![]() It is important to consider noise as a factor that influences how we receive messages. Think about how it’s much easier to listen to a lecture on a subject that you find very interesting. Recall that salience is the degree to which something attracts our attention in a particular context and that we tend to find salient things that are visually or audibly stimulating and things that meet our needs or interests. Some stimuli never make it in, some are filtered into subconsciousness, and others are filtered into various levels of consciousness based on their salience. These perceptual filters also play a role in listening. Our chapter on perception discusses some of the ways in which incoming stimuli are filtered. The first stage of the listening process is receiving stimuli through auditory and visual channels. The fact that these visual cues are missing in e-mail, text, and phone interactions presents some difficulties for reading contextual clues into meaning received through only auditory channels. For example, seeing a person’s face when we hear their voice allows us to take in nonverbal cues from facial expressions and eye contact. Although we don’t often think about visual cues as a part of listening, they influence how we interpret messages. We primarily take in information needed for listening through auditory and visual channels. ![]() ![]() This part of the listening process is more physiological than other parts, which include cognitive and relational elements. In any given communication encounter, it is likely that we will return to the receiving stage many times as we process incoming feedback and new messages. Ask students to share how their interpretations of the text may have changed or deepened since the first listen.\)īefore we can engage other steps in the listening process, we must take in stimuli through our senses. ![]() Allow time for students to complete their Critical Listening Guide responses. Round 3 (reflective listen): Have students listen to the text all the way through without stopping.Pause the audio to point out key features of the text, and provide wait time for students to write their responses to questions on the Critical Listening Guide. Students should annotate their transcripts using thinking notes to describe context, audience, purpose, values and style. Pause the audio to discuss key features of the text, using the Critical Listening Guide to structure the discussion. Round 2 (close listen): Have students listen to the text with the transcript and guide in hand.A mini-lesson may be necessary to define context, audience, purpose and style. Pass out the transcript (included with each audio text) and Critical Listening Guide.Allow students to briefly discuss their initial reactions to the text with a partner. ![]()
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