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Department of English
Thursday 3 March 2016
Monday 28 September 2015
ELT Lab Material
Listening Skills:
Hearing
and Listening – Importance of listening – Listening situations – Barriers to
Listening – Developing Listening Skills.
|
Listening Skills
Listening:
Listening is a process of
receiving and interpreting the spoken word. It involves recognizing what is
said and comprehending the matter that, understands the main and subsidiary
points as well as the links between the different parts of speech.
The four stages of listening are
·
Sensing -
the listener hears sounds and does focus on them
·
Encoding – the listener decodes or interprets the
message
·
Evaluation – the listener evaluates the message
·
Response – the listener responds
Differences between
Listening and Hearing:
Listening
|
Hearing
|
Voluntary
|
Involuntary
|
Requires conscious efforts
|
Happens automatically
|
Active process
|
Passive process
|
The listener plays a very active part
|
The listener plays a passive part
|
A two-way interactive process engaging the speaker
and the listener
|
A one-way process
|
Types of
Listening:
Types
|
characteristics
|
Superficial listening
|
The listener has little awareness of the content
of the verbal message.
|
Appreciative listening
|
The purpose of listening is to derive pleasure. Eg: a music lover may listen to the
latest hit, pick up the chorus and tune and try to sing along
|
Focused listening
|
The purpose is to get some specific information.
Eg: listening to radio, listening
to railway and airport announcements
|
Evaluative listening
|
The purpose is to evaluate the oral message,
commentary and develop a line of thought. Eg: classroom lectures, workshops, seminars etc
|
Attentive listening
|
It is interactive and productive, facilitating
proper interaction and more effective listener-speaker relationships. Eg: formal conversational
interactions, suggestions, important telephone calls
|
Empathetic Listening
|
It involves listening to
the speaker’s feelings, emotions and state of mind.
|
Importance
of Listening:
Listening plays an important role in our social as well as
professional life.
Listening is crucial in certain professions.
Successful businessmen and the apex management of reputed
companies consider listening as an important skill
All successful industrialists, advocates, teachers, doctors
etc are good listeners
Effective listening is the hallmark of a successful
professional.
Listening
Situations:
·
Conversations with friends and relatives
·
Interactions with professionals such as traders,
doctors, bank officials etc
·
Listening to professional situations like
meetings, seminars, briefings, oral presentations etc.
Uses of
Listening:
·
helps in the cultivation of smooth interpersonal
relationships with fellow workers
·
for proper decision making
·
discover the speaker’s ideas during a conversation
·
obtain specific information
·
seek evidence for one’s own points of view
Barriers to Listening:
Barriers
to listening could be physical, psychological, linguistic or cultural
Physical
Barriers:
·
Noise
·
Physical discomfort
·
Physical distractions
·
Distance
Psychological Barriers:
·
Emotional disturbance
·
Over arousal of emotions
Linguistic Barriers:
·
Improper message decoding
·
Ambiguous (confusing, unclear) language
·
Jargon ( words difficult to understand)
Cultural Barriers:
·
Cultural indifferences
·
Different values
·
Different social norms
Developing Listening Skills:
·
Familiarize
yourself with the sound system of English
To comprehend fully, it is essential to
recognize the difference between a stressed word and an unstressed word,
intonation and pause.
·
Focus on
Your Purpose
To gain knowledge, to understand concepts,
and to learn the procedure or process of doing things or to listen instructions
listening should be done with utmost patience and sympathy, encouraging the
speaker to pour out his heart.
·
Have a
Positive Attitude towards the Speaker and the Topic
Prevent yourself from paying attention to the
dress and physical features of the speaker, they hinder the process of
listening and the time spent on it may be an utter waste.
·
Listen
with your Eyes as well as ears
The non-verbal clues such as the twinkle in
the eyes, the flourish of hands, shrugging of shoulders, the movement on
podium, the facial expression tec also convey meaning besides reflecting the
speaker’s attitude towards the topic and audience.
·
Avoid
Premature Evaluation
Sometimes the points discussed at the initial
stage appear to be irrelevant but later they are connected with the theme or
the central thought.
·
Resist
Distractions
The average speed of speaking is about
150words per minute and that of listening about 650 words per minute. There are
two main sources of distraction. One,
the speaker himself may distract the listeners by odd body movements,
unpleasant facial expressions etc. Second distraction may be caused by an
external force like gaudy dress, strong perfume etc. discipline your mind to
ignore the disturbances.
·
Take
notes:
In a lecture, seminar presentation or a
briefing session a speaker usually makes a few basic points. While listening
identify and make notes of the specific points.
Ten Thumb
Rules for Good Listening
·
Talking
·
Thinking
·
Distractions
·
Mind wandering
·
Putting the speaker at ease
·
Pre-judgment
·
Patience
·
Being angry
·
Empathizing with the speaker
·
Taking notes.
Communication Skills
Communication is the process
involving the transmission and reception of symbols eliciting meaning in the
minds of the participants.
Communication is an
interactive process. The two communication agents involved in the communication
process are the sender(s) and the receiver(R).
ELEMENTS OF COMMUNICATON:
There are seven elements
of communication:
Source
idea (source)
Message
Encoding
Channel
Receiver
Decoding
Feedback
1. Source
Idea: It is the process by which one formulates an idea to communicate to
another party. This process can be influenced by external stimuli such as books
or radio, or it can come about internally by thinking about a particular
subject.
2. Message: It is about what will
be communicated to another party. It is based on the source idea. Eg: if the
message is between two friends, the message will take different form than if
communicating with a superior.
3. Encoding: this is how the message
is transmitted to another party. Eg: the message will take a different form if
the communication will be spoken or written.
4. The Channel: it is the medium of the communication. The channel
must be able to transmit the message from one party to another without changing
the content of the message. The channel can be a piece of paper, a
communication medium such as radio.
5. Receiver: the receiver is the party receiving the communication. The
party uses the channel to get the communication from the transmitter. A
receiver can be a television set, a computer, or a piece of paper.
6. Decoding: it is the process where
the message is interpreted for its content. The receiver thinks about the
message’s content and internalizes the message.
7. Feed back: this is the
final step in the communication process. Feedback makes it possible for
speakers to judge how well they are communicating.
Communication forms:
Form
|
Examples
|
Interpersonal,
face to face communication
|
Casual
conversations, formal interactions, student to student negotiations, job
interviews
|
Group
Communication
|
Meetings,
conferences, group discussions, panel discussions
|
Speaker
audience communication
|
Speeches,
debates, seminars, workshops, oral presentations
|
Telephonic
communication
|
Personal
interactions, business deals, telephone interviews
|
Written
communication
|
Reports,
proposals, memos, letters, e-mails.
|
Channels of Communication:
1.
Downward Communication: It consists of the flow of information from
the top level of an organization to the workers via senior managers,
supervisors and their assistants.
Eg: General manager to Branch
manager (notices, memos, e-mails etc)
2. Upward Communication: Upward communication involves movement of
information from the lower level of an organization to its upper level through
different tiers of its hierarchical structure.
Eg: Branch manager to Managing Director
(Suggestion box, business proposals etc)
3. Horizontal Communication: Horizontal or lateral communication refers
to communication among everyone who is of the same rank in a hierarchy, or at
the same level in an organization.
Eg: Between professional peer groups ( team work,
group coordination etc..)
4. Diagonal Communication: Diagonal or Grapevine communication is an
informal form of communication that exists in communities and also, without
official sanction, at the work place.
Eg: Flows in all directions.
Differences:
General Communication
|
Technical Communication
|
General content
|
Technical content
|
General vocabulary
|
Specialized formal vocabulary
|
Formal and informal
|
Always formal
|
May not b e factual
|
Always factual
|
Both objective& Subjective
|
Objective
|
Not always for specific audience
|
Specific audience
|
Barriers to Effective
Communication:
·
Language differences
·
Information
overload
·
Physical
distractions
·
Psychological
and emotional interference
·
Cultural
differences
·
Different
perceptions of reality
·
Semantic
difficulties
·
Misinterpretation
of the message
·
Time
pressure
·
Poor
retention
SEMESTER-
I
ANDHRA LOYOLA COLLEGE
(AUTONOMOUS):: VIJAYAWADA
DEPARTMENT OF ENGLISH
DEPARTMENT OF ENGLISH
COMMUNICATION AND
SOFT SKILLS SYLLABUS
SEMESTER - I : FUNDAMENTALS OF COMMUNICATION SKILLS
UNIT-
I Communication Skills
Definition, Process, Types, Barriers
UNIT
– II Oral Communication
English Sounds, Letters & Words
UNIT
– III Listening Skills
Types of Listening, Barriers to
Effective Listening & Traits of a Good Listener
UNIT
– IV Stress & Intonation
Word stress, Sentence Stress,
Intonation Patterns
UNIT
– V Word Building
English & Latin Affixes and
Suffixes, One word Substitutes.
UNIT – I
PHONEMIC
TRANSCRIPTION
UNIT – II
PREFIXES
&SUFFIXES
PREFIXES (AFFIXES)
A Prefix
is a sound or group of letters which are added to the beginning of a word
to make a new word.
Eg: mis +take
Some common prefixes are ‘mis’, ‘dis’, ‘re’, ‘for’, ‘anti’, ‘ante’,
‘sub’, ‘un’ and ‘in’. New words are made by placing a prefix in front of a
word. It is helpful to know the meanings of prefixes.
Common Prefix
meanings:
Pre
|
before
|
Mis
|
Bad(ly)
|
Sub
|
Under
|
Inter
|
Between
|
Semi
|
Half
|
Re
|
Again
|
The
following prefixes of ‘im’, ‘ir’, ‘in’
and ‘un’ can be added to the beginning of words to make them into a negative
EXAMPLES:
Im+possible = impossible
Ir+ responsible = irresponsible
Il+legal = illegal
In + active= inactive
Un + happy = unhappy
PREFIX
|
MEANING
|
EXAMPLE
|
Dis-
|
Not, opposite
|
Disagree
|
In-, im-
|
into
|
Insert, inside, import
|
Mis-
|
Incorrectly
|
Misunderstand, misfire, mistake
|
Re-, pro-, anti-, counter-
|
Again and against
|
Return, rediscover, reunite, proclaim, counter-act, antidote
|
Un-
|
Not
|
Uninteresting
|
Under-, over-, extra-, out-
|
Below,lower, not enough, too much/ little& more
|
Underwater, over enthusiastic, outrageous, extra doses
|
Com-, con-
|
With, alongside
|
Comprise, connote
|
De-
|
Off, down, away from
|
Devalue, defrost, derail, demotivate
|
Ex-
|
Former, out of
|
Ex-partner, ex-president
|
a-
|
Not,without
|
Amoral
|
Homo-
|
Same
|
Homograph,homophone
|
Magn-
|
Great
|
Magnate
|
Para-
|
Beside
|
Paragraph, paramedical, paradox
|
Sub-
|
Under
|
Submarine, sub merge
|
Trans-
|
Across
|
Transparent, transport
|
Tri-
|
Three
|
Triangle, tripod, tricycle
|
Uni-
|
One
|
Universal, unilateral
|
Therm-
|
Heat
|
Thermometer, thermodynamics
|
Super-
|
Above, over
|
Superfood, superstar,supernatural
|
Semi-, half-, mid-
|
Half, partly and middle
|
semi-final, half-way, mid-night
|
Pre-
|
Before
|
Prefix, predetermine
|
Post-
|
After
|
Post-mortem, postpone
|
Omni-
|
All,every
|
Omnibus, omnivore, omnipotent
|
Non-
|
Not,without
|
Nonsense, nondescript
|
Mono-
|
One, singular
|
Monotone, monolithic
|
Bio-
|
Two
|
Biology, biodiversity
|
Micro-
|
Small
|
Microscope, microbiology
|
Macro-
|
Large
|
Macroeconomics, macromolecule
|
Inter-, intra-
|
Between
|
Interact, intracellular
|
Infra-
|
Beneath, below
|
Infrastructure, infrared
|
Im-, il-, in-, ir-
|
Not
|
Impossible, illegal, irresponsible, inconvenient
|
Hyper-
|
Over, above
|
Hyperactive, hyperventilate
|
Fore-
|
Before
|
Forecast, forehead, foresee
|
Extra-
|
Beyond, more than
|
Extracurricular, extraordinary
|
Epi-
|
Upon, close to, after
|
Epicenter, epidermis
|
Co-
|
With
|
Co-worker, co-pilot, co-operation
|
Circum-
|
Around
|
Circumstance, circumvent
|
Mal-
|
Badly
|
Malpractice, malnutrition
|
Ante-
|
Before
|
Anteroom, antenatal, antedate
|
EXERCISE :
Complete the
sentences by writing the correct prefix in the blank space. You can use a
dictionary to help you.
Dis- in- mis- re- un- under-
1.
I just can’t
believe it! The story is ____________ believable!
2.
No, that answer is
____________ correct. It is wrong.
3.
Let’s look at this
information again. We should _______ view it before the test.
4.
I saw Allison just
a moment ago, but now I can’t find her! It seems that she ______ appeared!
5.
Oh, I’m sorry, I
didn’t hear you correctly. I _______ understood you.
6.
The subway does not
go over the land like a normal train. It moves ______ ground.
SUFFIXES:
A sound or groups of letters added to the end of a main word are
called Suffixes. Common suffixes are
‘ed’, ‘ful’, ‘ly’, ‘ing’, ‘able’,
‘ance’, ‘ence’, ‘ness’.
A
suffix is a letter or a group of
letters that is usually attached to the end of a word to form a new word, as well as alter the
way it functions grammatically.
Depending on whether it is a noun, verb, adjective or adverb, a
different suffix would be required. For example, the verb read can be altered
to become the noun reader by adding
the suffix –er. The same verb can
also be turned into the adjective readable by adding the suffix –able.
Eg: harm+less= harmless
When ‘full’ is added to a word you drop the final ‘l’. if you add ‘ly’ to any word ending with ‘ful’ you keep the existing ‘l’.
Eg:
Hand+ful= handful
Rest+ful =restful
Restful +ly= restfully
SUFFIX
|
MEANING
|
EXAMPLE
|
NOUN SUFFIXES:
|
||
-acy
|
State or quality
|
Democracy, autocracy
|
-al
|
The action or process of
|
Remedial, denial
|
-ance, -ence
|
State or quality of
|
Nuisance, ambience
|
-dom
|
Place or state of being
|
Freedom, boredom
|
-er, -or
|
person or object that
does a specified action
|
Reader, creator
|
-ism
|
Doctrine, belief
|
Judaism, altruisim
|
-
Ist
|
Person or object that
does a specified action
|
Geologist, activist
|
-
Ity, -ty
|
Quality of
|
Extremity,acidity
|
-ment
|
Condition
|
Enchantment, department
|
-ness
|
State of being
|
Heaviness, highness
|
-ship
|
Position held
|
Friendship, hardship
|
-sion, -tion
|
State of being
|
Position, concession
|
VERB SUFFIXES
|
||
-ate
|
Become
|
Mediate, abbreviate, affiliate
|
-en
|
Become
|
Sharpen, strengthen, forbidden
|
-ify, -fy
|
Make or become
|
Justify, simplify, qualify
|
-ise, ize
|
Become
|
Agonize, capitalize, franchise
|
ADJECTIVE
SUFFIXES
|
||
-able, -ible
|
Capable of being
|
Edible, capable, accountable
|
-al
|
Having the form or
character of
|
Physical, thermal
|
-esque
|
In a manner of or
resembling
|
Picturesque, brusque
|
-ful
|
Notable for
|
Handful, playful
|
-ic, ical
|
Having the form or
charcter of
|
Psychological, magical, academic, abiotic
|
-ious, -ous
|
Characterized by
|
Pious, jealous
|
-ish
|
Having the quality of
|
abolish, accomplish,admonish, anguish
|
-
ive
|
Having the nature of
|
Inquisitive, informative
|
-less
|
Without
|
Meaningless, hopeless, fearless
|
-y
|
Characterized by
|
Beauty, duty,
quality
|
ADVERB SUFFIXES
|
||
-ly
|
Related to or quality
|
softly, slowly, beautifully
|
-ward, -wards
|
Direction
|
Towards, afterwards
|
-wise
|
In relation to
|
Otherwise, like wise
|
EXERCISE:
Complete the
sentences by writing the correct suffix in the blank space. You can use a
dictionary to help you.
1.
He was acting in a
very _________ way. (child)
2.
He passed his exam.
He was ___________ for the second time. (succeed)
3.
The team that he
supported was able to win the __________. ( champion)
4.
I couldn’t find any
_____________ in his theory. ( weak)
5.
There were only
a_____________ of people at the match. (hand)
6.
The road was too
narrow, so they had ___________ it. (wide)
7.
You need a
_____________ of motivation, organization and hard work to realize your dreams.
(combine)
ONE-WORD SUBSTITUTES:
1.
|
Sleep enjoyed in the afternoon
|
Siesta
|
2.
|
One who prepares plans for buildings
|
Architect
|
3.
|
A person who talks too much
|
Garrulous
|
4.
|
A person in charge of a museum
|
Curator
|
5.
|
One who eats too much
|
Glutton
|
6.
|
A life history written by oneself
|
Autobiography
|
7.
|
A life history written by somebody else
|
Biography
|
8.
|
A person’s peculiar
habit
|
Idiosyncrasy
|
9.
|
A member of the middle class
|
Bourgeois
|
10.
|
A land animal that breeds in water
|
Amphibian
|
11.
|
A post held without receiving salary
|
Honorary
|
12.
|
Study of man
|
Anthropology
|
13.
|
Absence of government
|
Anarchy
|
14.
|
One who speaks less
|
reticent
|
15.
|
One who questions everything
|
cynic
|
16.
|
Water fit or drinking
|
Potable
|
17.
|
One who is completely self-satisfied
|
Complacent
|
18.
|
Which can be interpreted in two ways
|
Ambiguous
|
19.
|
Which cannot be satisfied
|
Insatiable
|
20.
|
A statement that seems contradictory but is true
|
Paradox
|
UNIT – III
ACCENT, STRESS AND INTONATION
ACCENT
The word ‘accent’ refers to the way or the style
in which people in particular area or country pronounce words and speak their
language. In simple words, accent can be understood as a speaking style. Every language is spoken in particular style or
styles. Those speaking styles or accents are very rich with their own musical
patterns or rhythmic patterns. English is no exception for such patterns. In
other words, there are four important accentual and rhythmic aspects. They are
Stress
Pitch
Time and
Pronunciation quality.
To understand these two
crucial aspects, we need to know the speech unit called syllable.
SYLLABLE:
A unit of pronunciation having one vowel sound with or without
consonants is called a syllable. Or
a syllable is the unit of vowel
sound.
MONOSYLLABLE: If a word contains mono syllable (one vowel sound) it is called mono
syllable word.
Eg: boy, fan, go etc.
DISYLLABLE: If a word contains two
syllables (two vowel sounds) then it
is called Disyllable word.
Eg: action, answer, about,
decide, behave, again, today etc.
TRISYLLABLE: If
a word contains three syllables (three
vowel sounds) then it is called Trisyllabic
word.
Eg: beautiful,
confident, difficult, holidays, attention, behavior, connection, disappear etc.
POLY OR TETRA
SYLLABLE: If a word contains more than three syllables
(more than three vowels) then it is
called Poly or Tetra syllabic word.
Eg: Capitalize, commentary, intelligence, particular,
accommodation, examination, Independent etc.
STRESS:
In linguists, Stress
is the relative emphasis that may be given to certain syllables in a word, or to a certain words and phrases in
a certain.
The pronunciation of a word consists of at least one syllable,
if a word in English consists of more than one syllable, one syllable will
sound more prominent than any other. The greater prominence is what is called Stress
(’)
Primary Stress: main stress or accent
Secondary Stress: unreduced and not
accented
Tertiary Stress: reduced or unstressed
RULES:
1.
Disyllabic words
with weak prefixes like a, be and re
are accented on the root.
a’
rise be’low re’tire
2.
Verbs with two
syllables beginning with the prefix dis –are stressed on the last syllable.
Dis’may dis’grace dis’close
3.
Some verbs with two
syllables ending in – ate, -ise, ize and
ct are stressed on the last syllable.
Nar’rate chas’tise de’ pict
4.
Words ending in the
suffix –ion have the stress on the
penultimate(last but one) syllable.
Culti’vation infor’mation ‘mansion
5.
Some words ending
in –ity have the accent on the third syllable from the
end.
A’bility e’quality gene’rosity
6.
Some words ending
in the suffixes –ic, -ical, -ically,
-ial, ially, -ian have the accent on the syllable before the suffix.
Scien’tific apolo’getically elec’trician
7.
Words ending in – ious, -eous have the stress on the syllable preceeding the
suffix.
‘anxious ‘piteous ‘gorgeous
8.
When a compound word conveys a meaning
entirely different from that of its individual components, it is the first
element that is stressed.
‘blacksmith ‘blackbird ‘white boat
9.
Words ending in –self, -selves have primary accent on
the suffix itself.
My’self him’self our’selves
10.
Stress in
disyllabic words may change depending upon the function,i.e whether the word is
used as a noun/adjective or as a verb. When used as a noun/adjective, the word carries a stress on the first syllable, whereas the stress is
shifted to the second syllable when
the word is used as a verb.
Noun/ Adjectives
|
Verbs
|
‘absent
|
Ab’sent
|
‘conflict
|
Con’flict
|
‘convert
|
Con’vert
|
‘extract
|
Ex’tract
|
‘import
|
Im’port
|
INTONATION:
The pitch or volume movement on spoken syllables in an utterance
is called Intonation. It is a pattern of pitch or volume movements.
With regard to English, there are many pitch movements. Yet, there are three
pitch movements necessary to learn at this movement.
1.
FALLING TONE OR FALLING PITCH:
Pitch moving from high volume to low volume is called Falling Pitch. It is marked as (\)
Commands and demands are
said in falling tone.
/what is your/basic/ qualify/cation?
/My/ basic qualify/ cation
is B./ Tech
2.
RISING TONE OR RISING PITCH:
Pitch moving from low volume to high volume is called Rising Pitch. It is marked as ( / )
Requests and polite
enquiries are said in rising tone.
What is your name?
Sa /Leema
/Are you a fresher?
Yes. I / am.
3.
FALLING AND RISING PITCH OR FALLING AND RISING TONE:
Pitch moving from high volume to low volume initially and low volume to high volume finally is called Falling and Rising tone.
It is used while
addressing a person by his or her name or by the expressions like hello, excuse
me etc. (tone is shown or marked as (v)
Excuse me! / Is this the / fee counter?
/Yes. This/ is.
STRATEGIES
FOR EFFECTIVE VERBAL COMMUNICATION:/Yes. This/ is.
·
Be
genuine rather than manipulative
·
Empathize
rather than remain detached
·
Be
flexible towards others
·
Value
yourself and your own experiences
·
Present
yourself as an equal rather than a superior
·
Use
affirming responses.
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