MELC 5

English 10
MELC 5
Employ analytical listening in problem solving
ENABLING COMPETENCY:
*Determine the implicit and explicit signals, verbal, as
well as non-verbal, used by the speaker to highlight
significant points
*Determine the roles of discourse markers (e.g.
conjunctions, gambits, adverbs) signaling the functions
of statements made

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Vocal and Nonvocal Elements
of Communication

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Discourse Markers &
Conjunctions

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Discourse Markers
Discourse markers organize longer pieces of
conversation or text.
They can mark the openings or closings of
conversations, changes in topics, and other
functions connected with organizing a
conversation or text. Most discourse markers
belong to the class of adverbs.

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Adverb
An adverb is a word that modifies
(describes) a verb (he sings loudly), an
adjective (very tall),
another adverb (ended too quickly), or
even a whole sentence (Fortunately, I
had brought an umbrella).

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Discourse Markers
Anyway, I’ve got to go and pick up the children. (signals
that the conversation is finishing)

Finally, we need to consider the broader economic issues.

(signals the last item in a list of points or arguments)

Right, now, sorry to keep you waiting. (signals something

new)

So you want to go to Spain, do you? (focuses on a topic)

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Conjunctions
Conjunctions are words used as joiners.

Different kinds of conjunctions join different

kinds of grammatical structures.

The following are the kinds of conjunctions:

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Coordinating Conjunctions
A. COORDINATING CONJUNCTIONS
(FANBOYS)

for, and, nor, but, or, yet, so

Coordinating conjunctions join equals to one another:

words to words, phrases to phrases, clauses to clauses.

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B. CORRELATIVE
CONJUNCTIONS
either. . .or
both. . . and
neither. . . nor
not only. . . but also

These pairs of conjunctions require equal

(parallel) structures after each one.

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B. CORRELATIVE
CONJUNCTIONS

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C. CONJUNCTIVE ADVERBS
These conjunctions join independent clauses
together

Punctuation:

Place a semicolon before the conjunctive

adverb and a comma after the conjunctive
adverb.

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C. CONJUNCTIVE ADVERBS

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D. SUBORDINATING
CONJUNCTIONS
Subordinating conjunctions also join two clauses together, but in
doing so, they make one clause dependent (or "subordinate") upon
the other.

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A subordinate conjunction usually provides a tighter connection
between clauses than a coordinating conjunctions does.

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What is Analytical
Listening?

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 “
Analytical Listening is about the ability and the
capacity to properly analyse what is being said.
This not only means understanding what the
other person is saying and what they mean to
say, but also being able to divide difficult
questions into separate parts in order to get to
the core.

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Hearing Vs. Listening
Implies perceiving sounds Understanding information
with involvement from mind
and body

Is a passive process Is an active process

Involves effortless activity Requires conscious efforts,

concentration and interest

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HEARING
“
-Occurs when sound waves hit the ear
-Involves no deciphering/interpretation
-Is a prerequisite to listening

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Attending
“
-Filters heard messages, focus on some
-Can be heard or can be white noise
-Attend better when there’s personal gain

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Understand
“
-Requires meaning to be assigned to a message
-Impacted by language interpretation -Assigns a
level of importance to the message

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Responding
“
-Delivers feedback to the speaker
-Can be:
–Verbal or nonverbal
–Paraphrasing

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Remembering
“
-Recall information from memory
-Builds relationships and trust

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Stages of
Listening

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Receiving
- is the intentional focus on hearing a
speaker’s message, which happens when
we filter out other sources so that we can
isolate the message and avoid the
confusing mixture of incoming stimuli.
- At this stage, we are still only hearing
the message.

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Understanding
- In the understanding stage, we attempt to
learn the meaning of the message, which
is not always easy.
- For one thing, if a speaker does not
enunciate clearly, it may be difficult to
tell what the message was—did your
friend say, “I think she’ll be late for
class,” or “my teacher delayed the
class”?

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Remembering
- Remembering begins with listening; if you
can’t remember something that was said,
you might not have been listening
effectively.
- Wolvin and Coakley note that the most
common reason for not remembering a
message after the fact is because it wasn’t
really learned in the first place (Wolvin &
Coakley, 1996).

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EVALUATING
- The fourth stage in the listening process is
evaluating, or judging the value of the
message. We might be thinking, “This makes
sense” or, conversely, “This is very odd.”
- Because everyone embodies biases and
perspectives learned from widely diverse sets
of life experiences, evaluations of the same
message can vary widely from one listener to
another.

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FEEDBACK
- Responding—sometimes referred to as feedback
—
- It’s the stage at which you indicate your
involvement.
- Almost anything you do at this stage can be
interpreted as feedback.
- For example, you are giving positive feedback to
your instructor if at the end of class you stay
behind to finish a sentence in your notes or
approach the instructor to ask for clarification.

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THANK YOU! STAY SAFE!

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