Interactive listening is a type of listening where the listeners react both verbally and non-verbally to what they are hearing from the speaker (Bell & Smith, 2010). It gives the listener an opportunity to…
Download file to see previous pages...
This means that the listener should make sure that the speaker speaks at a speed that could not hinder his understanding. He should also ensure that the speaker uses understandable explanations and makes repetition when necessary.
According to Stitt (2004), the three major techniques for effective interactive listening are paraphrasing, acknowledging emotions, and asking clarifying questions. Paraphrasing is trying to state the content spoken by the speaker in one’s own words. When the ideas spoken by the speaker are paraphrased, the listener tries to understand them in his own context. This would promote understanding and alertness of the listener. The interactive listening technique of acknowledging emotions involves use of actions like nodding by the listener to show whether he understands or not. This technique could be very appropriate especially to shy listeners who are unable to react verbally to ideas spoken by the speaker. The other interactive listening technique involves asking the speaker to clarify his ideas if you do not understand them. This technique gives the listener a chance to react verbally to what he is hearing, which can promote his understanding of the ideas spoken by the speaker.
This week, we have learned several ideas that can help promote a communication as well as enhancing communication abilities. Among the ideas, the one that I did not know before is the idea of accommodating cultural differences in a communication. As Samovar, Porter & McDaniel (2009, p. 353) state, “communication competence requires more than just opening the door for listener-speaker dialogue.” This is because communication takes place in culturally diverse settings. Individuals in such settings have several cultural differences that result to factors that could hinder communication. However, if the cultural differences are accommodated, then the factors
...Download file to see next pagesRead More
Cite this document
(“Interactive Listening Research Paper Example | Topics and Well Written Essays - 500 words”, n.d.)
Retrieved from https://studentshare.org/education/1601471-interactive-listening
(Interactive Listening Research Paper Example | Topics and Well Written Essays - 500 Words)
“Interactive Listening Research Paper Example | Topics and Well Written Essays - 500 Words”, n.d. https://studentshare.org/education/1601471-interactive-listening.
The author states that the safety of employees is paramount to the achievement of organizational goals. Such can be said on COPPST. It is a global organization with site-level units in ten US states, a site in Canada, another in Nigeria, and several in Europe and Asia. The most recent emergency should be considered as a learning opportunity.
Poor listening normally occur due to the inability to control the speed over which the speaker is speaking, not being able to get things that are repeated, failure to recognize gestures, inability to concentrate or even problems of interpretation. 8 Some forms of inappropriate listening skills include; 8 Pseudo listening 8 This is kind where one pretends to be listening when they are actually not.
With ingenious research methods and concepts, the issue has been critically analyzed to yield a number of findings, which will be discussed. Background of the Problem In the task, based interactive communication, learning system for students taking up English as the second language, a particular mode of teaching, task taking, presentation and eventual analysis of the work submitted is involved.
According to the authors, application of information and communication technology has various effects to learning and learners. The technology contributes positively to the academic performance of primary schools students on subjects such as English. However, use of ICT in primary schools did not show remarkable improvements in performance of science and mathematics subjects.
The trend toward tertiary ESL instruction parallels cross-curriculum tertiary-level movements for native English speakers, such as writing across the curriculum, reading to write, and writing to read. It also parallels the tertiary foreign language format of immersion, either partial or total.
The rest have been resolved amicably. People have been describing him as an effective listener, one who knows how to get the empathy of both parties in a case. As his only daughter, I can attest to his “active listening behaviors.” When
I have been resisting in audible voice during conversations when the other party in a conversation spoke inaudibly. More often when the other party in the conversation pronounced words wrongly, I had been