Discriminative listening is the fundamental way to recognize what sounds mean the sound may of anger, happiness, or of other forms. Discriminative listening is developed at a very early stage, perhaps in the womb of a mother.Īs we grow older, improvement of our ability to distinguish different sounds happens simultaneously. It is the most basic types of listening, where different sounds of words or phrases are recognized without understanding the meaning. Listening is a set of five processes these are Receiving information in verbal or non-verbal form Deciphering the information Analyzing the information based on knowledge, wisdom or perception Understanding the analyzed information, and Constructing a meaning form based on the understanding.įrench semiotician Ronald Barthes distinguished listening and hearing as “Hearing is a psychological phenomenon listening is a psychological act.” Hearing is always occurring subconsciously or consciously, whereas listening is based on the action taken by the listener in order to interpret the message.ĭiscriminative listening and Comprehensive listening are the foundation of all listening sub-types, here is the list of most useful 10 different listening types and sub-types. The listener may clarify when the “issues” are covered by asking “ Is there anything else?” when the speaker pauses.Types of listening vary according to the execution of a certain set of processes that include complex affective, cognitive processes and behavioral processes. Complex affective processes include motivation to attend others cognitive processes include receiving, understanding, interpreting information and relational messages behavioral processes include responds towards verbal or non-verbal communication. “ A few,” it may be noted, is a vague expression, and what follows may be anywhere from two to five or six issues. Even in less formal conversation, speakers will often structure their discourse, especially if they want to make certain they are understood: “ Okay, there are a few issues I need to raise with you….” With this informal marker of “ there are a few-” and the use of the word “ issues,” the speaker signals the importance of what follows. These devices, called “ discourse markers,” actually help the listener in organizing and understanding the lecture. In a formal lecture or speech, the speaker will usually let you know ahead of time the organization of the discourse: “ Today we will discuss the two types of diabetes, Type One and Type Two, although as we will see, there is some overlap-” and then what will follow is a description of Types One and Two, with the overlap probably addressed at the end. so that you can study.” This is called “ active listening,” in which the listening portion of a conversation becomes as active as the speaking part in communicating a message, and not only helps the listener in understanding what the speaker is saying, but also can help the speaker in organizing his thoughts and clarify what he wants to communicate: e.g., the speaker may be spluttering something about the late hour and her test tomorrow, and may not consciously know what she is trying to ask for-or is too reticent-until the listener clarifies. This gap can be addressed by letting the speaker know what you heard: for example, “ So what I’m hearing from you is that you would like more quiet and fewer distractions after 9 p.m. Repeat back what you think you heard him or her say, as there can often be a gap between what we thought we heard and what the speaker intended. Ask the speaker to slow down or repeat when you don’t understand or just want to be certain about what you heard.
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