Running Head- [Assignment]

Assignment- [Study Skills for Higher Education]

[Name of Writer]

[Name of Institution]
Study Skills for Higher Education

Abstract

This paper focused on how to listen carefully and attentively. There are a lot of things, both

internal and external, that might stand in the way of paying attention and listening carefully.

External influences include things like anxiety, self-centeredness, mental laziness, boredom, and

the speaker themselves. Internal causes include things like boredom and anxiety. In addition, it

discusses strategies for overcoming these challenges, including as minimising distractions,

decreasing background noise, testing out questions, attempting to listen more than talk, listening

before speaking, and a variety of other strategies. The findings of this investigation are summed

up with some suggestions for overcoming these challenges.

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Table of Contents
Abstract............................................................................................................................................2

Task 2...............................................................................................................................................4

Introduction..................................................................................................................................4

Analysis and discussion...............................................................................................................4

Barriers to listening..................................................................................................................4

Recommendation.........................................................................................................................6

Conclusion...................................................................................................................................8

References......................................................................................................................................10

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Study Skills for Higher Education

Task 2

Introduction

Active listening implies listening to a person speaking with all senses. The purpose of

active listening would be to understand and recall each word stated by the speaker. The talent of

active listening can indeed be difficult to learn but it can be achieved with practise. Students

should strengthen their active listening abilities as it enables them to engage more in their

academics. Often people confront obstacles in mastering the technique of active listening.

Therefore the pupils might employ several ways to strengthen their active listening abilities.

Analysis and discussion

The ability to listen attentively is fundamental to success in school and the profession. It's

crucial to listen carefully, take notes, and process the data thoroughly so that you can use it

correctly on the job. It has been shown in numerous scientific studies that even minor increases

in a person's listening skills can have a significant effect on their communication and

productivity levels. The onus is on the receiver to ensure that they are getting the message clearly

across, as communication works both ways (Suleiman., 2016). Learning to listen carefully is

crucial. Every element of your life will benefit greatly from having these abilities.

Barriers to listening

Barriers can prevent people from truly listening to one another. There are several things

that can go in the way of someone listening, and we can classify them primarily as either external

or internal.

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External Listening Barriers

It's simpler to overcome external hurdles to hearing than internal ones. Environmental

distractions can come in many forms, but often can be eliminated or at least mitigated by making

little adjustments, such as moving away from an obstructing object or changing your location

(Kazu, and Demiralp., 2015). Some examples of outside forces are:

“Noise:” It can be difficult to communicate with others if there is background noise such as the

hum of machinery, the ringing of phones, or people talking nearby.

“Visual distractions:” Simple things like the view on the outside of a window or even the

activity in a next office can be very distracting.

“Physical setting:” The room may be too hot or cold, the chairs may be broken or nonexistent,

there may be offensive scents, or the speaker and audience may be too far apart.

“Objects:” People commonly twiddle with things like coinage, pens, and jewellery while trying

to pay attention (Hassabeln., 2016).

“The person speaking:” The other person's look, mannerisms, tone, or gestures may distract the

listener.

Internal Listening Barriers

It's more challenging to overcome internal listening barriers because they're hidden

within the listener's own thoughts. The ability to listen attentively without letting one's mind

wander requires a great deal of self-awareness and self-discipline just on part of the reader

(Tyagi., 2013). Internal obstacles consist of:

“Anxiety:” Competing for one's own fears and concerns might lead to anxiety.

“Self-centeredness:” This makes the audience think about what they want to think about rather

than what the speaker is saying.

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“Mental laziness:” Inattention to detail or complexity is a symptom of laziness.

“Boredom:” The disinterest in the speaker's topic is the primary cause of boredom (Weger Jr, et

al., 2014).

“Sense of superiority:” In turn, this makes the audience feel they have nothing at all to gain

from hearing the speaker out.

“Cognitive dissonance:” When someone listens to you, they only take in what they want to

hear, or they twist what you say so that it fits their worldview.

“Impatience:” If a speaker drags out a point or takes too long to make their point, their audience

may become bored and tune out (Gilakjani and Sabouri., 2016).

Eliminating these obstructions is essential for enhanced listening. By overcoming these

obstacles, the listener will be better able to comprehend the material being presented, express

themselves clearly, and ultimately succeed.

Recommendation

The pupils need to actively participate in the class discussion. They'll be able to better

relate to the material, which will pique their curiosity and keep their attention. Expressions of

interest can take the form of questions, comments, and answers to the instructor's inquiries

during class. If they are actively involved in and interested in the subject matter, they will be less

likely to daydream throughout the lecture and more likely to retain the information being

presented. It's important to show your interest in what the speaker is saying by responding

appropriately while listening. Students should make occasional slight nods of the head and smile

while they listen. In addition to being written down, the comments should be spoken. Saying

"yes" or "no" to indicate agreement or disagreement is one form of verbal feedback (Hassabeln.,

2016). Paraphrasing is an essential part of active listening. When the lecturer is completed, the

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class should summarise the topic in their own words. In this way, you may test their knowledge

and make sure they get the material. This can provide as verbal feedback as well as assist clear

up any questions they may have. The students should wait until the speaker is completed before

attempting a paraphrase. As a key component of active listening, paraphrase is crucial. After the

lecturer has done, the class should summarise the material in their own words. In this way, you

may test their knowledge and make sure they get the material. This can provide as verbal

feedback as well as assist clear up any questions they may have.

Many students have trouble concentrating because of background noise or other

interruptions. They need to be able to concentrate on what the teacher is saying without any

distractions. Nobody should be talking to anyone else in the room whereas the lecture is going

on. They need just pay attention to what is being said at this time (Hassabeln., 2016). Taking

notes as they listen can help children retain the information being presented. Students' personal

development and academic success both benefit from the cultivation of active listening abilities.

To avoid interrupting the speaker, listeners should wait until they have finished speaking before

offering their thoughts or asking questions. Students must also wait until the end of the lecture

before asking questions, as interruptions can be disruptive to both the lecturer and the class. It

can be helpful to concentrate on the speaker's every word and try to form an image of what

they're saying in your head (Weger Jr, et al., 2014). The students' ability to pay close attention to

the lecture will improve if they use their active imaginations to form a clear mental image or a

precise arrangement of the topics. This will allow them to better concentrate on the instructor's

words and grasp each and every one of the lessons' essential concepts. The pupils must always be

in good mental and physical health so that they can actively listen. When you actively listen, you

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focus on what the other person is saying without interrupting them. They won't be able to retain

much information if they aren't well rested and in excellent health.

To maintain good physical and mental health, it is important to get enough sleep and eat

regularly at regular times. Students should not put undue pressure on themselves academically if

they want to be able to pay attention and learn. Active listening is not just hearing what is being

said but also taking mental note of the most important details. Therefore, it is imperative that the

pupils not only listen, but also retain the information (Hassabeln., 2016). Also, if they have

trouble hearing, they should request a repetition. So that all of the students can follow along

without any problems, the speaker should repeat themselves frequently. A good audience shows

compassion for the people speaking. Because of this, students will be able to better relate to and

comprehend the subject at hand. Students should be listening with empathy since it aids

concentration and keeps them in the current moment. This tactic has the potential to enhance

attentive listening. Students can increase their active listening skills by increasing their proximity

to the speaker.

If the students are seated closer to the instructor, they will be able to hear and participate

in more of the class discussion. When a student is seated nearby, the instructor has a clear view

of whether or not the student is paying close attention to the lecture. Practicing actively listening

to material is the most effective method to enhance this skill (Suleiman., 2016). College students

can schedule a group study session. In this activity, each student will share a story or experience

with their companion. And then test the attentiveness of their partners by asking pertinent

questions about the material. The following are some methods that students might use to develop

their capacity for active listening. It takes time and effort to break old patterns, but it's possible.

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Conclusion

Instead of paying only half attention to a speaker, active listening involves making a

concerted effort to take in, process, and remember what is being said. It takes more than just

hearing what they have to say. Rather, you actively process what you hear in order to discern the

speaker's meaning, tone, and other intangibles. To listen actively, one must focus their attention.

If you want to get forward in your job, active listening is one of the most important talents you

can have. It will help you work better with others, communicate more clearly, avoid wasting time

and effort, negotiate better deals, foster stronger connections with coworkers, and create a

positive impression on clients and superiors.

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Study Skills for Higher Education

References

Gilakjani, A.P. and Sabouri, N.B., 2016. Learners' Listening Comprehension Difficulties in

English Language Learning: A Literature Review. English language teaching, 9(6),

pp.123-133.

Hassabeln, S.M.S., 2016. The Role of Listening Skills in Learning Process. Alsalam university

Journal, 3(2.), pp.39-65.

Kazu, H. and Demiralp, D., 2015. The determination of levels of active listening competencies of

pre-service teachers. The Anthropologist, 22(2), pp.337-344.

Suleiman, M.S.H., 2016. The Role of Listening Skills in Learning Process.

Tyagi, B., 2013. Listening: An important skill and its various aspects. The Criterion An

International Journal in English, 12(1), pp.1-8.

Weger Jr, H., Castle Bell, G., Minei, E.M. and Robinson, M.C., 2014. The relative effectiveness

of active listening in initial interactions. International Journal of Listening, 28(1), pp.13-

31.

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