Speech Chapter 4 Listeners And Speakers Ltagt Objectives Recognize The Importance Listening Understand The Difference

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4
Listeners and Speakers
<A> OBJECTIVES
To recognize the importance of listening.
To understand the difference between hearing and listening.
To recognize that we listen selectively.
<A> CHAPTER CONTENT OUTLINE
I. Recognize the centrality of listening
A. The most common communication act people use is listening.
B. Listening is used to gain understanding (comprehensive listening), to evaluate and act on
information (critical listening), to provide support (empathic listening), and to experience
pleasure (appreciative listening).
C. Research shows both college students and those in the workplace identify listening as
their number-one activity, and that managers seek out those with listening skills for new
hires and leadership positions.
D. Active listening is focused, purposeful listening, and can provide learning opportunities to
become a better speaker by observing what works in others’ speeches.
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II. Understand the difference between hearing and listening
A. While hearing is the physiological process of perceiving sound, listening is the conscious
act of receiving, constructing meaning from, and responding to spoken and nonverbal
messages sent by others.
B. Listening involves selective perception. Thus, in any given situation, no two listeners
process information in exactly the same way. People pay attention to what they hold to be
important and to what touches their experiences and backgrounds, often ignoring other
information. Additionally, people sort and filter information on the basis of what they
already know.
C. Active listening is focused, purposeful listening, and is extremely difficult under
distracting conditions.
D. Listening distractions are anything that competes for attention when we try to concentrate
on something else.
2. Internal listening distractions include the individual’s thoughts, feelings, and
physical and physiological states.
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E. Multitasking is focusing on other tasks, such as checking e-mail, texting, or working on
another assignment, thus diverting attention away from accurately interpreting the
speech.
F. Scriptwriting is focusing on what we, rather than the speaker, will say next. Those who
III. Becoming a more active listener
A. Set listening goals by identifying needs, indicating performance standards, thinking of an
action statement, and assessing goal achievement.
B. Listening for main ideas involves listening for the organizational pattern and the
IV. Evaluate evidence and reasoning
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A. Critical thinking is the ability to evaluate claims on the basis of well-supported reasons.
B. Critical thinkers use several strategies to look for flaws in arguments and to resist claims
that have no supporting evidence.
1. Critical thinkers evaluate evidence in terms of accuracy, refutation, and the
credibility and reliability of the source.
3. Critical thinkers assess the speakers reasoning by resisting false assumptions,
overgeneralizations, and either-or thinking.
5. Critical thinkers summarize and assess the relevant facts and evidence, and, if
necessary, decide whether to act on the evidence presented.
C. Listeners and speakers can strive for the open exchange of ideas and participate equally
in what can be termed dialogic communication, or the open sharing of ideas in an
atmosphere of respect.
D. If speakers and listeners approach a speech as a collaborative act, both will have a better
chance of avoiding conflict and solving problems.
V. Offer constructive and compassionate feedback
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A. Listeners should make every effort to be honest and fair in their evaluations of speakers
and their messages. Listeners must be open to ideas and beliefs that are different from
their own, as there is often something to be learned from differing viewpoints.
B. Adjusting to the speakers style means not judging the content of a speech based on the
speakers communication style.
1. Poor style, accents, or awkward phrases are not legitimate reasons to “tune out” a
speaker.
2. Good listening involves maintaining respect for all types of speakers.
C. Listeners should be compassionate and constructive with their criticism. Critiques should
(1) begin with something positive, (2) focus on the speech rather than on the speaker, and
(3) be specific in order to target your criticism.
<A> KEY TERMS
active listening a multistep, focused, and purposeful process of gathering and evaluating
information.
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defensive listening a poor listening behavior in which the listener reacts defensively to a
speakers message.
CHAPTER STUDY GUIDE
I.
SUMMARY QUESTIONS
What is the difference between hearing and listening?
Hearing is the physiological, largely involuntary process of perceiving sound. Rather than being
What factors influence what we choose to listen to and what we choose to ignore?
We pay attention to what we hold to be important. We are most motivated to listen to others if we
What does it mean to participate in dialogic communication?
As opposed to a monologue, in which speakers try to impose their ideas on others, dialogic
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What are the major obstacles to active listening?
Obstacles to active listening include cultural barriers; environmental (external distractions),
What steps can you take to become a more active listener?
What is critical thinking, and how can you use critical thinking to evaluate a speaker’s
evidence and reasoning?
Critical thinking is the ability to evaluate claims on the basis of well-supported reasons, look
How can listeners offer constructive and compassionate feedback?
Listeners should be honest and fair in their evaluations; adjust to the speakers style; say
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D. DISCUSSION QUESTIONS
Recall a situation in which listeners were rude. What occurred? What were the
consequences?
In Chapter 4, the section entitled “The Responsibilities of Listening in the Public Arena” focuses
on the need to be socially responsible listeners and on the consequences of not listening
How can rude listening manifest itself in the classroom?
Responses might include attacking the speakers point of view with angry comments, ignoring
the speaker by talking with others, and alienating and angering classmates by not allowing them
Do you think that some people are natural-born listeners?
Some people naturally listen well. What qualities make natural-born listeners different from
people who must work at being good listeners? Compare these qualities with what you have
learned in this chapter.
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Name some famous people or individuals you know who you believe to be good listeners.
Reasons for selecting these people should include their ability to minimize or avoid barriers,
evidence of active listening, and evidence that they understand people’s messages and engage in
Do you think that our culture values speaking or listening more? Why?
Students will likely respond that our culture values speaking over listening. This can lead to a
What impact does technology have on our ability and/or willingness to engage in active
listening?
Students will be quick to admit that our dependence on technology often has a negative effect on
What types of audience responses are helpful to you as a speaker? What types are
discouraging?
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III. ADDITIONAL QUESTIONS AND ACTIVITIES
QUESTIONS
The following questions may help you illustrate important points in the chapter and facilitate
students’ learning of this material. These questions can be used as:
E. homework questions
F. quizzes
What are the four types of listening?
comprehensive listening
critical listening
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Listening involves selective perception, which is influenced by several factors. List and
define these factors.
D. Selective perception: The process by which people pay attention to certain messages and
ignore others
E. People pay attention to information they feel is important.
List and explain the barriers to active listening.
I. Inattention and distraction: External distractions and internal distractions
K. Laziness and overconfidence: Thinking that you already know, or don’t need to know, what
the speaker is going to say
How might listeners take action to manage the potential cultural barriers to active
listening?
E. Refrain from judging a speaker on the basis of accent, appearance, or demeanor
F. Focus on what is actually being said
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What are the strategies for active listening?
3. Set listening goals
4. Listen for the speakers main ideas
5. Watch for the speakers nonverbal cues
ACTIVITIES
Whisper down the Lane (AKA
Telephone)
Purpose: This old children’s game can be used to illustrate the complexity associated with
listening to a message and then passing it on. Poor listening skills hinder the accurate reception
of a message.
Instructions: Instructors can use the entire class for this activity or select ten to fifteen students
to participate. The students should stand or sit in a line. The instructor should come to class with

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