Roles And Impact Of Of Academic Listening Skills

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.

More specific challenges are encountered by international students compared to domestic students such as language

What is Listening and why is it important? This paper will address the viewpoint of listening skills and its outcome. Listening is an essential tool, which is one of the constructive aspects in the communication process, for communicating with other people. To listen well is a knack that is learned. However, for people to listen effectively, they would need to practice to obtain the skill. ”As with any new skill, learning to listen takes effort, attention, and practice” (Stewart, 2006, p. 202).Listening skills allow people to make sense of and understand what another person is saying. In other words, listening skills allow you to identify with the meaning of what people are talking about.

Non-native language particularly English, which is a Lingua franca- a language that is adopted as a common language between speakers whose native languages are different, is often preferred to native language in the medium of instruction in higher education in many places like Hong Kong and Singapore, according to Interim report April 2014 of “English as a medium of Instruction – a growing Global phenomenon: phase 1” by British Council and University of Oxford mentioned in the Week 11 lecture PowerPoint. By using English medium teaching, students and university institutions would be benefited. This essay will argue that English should be adopted as the medium of language in tertiary education, and it is supported by the discussion of the pros and cons of using non-native language in tertiary education in the perspective of students and university

This course has taught me that one shouldn’t expect one approach to work on every client. In addition, I learned that having patience is very important, and responding to clients is second to listening. My field experience has also helped me reflect on myself, because I thought starting a conversation with a client would be easy, but it has been challenging. There aren’t a lot of things I could find as a good conversation starter, I have been doing better than my first day but it is something I will continue to work on. Since the beginning of this course and fieldwork, I haven’t changed a lot, I still carry the same values. One thing that has changed, are my listening skills; in this class and in my fieldwork, I learned that instead of responding,

As communicative competence becomes a more focused goal for classrooms across the U.S., student progress in developing higher levels of proficiency becomes increasingly important. In order to prepare students adequately for the work force as well as post-secondary education, students need a long sequence of well-articulated language learning that begins in elementary school. If students are expected to be ready to use their languages for professional purposes upon entering the work force, they need to leave the K-12 educational system with an Advanced level of proficiency and the post-secondary world at the Superior level. Meeting these levels of proficiency requires that students begin early and continue in an extended sequence of language

English Language Learners (ELL) constituted 9.5% of the students in the United States in the school year 2012-2013. That is equivalent to 4.4 million students and the number seems to be growing. These statistics call for special training for educators in the United States so they can tackle any problem due to language barriers. It is important for teachers to understand the difference between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) to better understand and instruct english language learners.

Most of my experience in trying to quickly establish a helping relationship of mutual trust and respect is with people in the middle of a traumatic event. I always remain calm and keep a level voice, I want them to feel like they are being treated in a warm and friendly manner. I normally use active listening skills in order to convey respect for the individual and make them feel like their problem is important and a priority. Especially when helping someone in a panic state, using repetitive persistence has been very beneficial. In that, I will repeat as many times as needed, “I need you to tell me what you need so we can help you (or a family/friend that may be in distress),” to get the person to focus on the situation and let them know

Many of us go through many different kinds of challenges in life, that sometimes becomes obstacles when we are trying to accomplish things. These kinds of challenges are often found in college, where students have a difficult time listening in a large lecture classroom environment. There are college students who have listening goals that often are not successful and leads to having a difficult time understanding key concepts, confusion, and/or struggling in their courses. A common listening goal for college students is informational listening, because they can use this to understand the information and the concepts given by their professors. In order for college students to accomplish their listening goals, they first need to identify their biggest listening challenges they face, and then they must come up with a plan to improve.

According to the Lecturers at the University of St. John, says that the majorities of international students were admitted into the universities without sufficient English Language skills. Therefore, language is the major encumbrance in succeeding for the overseas students. (Danzig, 2009, extract p.3) English academic and study skills are strategies applied to manage effective individual learning (Hemlock, 1989, p. 182), which includes linear writing style and structure, listening abilities, research skills, reading strategies, independent learning, note-taking, and linguistic skill; vocabulary and grammar, This essay will argue on the criteria that international students will need, further than the uses of vocabulary and grammar, in order to be successful in British Universities. There are two majors' reasons that would annotate the criteria.

Listening is an important skill for the person who is learning English because in verbal communication we cannot communicate with each other without listening to the speaker’s utterances and understanding them. However, listening is a very demanding and challenging skill for the learners to master. Many students often encounter trouble in listening to foreign people even though they are doing well in the English classroom. According to Rubin (1995:8), “For second/foreign language learners, listening is the skill that makes the heaviest processing demands because learners must store information in short term memory at the same time as they are working to understand the information”. Furthermore, as she explains, “Whereas in reading learners can go over the text at leisure, they generally don’t have the opportunity to do so in listening”. As Broughton and et al (1988:65) claim it appears that listening is a passive skill, and speaking is an active one. This is not really true, since

One of the basic reasons for failure of maximum students in these areas is that, they fail to comprehend and utilize these faculties to the fullest extent. In our everyday use of language, we use all the four LSRW skills, ie., Listening, Speaking, Reading and Writing. We are continually integrating the language skills or switching from one skill to another. It is best to reflect this integration when teaching a second or foreign language. For example, good pre- or post- listening activities usually involve speaking, and sometimes reading and writing as well. Similarly, good pre- or post-reading activities usually involve listening and speaking, and sometimes reading. Writing may be handled orally first (for example, a picture composition, or brainstorming ideas), and may also involve reading as well, for example, reading a letter and writing a reply. These four skills of LSRW remain the cornerstones of students’ language learning programs. It is a fact that students with routine access to technology learn basic language skills faster than

According to J. Harmer in his book The Practice of English Language Teaching, “receptive skills are the ways in which people extract the meaning from the discourse they see or hear”. In the following text the main skill which is going to be practiced is reading, the sub skills will be reading for gist and details, also using new vocabularies in the context. Enhancement of receptive skills will increase the rate at which students comprehend English language and allow students to practice

It seems that learning a foreign language has never been an easy job and it takes a lot of time, sometimes all your life to master it (Brown, 2000). Among the four main skills: speaking, listening, reading and writing, the first one could be considered the most challenging and the most crucial because it includes “all other kinds of knowing” (Ur, 2012). Until now, I can still remember how difficult it was to develop this particular skill when I was in high school. In this essay, I will clearly describe my learning experiences as a grade-ten student trying to improve the speaking skill through English lessons at high school.

listening in language learning and teaching, this research tries to investigate the role of listening