Listening Competencies at the Secondary/Post-Secondary Level.

Autor/in	Coakley, Carolyn Gwynn
Titel	Listening Competencies at the Secondary/Post-Secondary Level.
Quelle	(1985), (19 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Leitfaden; Unterricht; Lehrer; Attitude Change; Behavior Patterns; Communication Skills; English Curriculum; Learning Activities; Listening Comprehension; Listening Habits; Listening Skills; Negative Attitudes; Nonverbal Communication; Postsecondary Education; Speech Communication + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Attitudinal change; Einstellungsänderung; Kommunikationsstil; Lernaktivität; Hörverständnis; Negative Fixierung; Non-verbal communication; Nonverbale Kommunikation; Post-secondary education; Tertiäre Bildung
Abstract	Competent listeners possess the knowledge and ability to listen, the positive attitudes and desire to listen, and the willingness to apply the ability and desire to listen. Having only one or two of these ingredients ensures ineffective listening. One common negative listening attitude is self-centeredness, as opposed to being other-oriented. The other-oriented listener has a genuine interest in others and acknowledges the other person's comments by asking open-ended questions that begin with what, who, when, where, and how. A second common negative listening attitude is disrespect, shown by sending impatient signals, sending superiority signals, interrupting, and so forth. Teachers should engage students in a number of activities that encourage positive listening attitudes and listening competency. Such activities have been incorporated into Maryland's Listening Curriculum Framework--a curriculum to help students to understand and use the stages of the listening process, to listen for a variety of purposes, and to develop a positive attitude toward listening. (A compilation of listening skills/behaviors and sample activities from the Maryland Listening Framework are appended.) (HOD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01