| It is a good idea to practice a listening activity so | | | | highest order, and also be able to recognize details |
| that you will always be able to recall information | | | | that support the main topic. There are certain |
| that a speaker is providing. It's also important to | | | | factors that can help you judge the difficulty or |
| listen to friends and family when they speak, so | | | | ease in listening to a particular topic. |
| you can be aware of their concerns. | | | | Next, check to see how the information is |
| As you develop listening tasks, you will want to | | | | organized. Does the narrative conform to what |
| keep in mind that you will never be able to | | | | you expect? Topics where the facts are |
| remember everything someone tells you when | | | | presented in some kind of order are easier to |
| they are speaking, no matter how closely you | | | | follow. |
| listen. You should practice listening exercises that | | | | How familiar are you with the topic that is being |
| will allow you to remember as much as possible | | | | spoken of? You may discover difficulties in |
| of what is said to you. | | | | comprehension if you have a cultural difference |
| When you build a listening activity, approximate | | | | from the speaker, and interpret his words in a |
| communication you will encounter in real life | | | | different way than they were intended. |
| scenarios. Give yourself, the listener, some idea of | | | | Is there repetitiveness in the material being |
| what kinds of information you may be exposed | | | | presented? If you are not yet an avid listener, |
| to, and practice actual listening. A beginner level | | | | you may find that simple and short messages are |
| activity would be finding someplace on a map, | | | | much easier for you to process. The listeners' job |
| (which is one-way communication) or exchanging | | | | is made easier by a speech that includes the |
| personal information (which is two-way | | | | natural redundancies of the language. |
| communication). As you learn, you will be able to | | | | The next step in your listening activity is checking |
| follow directions to put something together (one | | | | to see whether the information being imparted |
| way communication) or work in teams to create | | | | involves more than one person or thing. If so, |
| stories (two way communications). | | | | they should be clearly differentiated so that they |
| You need to recognize the goals you will set, to | | | | can be more easily understood. The more |
| develop your listening skills. You will learn to | | | | different the characters are, the easier the |
| recognize different aspects of the message that | | | | wording is to follow. In addition, if the speaker |
| you are listening to, including various types of | | | | uses visual aids like pictures and diagrams, listening |
| words. Determine the major talking points of the | | | | becomes easier. Use listening activities to develop |
| message you will hear, including setting and topic. | | | | the ability to gain the most from whatever the |
| You will then be able to identify the ideas of the | | | | speaker is saying. |