There are three types of listening
strategy in this section outlining what you can do before,
during
and after
a lecture or seminar.
In order to get the most out of
your lectures and seminars, you not only need to sit, listen and think, you
also need to prepare for them. You may already do some of the following, but
if not, try them out before your next lecture or seminar.
Read up on the content beforehand
Each lecture series is usually
accompanied by a list of texts which you should read in advance of the
lecture. This will familiarise you with the ideas and information you will
hear. It also gives you the opportunity to check important vocabulary which
is likely to be used in the lecture. In addition, it will help you to
remember the content better, as the more ways you access information, the
more likely you are to learn it.
If you can’t read the recommended
texts, you should at least spend a few minutes trying to predict what you
expect to hear, or think about questions you would like answered.
Predicting the content of the
lecture
As we listen, we unconsciously
compare what we hear with what we already know. This allows us to identify
what is new information and what is already known. In order to help this
process, spend a few minutes before the lecture thinking about what you
expect to hear. Focus on the title of the lecture and think about what you
already know, or questions that you would like answered.
Listening in lectures and seminars
is an active process.
Selecting what is important or
useful
Listen for signposts which tell
you what the lecturer thinks is important, eg. "There are three main
points ...", "On the other hand ...", "Interestingly,
...".
Like paragraphs in writing, the
lecturer's voice will tell you when they are starting a new point. Listen for
changes in their intonation: loud and high sounds often indicate importance.
Develop your own note-taking style
Develop your own method for
writing different types of information in different ways. You could use:
- colour (eg. different colours for main points and examples)
- abbreviations (gov't, aesth, pysch'y, globn)
- symbols (–», +)
- pictures
- the space on the page (eg. write the lecturer's points on the left, your
ideas on the right, new words in the margin)
Look at the lecturer
Don’t forget to look at the lecturer from time to time: a large part of
communication is visual. When you do this, try writing without looking at
your pen.
Don’t listen for every word
We all have lapses of
concentration or find that we have missed or not understood something while
we are listening for a long time. When this happens we have a choice: either
we try to recall what we have just heard and try to reconstruct it from
memory, or we leave it and move on. Unless you can remember things extremely
easily and quickly, it is often best to just move on. You can always ask
someone else later. By thinking about what it was, you can often miss even
more of what is being said.
Recycling
By trying to remember what you
have heard, you will increase your chances of remembering it later. Try:
- talking about it with your classmates;
- making a mind-map of the lecture content;
- writing a few sentences which summarise the main points.
conclusions:
the conclusion can I get from this resource are:
1. Don't listen for every word because if you listen for every word maybe you can confuse
2.look at the lecturer because a large part of communication is visual, sometimes the lecturer can give a body language to something you don't understand.
3. Try to remember what you have heard maybe you can note the word.
comment: I can catch the idea but I still confuse because many word not important.
|
