge related to the topic of the listening material.
- Introduce relevant vocabulary and pre-teach any difficult or unfamiliar words.
. While-stage for Listening Skill
- - Engage students in an active listening task, such as answering specific questions or completing a comprehension activity-
-Play the listening material and allow students to listen actively, possibly more than once
- Encourage students to take notes while listening to help with comprehension and retention
- Post-stage for Listening Skill
-Discuss the listening material as a group, clarifying any misunderstandings and addressing questions.
- Conduct follow-up activities that reinforce the content of the listening material, such as discussions, role-plays, or creative tasks.
- Provide feedback on listening performance and offer strategies for improvement
Methods:
-Interactive lectures and presentations: Provide an overview of listening skills, their importance in interpreting, and the relationship between listening and speaking anxiety
-Guided practice and simulations: Engage learners in real-world interpreting scenarios, where they can practice active listening techniques and receive feedback
-Collaborative learning activities: Foster peer-to-peer learning and the exchange of ideas, promoting the Connectivism principle of distributed knowledge
-Reflective journaling: Encourage learners to reflect on their learning process, identify strengths and areas for improvement, and document their progress
-Flipped classroom approach: Provide pre-class materials (e.g., videos, articles) to allow learners to explore concepts independently, freeing up class time for active learning and discussion
Teaching Aids:
-Multimedia presentations: Utilize visual aids, audio recordings, and video demonstrations to enhance understanding and engagement
-Interactive software and applications: Leverage technology-based tools (e.g., speech recognition software, online interpreting practice platforms) to provide engaging and immersive learning experiences
-Authentic materials: Use real-world materials, such as interviews, podcasts, and dialogues, to expose learners to diverse listening contexts and accents
-Feedback and assessment tools: Implement formative and summative assessment methods to track progress and provide meaningful feedback to learners
Strategies:
-Fostering a Connectivist learning environment: Emphasize the principles of Connectivism, such as diversity of opinions, autonomy, openness, and the importance of connections and networks in the learning process
-Encouraging self-directed learning: Empower learners to take an active role in their skill development, exploring resources and connecting with peers and experts to expand their knowledge
-Facilitating collaborative learning: Create opportunities for learners to work together, share experiences, and provide peer feedback, reinforcing the Connectivist principle of distributed knowledge
-Integrating technology and digital resources: Leverage digital tools and platforms to facilitate access to a wide range of learning materials, enable remote collaboration, and provide personalized feedback
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-Emphasizing real-world application: Ensure that learning activities and assessments are closely aligned with the practical needs of interpreting in various contexts, ensuring relevance and promoting the transfer of skills
Applying Connectivism Principles:
-Diversity: Expose learners to a variety of listening materials, accents, and perspectives, fostering an understanding of the diversity of language and communication styles
Autonomy: Encourage learners to take ownership of their-
English Listening Practice:
Practicing your English listening skills is easy when you have the right tools for the job.
Whether you’re looking for an on-the-go app, the perfect podcast for your interests or a way to practice your listening and reading skills at the same time, we have some great recommendations for you.
Tune in to any of the English listening practice resources below. You’ll get access to thousands of audio hours and improve your listening skills!
: Listening and Speaking Skills
[Interpreter Education Online](https://www.interpretereducationonline.com/): This website offers online courses and resources for interpreters, including listening and speaking skills development
[Language Line University](https://www.languagelineuniversity.com/): This website provides online training for interpreters, including listening and speaking skills development
links and websites for PowerPoint presentations on listening skills and reducing speaking anxiety
Listening Skills:
- https://www.slideshare.net/daliabitar/active-listening-skills-presentation
- https://www.canva.com/design/DAD7E1sSepM/share/preview?token=3Zz_XltPnRLIe4r0JXOJgQ&role=EDITOR&utm_content=DAD7E1sSepM&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton
Resources for Flashcards for improving Listening skills and reducing speaking anxiety:
Speaking and Listening:
[Anki](https://apps.ankiweb.net/) - A flashcard app that allows you to create and study your own flashcards
[Quizlet](https://quizlet.com/) - A website and app that provides flashcards and study games for a variety of subjects
[Memrise](https://www.memrise.com/) - A language learning app that uses flashcards and spaced repetition to help you learn vocabulary and grammar
Links and Websites to improve Listening Skills:
Speaking and Listening Skills:
-Verbling (https://www.verbling.com/) - Online language learning platform with tutors for practicing conversation
-Tandem (https://www.tandem.net/) - Language exchange app for practicing conversation with native speakers
-Speechling (https://www.speechling.com/) - Provides feedback on pronunciation and speaking skills
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