Curricula Comparison for Classes in Listening

Abstract

Listening is a complex process. Teaching listening should reflect that complexity. This study examines areas necessary for a complete listening curriculum. It surveys colleges and universities offering listening courses to discover which areas were included in course curricula. Investigation of syllabi, and in-class exercises, and the results of telephone interviews reveals which areas a sample of course instructors consider to be of high, average and low importance. Results indicate that Relational Listening, Commitment to Listening, Setting a Goal to Listen, Practicing Skills, Comprehensive and Critical Listening, Listening as Part of the Communication Process, Attention to Nonverbal Cues, the Psychological Aspect of Listening, Classroom Listening and Note-Taking were of importance. The physiological process, gender differences, and aesthetic listening generally received the least amount of coverage in the sample studied. This report discusses each area and the survey, draws conclusions, and makes recommendations regarding research and listening pedagogy.

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