5.6: Review
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Chapter 5: Vocabulary and Questions for Review and Discussion
- action-oriented listening style
- content-oriented listening style
- critical listening
- discriminative listening
- empathetic listening
- ethical listening
- formative feedback
- hearing
- informational listening
- listening
- listener bias
- listener apprehension
- media multitasking
- people-oriented listening style
- physical noise
- psychological noise
- semantic noise
- summative feedback
- time-oriented listening style
- List and describe the 5 stages of listening.
- Which of the 4 styles of listening most accurately describes your listening preference? Are you able to switch listening styles if there is a need?
- List the 4 types of listening. Which type of listening do you do best? Which do you find most difficult and why?
- Assuming you were attempting to listen empathetically to a friend or colleague, what are some examples of positive nonverbal communication you could use to put him or her at ease? What are some examples of nonverbal communication that might make the communicator uncomfortable?
- What percentage of a message do most listeners remember right after they hear it? What does that percentage drop to after a couple of days? What are possible reasons for such poor retention?
- List negative formative feedback that might be given during a lecture or student speech. How might this negative feedback affect the communicator?
- Which of the three types of noise discussed in the chapters most often keeps you from listening attentively in the classroom? How do or could you manage this noise?
- What are two types of listener bias? Describe a time when you sensed that a listener or audience was biased toward you or your message. How did you handle the situation? Or if you have not experienced bias, describe a time when you struggled with your own bias toward a speaker or a topic.
- Examine the checklist for effective listening provided by the International Listening Association. Choose 5 suggestions from the checklist that you see as the most important and order them from most (1) to least (5) important. Compare your list with your classmates.
- How and when do you engage in media multitasking? What are some positive and negative consequences of your media multitasking?
- Should laptops, smartphones, and other media devices be used by students during classes? Why or why not? What restrictions or guidelines for use could instructors provide that would capitalize on the presence of such media to enhance learning and minimize distractions?
- Does your employer restrict the use of mobile phones during work hours? What restrictions, if any, should be placed on a mobile phone or computer use in the workplace?