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Significance of Listening Skills in Enhancing the Communication Skills

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Mrs. K. Sree Vani
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Dr. Noonsavathu Veeranjaneyulu Naik
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Abstract

Grasping of any kind of information relies on learners’ capability of listening. Listening plays a significant role in regular communication and academic success. Students get succeeded in enhancing the communication skills, if they can understand the listening skills. Though listening is an important skill, it has been ignored in second language acquisition, research, teaching, and assessment. This study focuses at probing the significance of listening skills in enhancing the communication skills. It is possible for the learners to gain good communication skills, if they are strong in listening skills. It is observed that practicing of listening skills like; listening to music, watching English movies, attending English language courses develops the listening skills of the students. This study shows how Computer Assisted Language Learning helps in improving the listening skills of the students. If students acquire the listening skills, they can develop the communication skills.
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ISSN: 2582-3574 SMART MOVE JOURNAL IJELLH Volume 11, Issue 7, July 2023
Received 30 May 2023, Revised 25 June 2023, Accepted 2 July 2023
Doi: 10.24113/ijellh.v11i7.11442 (cc)2023 Mrs. K. Sree Vani Conflict of Interest Policy 9
Significance of Listening Skills in Enhancing the Communication
Skills
Mrs. K. Sree Vani
Assistant Professor of English
Vidya Jyothi Institute of Technology
Hyderabad, Telangana, India
Dr. Noonsavathu Veeranjaneyulu Naik
Assistant Professor of English
Malla Reddy College of Engineering and Technology
Hyderabad, Telangana, India
noonsavathun@gmail.com
Abstract
Grasping of any kind of information relies on learners’ capability of listening. Listening
plays a significant role in regular communication and academic success. Students get
succeeded in enhancing the communication skills, if they can understand the listening skills.
Though listening is an important skill, it has been ignored in second language acquisition,
research, teaching, and assessment. This study focuses at probing the significance of listening
skills in enhancing the communication skills. It is possible for the learners to gain good
communication skills, if they are strong in listening skills. It is observed that practicing of
listening skills like; listening to music, watching English movies, attending English language
courses develops the listening skills of the students. This study shows how Computer
Assisted Language Learning helps in improving the listening skills of the students. If
students acquire the listening skills, they can develop the communication skills.
ISSN: 2582-3574 SMART MOVE JOURNAL IJELLH Volume 11, Issue 7, July 2023
10
Keywords: Listening Skill, Enhancement, Communication Skills, Language
Introduction
Listening is an important skill in improving the communicational skills. Unless the content is
listened and understood thoroughly, the learners cannot communicate properly. Effective listening
needs a strong mind to understand the context.
Learning of language is an overriding part in
academics and social life. Many studies show that listening plays a crucial role in developing
the communication skills. For the development of complete personality of a learner, language
learning is vital and it is well known that English language introduces the world to the
learners. Some studies show that among LSRW skills of English, the learners spend 45-55%
time on practicing the listening skills. Though the listening plays a vital role in enhancing the
communication skills, the teachers ignore the listening skill and it is not taught properly in
many educational institutions (Mendelsohn, 1994, p. 9). These days, listening has been
considered as more significant in both EFL classroom and SLA research.
A typical study points out that many of us spend 70 to 80 percent of our working hours in some
form of communication. Of that time, 9 percent of time is spent on writing, 16 percent of time is spent
on reading and remaining 45 percent of time is spent on listening. By the study it is understood that the
listening can help us in grasping and understanding the information spoken by the speaker, enriching
personal relations and increasing the learning ability.
A person, who has the knowledge of English
language, gains a respected position in the society. If a person has command over the English
language, he/she will be with the flow of global knowledge. Considering the importance of
this, English was made a necessary subject in the curriculum. It is taught with an aim to make
the learners efficient to communicate and to learn four language skills.
When we talk about the listening skills, it is very essential for us to know the difference
between listening and hearing. Many learners feel that both hearing and listening are the same. Hearing
is the process of listening without concentration whereas listening is the process of listening with
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concentration. So, the learners should maintain the listening process when they go for listening
comprehension. When the teachers teach the listening skills to the learners, they need to let the learners
know the difference between hearing and listening so that the learners ignore the process of hearing.
In the Secondary Education Commission (1952), NPE (1986), NCF (2005) and NPE
(2020), it is declared that English shall be taught in the light of its national and international
importance and to encourage the learners to gain the skills.
Definition of listening:
According to Anderson and Lynch (1988), listening is not something the listeners can
understand what the speaker delivers. Listening is the process in which the listeners play an
important role in grasping the knowledge and understanding the inner meaning of the context
(p.6). Underwood (1989) defined that listening is the process of trying to grab the meaning of
the context that the listeners hear
(p.
1).
Mendelsohn
(1994) describes that listening is the
capability to grasp the language spoken by the speakers.
O‘Malley, Chamot, and Kupper
(1989) defines that listening is a mindful procedure of understanding the contextual meaning
using the signs and previous knowledge (p.19).
Types of listening:
• Casual listening: This type of listening involves when we listen without any purpose.
In this type of listening, the listeners do not have any seriousness. Listening to music,
listening to stories etc. will come under casual listening.
• Focused listening: this is a type of listening in which the listeners maintain the
seriousness in grasping the information. This is a purposeful listening. It includes listening to
lectures, listening to any serious information.
• Appreciative listening: In this type, the listener listens to accept and appreciate what
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is said by the speaker. Appreciative listening is often done when listening to music with only
the intent to enjoy the sounds that hear.
• Gist listening: This is a type of listening in which the listener listens to the important
points.
Present situation of listening and communication skills:
It is observed that learners still struggle to gain the basic skills of listening and
communication. As other languages, English is never considered teaching as a skill but only as
a subject in schools and colleges (Himangani, 2017) and the focus is on syllabus completion
and not on skill enhancement. In India, English is as a second language and it is taught as a
language without much importance. The teaching of English in India aims at enabling the
learners to read, write and listen to English with enough abilities in comprehension and to
communicate in English with clarity, precision and appropriateness (Lakshmi, 2017). So, the
teaching of English should make the learners understand how the listening skills are essential
in developing the communication skills.
It is also perceived that the teachers focus more on enhancing the reading and writing
skills rather than listening and speaking skills. According to studies, it is identified that most
of the teachers do not have knowledge of teaching the listening skills and the required
equipment is also not available in schools and colleges to teach the listening skills. As the
writing and reading skills are given more importance in examinations, the learners focus
more on writing and reading skills without focusing on listening and speaking skills as they
are not given priority in examination part.
Review of related literature:
From the collected information, it is identified that several researchers came forward
to find out more ways of improving the listening skills. This is the review which is the
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collection of 25 researchers from India and 15 researchers from other countries. Many
researchers have proved that the listening is an essential skill in improving the communication
skills. It is identified by many investigators that listening makes the learners improves the
maturity of thinking. This review was expanded by concentrating on the aspects given below:
i. Difficulties in acquiring listening and communication skills in English
ii. Improving the listening and speaking skills in English
iii. Understanding the vocabulary
iv. Usage of ICT for improving the listening and communication skills
v. Problems of the learners in understanding the accent
Barriers to listening:
It is observed that most of the learners are not properly taught how to practice the
listening skills. The learners are taught how to read, write and speak but they are not taught
how to listen. Though many training programmes are conducted to teach the listening skills,
the learners are unable to overcome the problems which they get in listening skills. The
following are some of the barriers to a good listening:
➢ Speaking continuously without listening to people
➢ Various types of obstructions and disturbances
➢ Careless attention when listening
➢ Lack of understanding ability
➢ Distraction in the middle of the talk
Tips to develop effective listening skills:
The following are the tips which are to be followed by the learners in listening
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comprehension to grasp and understand the information delivered by the speaker. While
listening, the learners need to:
• Have proper eye contact with speaker so that the learner can understand the intension
of the speaker.
• Be open accept the new ideas and information.
• Understand the vocabulary and the meanings of the words.
• Clarify the doubts asking the speaker.
• Note down the important points.
• Maintain the silence while listening.
Conclusion:
As observed, the listening is a significant aspect of communication skills. Listening
develops the communication skills and its quality. Listening helps the learners in making
better decision in all aspects. As listening plays a vital role in enhancing the communication
skills, the learners need to focus more on the listening skills and need to follow proper way of
practicing the listening skills. It is suggested that the teachers need to proper preparation in
listening skills to train the learners effectively in listening skills. The learners need to have
the ability of understanding the vocabulary and the accent of the speaker so that they can
grasp the information. It is understood that if the listeners concentrates more on listening
skills, they will become successful in communication skills. It is more significant for the
teacher to facilitate several opportunities for learners to practice listening skills and to
become actively engaged in the listening process.
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References:
Anderson, A. & Lynch, T. (1988). Listening. New York: Oxford University Press.
Bird, D. (1953). Teaching listening comprehension. Journal of Communication, 3, 127- 130.
Brown, G. (1995). Dimensions of difficulty in listening comprehension. In D. Mendelsohn
and J, Rubin (Eds.), A guide for the teaching of second language listening. (pp. 59-
73). San Diego, CA: Dominie Press.
Giang, H.T. (2022). Research on training basic listening and speaking skills of English
language students by shadowing method. International Journal of Mechanical
Engineering,7(1).
Himangani, L. (2017). Development and implementation of package for enhancing listening,
speaking, reading and writing LSRW skills in in English language among secondary
CBSE students. University.
Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second
language learner. San Diego: Dominie Press.
Nunan, D. (1998). Approaches to Teaching Listening in the Language Classroom. Paper
presented at the Korea TESOL Conference, Seoul.
O‘Malley, J. M. & Chamot, A. U. (1989). Listening comprehension strategies in second
language acquisition. Applied Linguistics, 10(4): 418-437.
J.C. Richards, Teaching Listening and Speaking: From Theory to Practice. Cambridge:
Cambridge University Press. 2008.
Van Duzer, C. (1997). Improving ESL Learners' Listening Skills: At the Workplace and
Beyond. Washington D.C.: National Clearinghouse for ESL Literacy Education.
Underwood, M. (1989). Teaching listening. New York: Longman.
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W. Littlewoods, Communicative Language Teaching: An Introduction. Cambridge:
Cambridge University Press.1981
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Second Language Listening
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Gillian Brown's first degree was in English (Cambridge, 1959). She was appointed Lecturer in English Language at the University of Cape Coast, Ghana (1962). Appointed to a lectureship in linguistics at Edinburgh in 1965, she was awarded a Ph.D. (1971) for work on Lumasaaba (a Ugandan Bantu language), published in 1972 as Phonological rules and dialect variation (Cambridge University Press). She undertook and directed several research projects resulting in Listening to spoken English (Longman, 1977), Questions of intonation (with K. Currie and J. Kenworthy, Croom Helm, 1980), and Discourse analysis and Teaching the spoken language (both with G. Yule, Cambridge University Press, 1983). In 1983, the University of Essex appointed her Professor of Applied Linguistics. In 1988, the University of Cambridge appointed her Professor and Founding Director of the Research Centre in English and Applied Linguistics and she was elected Fellow of Clare College, Cambridge. She has served on university, national, and international committees, remodeled Listening to spoken English (2nd edn., 1990), published Speakers, listeners and communication (Cambridge University Press, 1995), coedited two books, written many articles, and given invited papers at universities and conferences in North America, Europe, Scandinavia, India, Russia, China, and Japan.
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Improving ESL Learners' Listening Skills: At the Workplace and Beyond. ERIC PAIE Q & A
Article
  • Jan 1997
Listening is a critical element in the competent language performance of adult second language learners. Listening is a demanding process, because of both the process itself and factors that characterize the listener, speaker, message content, and any accompanying visual support. The speaker's use of colloquial language and reduced forms, familiarity of content, and ability to interpret visual supports also affect comprehension. Although once labeled a passive skill, listening is an active process of selecting and interpreting information, with several basic processes at work, each influencing teaching techniques and activities. Two cognitive processes, bottom-up and top-down, are also occurring. Research suggests a silent or pre-speaking period is beneficial for beginning language learners, allowing storage of information. Knowledge about the listening process and factors that affect it can guide listening skill development in English-as-a-Second-Language classes. Listening lessons should guide the learner through three stages: pre-listening; listening task; and post- listening activity. Numerous activities can develop listening skills: doing (physical); choosing; transferring; answering; condensing; extending; duplicating; modeling; and conversing. Teachers can incorporate activities in a way that reflects real-world integration of listening, speaking, reading, and writing. Contains 16 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
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Listening Comprehension in Second Language Acquisition
Article
  • Dec 1989
Listening comprehension is viewed theoretically as an active process in which individuals focus on selected aspects of aural input, construct meaning from passages, and relate what they hear to existing knowledge. This theoretical view has not been sufficiently supported by direct research which clarifies what listeners actually do while engaged in listening tasks. This study focused on the mental processes second language learners use in listening comprehension, the strategies they use in different phases of comprehension, and the differences in strategy use between students designated by their teachers as effective and ineffective listeners. The students in this study were all from Hispanic backgrounds, intermediate in English proficiency, and were enrolled in ESL classes at the secondary level. Data were collected using think-aloud procedures in which students were interrupted during a listening comprehension activity and asked to indicate what they were thinking. Findings indicated that mental processes students use in listening comprehension paralleled three thoeretically-derived phases of the comprehension process: perceptual processing, parsing, and utilization. Each phase was characterized by active processing and by the use of learning strategies. Three predominant strategies which differentiated effective from ineffective listeners were selfmonitoring, elaboration, and inferencing. The findings were related to implications for instructional practice.
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Teaching listening comprehension
  • Jan 1953
  • 127-130
  • D Bird
Bird, D. (1953). Teaching listening comprehension. Journal of Communication, 3, 127-130.
Research on training basic listening and speaking skills of English language students by shadowing method
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