Assessing Listening

I will not go through all of the individual listening skills, just a few that I find the most relevant to myself. The assessment showed that I got an 8 in avoiding interruption. I never interrupt anyone while they’re speaking. I always wait for them to finish before I speak out. I scored a 2 in maintaining interest. I find myself easily getting distracted if the speaker goes on for a long time, or starts speaking about something I’m not extremely interested in. My score in showing interest though was a 9. I try to at least make sure the speaker feels comfortable when they are speaking, and feel that they are being heard. My total for this assessment was 28 out of a possible 45 points, which shows that I have a lot to improve when it comes to my listening skills.

In addition, J.K was administered the Oral Discourse Comprehension component of the WIAT III Listening Comprehension subtest. She was asked to listen to one or more sentences from a CD and then answer some questions. This was done to assess her receptive language skills at the sentence and discourse level. J.K appeared to be listening carefully during the task, however, when the sentences

SL.9-10.1, 3,6 Listening actively to spoken English language in a range of social and academic context.

I have always been told that am not very good at listening, therefore, I choose the skill of listening as a means of evaluating myself and observing how this skill is used by me and towards others whom I have contact with. During this process I decided to take the Self-Assessment 8.3: Active Listening Skills Inventory offered on the website http://highered.mheducation.com.

For the speaking and listening section of the assessment, I conducted the interview with student 1. I also decided to incorporate a running record, and ask a few questions related to the text, which were an additional support enabling me to measure the girl’s listening and speaking language skills in great depth.

This quiz includes many aspects of listening assessments that are vital to the promotion of better listening skills in ELL students. This class may also have native speakers of English in it so I will allow for extra time in the class and have other work for students to do in case anyone finishes early. This quiz includes some aspects of a dictation where the length of the bursts can vary depending on the speed of the reader, me in this instance; however, students will be able to listen to the instructions again if they need them repeated (Brown & Abeywickrama, 2010, p. 174). In my official creation of this quiz, I will

In using the AHA! Method to listen to my friend tell me about her loneliness, I learned how to be affirming and genuine while listening to someone. By using this method, I also learned that saying less and listening more helped my friend express her feelings more, whereas if I had added my opinion as to how she felt, it could've been conflicting and potentially stop my friend from feeling comfortable by saying anything further to me.

Since I can remember, my cousin Ricardo has been my best friend. He is not just my cousin, he is my brother and cousin (a Mexican terminology) at the same time because both of our parents are brothers and sisters. This, clearly, shows how close our relationship was, not only that, but my house at Mexico is just 3 blocks away from his. I remember how we used to see each other daily to play video games and spend time talking about our day or how we felt. As the years passed, our bond got stronger, no one could stop us. In fact, we practiced appreciative listening because we cared for our relation. I can tell that it had the three A’s of active listening. We had the attention that is required, good attitude, and adjustment. The interpersonal relationship

This week’s readings reinforced the benefits of listening, as “the Afris, believe it is a sacred responsibility to listen and share dagu-a word that means information” (Westley et al, 2007, p.133). Beyond listening to gain knowledge, this was a refreshing reminder to share information and use information to understand patterns. Applied listening is a valuable skill that is offen forgotten in the desire to respond or act. If we recall “Getting to Maybe” chapter one were “we offer thinking as a form of doing, and emphasize doing as an opportunity for thinking, reflecting and learning” (Westley et al, 2007, p.22). The lesson in this chapter encourage us the listen to gather the information that will give us the opportunity to think and reflect

The listening process is a multistage process that involves "receiving, constructing meaning from, and responding to spoken and/or nonverbal messages" (pg. 109). In order to listen effectively it is necessary to attend to, interpret, evaluate, and respond to the message. The steps or stages to the listening process are as follows: attention, interpretation, evaluation, and responding. The first step is attention, which deals with the act of selectively focusing on certain communication cues while also ignoring others. One important key aspect to being a good listener is learning how to take control of one's attention by setting goals ahead of time and redirecting attention when it strays away. The second step is interpretation, which deals with the act of assigning meaning to the stimuli that captures our attention. Interpretation is often guided by our own individual patterns of thought as well as social expectations and is definitely open to many errors. By

Communication and listening to your patients I believe is the first step in culture competence. When we, as nurses, treat a patient we have to keep the culture of the patient in mind. For example, making sure a patient who only eats kosher foods has kosher approved food on their tray before bringing it into the room or if a patient needs to pray or meditate at a certain time make sure they get the privacy to do so. Some of these are very easy to do and could make a world of difference to a patient.

Listening is one of the important four skills that need to be mastered when acquiring a second foreign language. Among the four skills, listening is recognized as the most difficult one (Young, 2012). Students’ difficulties in listening comprehension may start from the bottom stage, such as they can’t recognize a sound that they may know if it is in written form or they can’t comprehend complex and long speeches. If they hear a sound that they don’t know, sometimes they can’t rely on dictionary to know the meaning as they can’t figure out its spelling. Given those problems, however, listening comprehension still received the least attention in the teaching of Second Language learning. Generally, it is the least skill that taught by the teacher in school. Listening

To answer the question of the current study, the teachers were requested to name the criteria that they cared about as the main features of English speaking competence for assessment goals.

The students of this Year 5 Class have been placed in five groups numbered 1-5 based on learning data. Each group have been scored in English skills of vocabulary, decoding/word attack, fluency, comprehension of fiction and non-fiction texts and spelling. Group 1 students, have good reading of decoding/word attack and reading fluency and comprehension of fiction texts; and their vocabulary is fair. Group 2 students, has no fair or good ratings of any of the English skills. Group 3 students, had good reading of decoding/word attack and reading fluency and fair spelling. Groups 4 students are fair in vocabulary, reading of decoding/word attack and spelling. Group 5 students, is good in all English skills, except comprehension of informational texts is fair.

Complementing the cognitive processing encompassed in the fluent listening, interactive listening (the third type of processing )develops to improve listening comprehension as a result of the overlapping between top-down and bottom-up processes. Notably, Gilakjani and Ahmadi (2011:979)state that interactive listening overcomes the drawbacks of bottom-up processing and top-down processing to enrich the comprehension. Historically, especially in the early 1980s, there was a tendency that only top-down processing was recognized to improve L2listening comprehension. However, it is now more commonly accepted that both top-down and bottom-up listening processing should be joined to enrich