View Content #22874

By Patricia Roldan Marcos 

We are never "just listening:" it is not enough to understand the words only. When you listen you are using your past knowledge and experiences, familiarity with the context and knowledge of body language in order to understand what is being communicated. Listening is not simply hearing the words, but also is reading the cues—verbal and non-verbal. Much of what is communicated is silent and "between the lines." Cultural values influence understanding of context, body language, and hidden meaning, which is why sometimes even if we understand the words spoken we miss the intended meaning of the speaker. Practicing picking up on these subtle cues takes time, practice, and exposure to the target culture. This activity has students watching a film clip first silently and then with sound so they can be exposed to and practice both verbal and non-verbal listening skills. Part 1 of the activity is a short, three paragraph introduction to the topics of context, background knowledge, body language, hidden meaning and cultural expectations. Depending on your students and your time constraints, Part 1 could be omitted from the activity.

Objectives:

Students will be able to give examples of how context, background knowledge, body language, hidden meaning and cultural expectations affect how they interpret meaning while listening.

Students will be able to identify body language and other non-verbal cues that affect meaning while listening.

Students will be able to reflect on how their cultural expectations and norms may influence how they interpret meaning while listening.

Resources: Listening skills handout 

Procedure:

1. If you choose to have students complete Part 1 of the handout, pass out the handout to all students and instruct them to read the three paragraphs at home (or in class if you prefer). Ask them to be prepared to share some examples of the words in bold.
2. When students return to class (or are finished reading) ask for some examples of the bolded words.
3. Now for Part 2 of the activity: Pick a short clip from a film in the target language. Try to pick a clip where body language and context are important to understanding what's happening. Give students the title of the movie and show them a picture of the film's poster. Have students jot down a few ideas for Part 2: #1 on the handout.
4. Have students read through Part 2: #2 on the handout. Then play the video clip twice without sound.
5. After listening twice without sound, have students share their ideas to #2 with a partner.
6. Play the video clip twice with sound. Then have students share their ideas to #2 again with a partner.
7. Have students complete Part 3: Reflection on their own, then share with a partner, and then call on a few to share with the class. You may want to discuss Part 3: C as an entire class as students may not be aware of the cultural/historical references and their significance.