UMA PRAISE CHIOMA. 17CF022385. CHEMICAL ENGINEERING. 300 LEVEL.

GEC 324. ASSIGNMENT 3.

19/05/2020
1.) Yes I do.
This is because listening is key to all effective communication. Without the ability to
listen effectively, messages are easily misunderstood. As a result, communication breaks
down and the sender of the message can easily become frustrated or irritated.
2.) The traits of a good listener include:
 They are open minded.
 They are interested in a broad range of subjects.
 They maintain regular eye contact.
 They do not interrupt the speaker.
 They make genuine effort to understand the speaker.
 They have a positive attitude.
 They can accurately summarize what the speaker is saying. E.t.c
You can make out if the other person is listening by checking if they:
 Maintain direct eye contact.
 Are smiling
 Are nodding
 Have their eyes wide open
 Lean forward
 Have on a positive facial expression.
3.) Barriers to listening in detail:
 Mindlessness: This occurs when we react automatically and routinely, without
mental investment, to messages. It involves the heavy dependence on already
formed perceptions to the detriment of current and intelligent judgment based on
the present situation. To overcome this use a pen and a paper to jot down the
things you need to do while listening to set your mind free from the burden of
repeated thoughts.
 Noise: This can be physiological or psychological. Physiological noise is noise
stemming from a physical illness, injury, or bodily stress. Ailments such as a cold,
a broken leg, a headache, or a poison ivy outbreak can range from annoying to
unbearably painful and impact our listening relative to their intensity.
Psychological noise, or noise stemming from our psychological states including
moods and level of arousal, can facilitate or impede listening. Any mood or state
of arousal, positive or negative that is too far above or below our regular baseline
creates a barrier to message reception and processing. The generally positive
emotional state of being in love can be just as much of a barrier as feeling hatred.
Excited arousal can also distract as much as anxious arousal. Stress about an
 upcoming events ranging from losing a job, to having surgery, to wondering about
what to eat for lunch can overshadow incoming messages. To overcome noise,
find a quiet area and sit with your back to windows and away from traffic, both
vehicular and people.
 Information overload: This is a result of a barrage of messages. Too much
stimulation or information can make it very difficult to listen with full attention..
Listening becomes difficult when a speaker tries to present too much information.
Information overload is a common barrier to effective listening that good speakers
can help mitigate by building redundancy into their speeches and providing
concrete examples of new information to help audience members interpret and
understand the key ideas. To overcome this, try to focus on the relevant
information, and the central points that are being conveyed
 Speaker perception: Be careful not to hold on to preconceptions about people or
things. We often have a tendency to see what we want to see, forming an
impression from a small amount of information or one experience, and assuming
that to be highly representative of the whole person or situation. When we
prejudge a person based on his or her identity or ideas, we usually stop listening
in an active and/or ethical way. For example, a technical person who is very left-
brained may be difficult for a marketing person who is also very right-brained to
listen to. To overcome this, the first step is to be self-aware that the speaker is
distracting you. The trick if you find the speaker is distracting you is to
paraphrase or reflect often. Don’t allow the distraction to build to a point where
you stop listening.
 Self- perception and personal biases: These include priorities or personal
“baggage” that people carry with them, affecting the communication process. This
may include preformed solutions in the mind of the listener which occupy their
mind when the speaker talks about a problem. The compulsion to solution find is
great and can effectively stop us from listening. To overcome this clear your head
and focus on what was your goal of being an active listener. Start the conversation
again with a steely determination to focus on what you want to achieve through
being an active listener. If you find that you cannot recover your active listening
capacity, you can either defer the conversation or ask someone else less likely to
be impacted as you are to join the conversation, after providing them an
appropriate briefing.
4.) It will send mixed signals to the listener. I will believe the non-verbal cues. This is
because Our minds are constructed to infer intent from our unconscious reading of other
people’s body language.  That’s for obvious survival reasons.  In other words, if someone starts
walking toward me, it’s important for my survival to be able to decode his intent very quickly,
and act on it, in case he appears to mean to do me harm. Our unconscious minds are very
good at reading the intent of the people who come within our sphere of awareness.  And
when they’re talking at us, we unconsciously compare words and body language.  When
they’re aligned, we get the communication.  When they’re not aligned, we believe the
body language.
5.) Good note-taking allows a permanent record of key information that you can integrate
with your own writing, and use for exam revision. Taking reliable, accurate notes also
reduces the risk of plagiarizing. It helps you distinguish where your ideas came from and
how and what you think about those ideas.
Tips for effective note taking.

 Don't write down everything you read or hear.  Be alert and attentive to the main points. 
Concentrate on the "meat" of the subject and forget the trimmings.

 Notes should consist of key words or very short sentences.  As a speaker gets sidetracked, it is
often possible to go back and add further information.

 Take accurate notes.  You should use your own words, but try not to change the meaning.  If you
quote directly from the author, quote correctly.

 Think a minute about the material before you start making notes.  Don't take notes just to be
taking notes!  Take notes that will be of real value to you when you review them at a later date.

 Have a uniform system for punctuation and abbreviation that will make sense to you.  Use a
skeleton outline that shows importance by indenting.  Leave lots of white space for later
additions.

 Omit descriptions and full explanations.  Keep your notes short and to the point.  Condense your
materials so you can grasp the main points rapidly.

 Don't worry about missing a point.  Leave space and pick up the material you missed at a later
date, either through reading, questioning, common sense, or looking at a classmate's notes.

 Don't keep notes on oddly shaped pieces of paper.  Keep notes in order and in one place.  A
three-ringed or spiral notebook is preferred.

 Shortly after taking your lecture notes or making textbook notes, go back and edit (not copy)
your notes by adding extra points, spelling out unclear items, etc. Remember, we forget rapidly. 
Budget time for this vital step just as you do for the class itself.

 Review your notes periodically; three types of review are daily, weekly, and a major review just
before a test.  This is the only way to achieve lasting memory.
 PRACTICAL LISTENING EXERCISES

A.)

1.) Mkere

2.) Westall

3.) BS89PU

4.) 0.75m

5.) 0.5m

6.) Books

7.) Toys

8.) 1700

B.)

9.) C, Premium

10.) A, Port

C.)

11.) Difference in language

12.) Difference in culture

13.) Music groups

14.) Local history group

15.) Town hall

16.) Public library

D.)

11.) Classical music

12.) Book shop

13.) Planned
14.) 1983

15.) City council

16.) 363