Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Listening;
Abstract
A survey of the definitions of listening demonstrated the confusion that exists regarding the nature of listening. From these definitions a composite definition of listening was formulated. The common factors in these definitions defined listening as an act involving perception of communication and one or more through processes. Despite the lack of a precise definition, an increasing number of courses are offered which purport to teach effective listening. These courses are based on the empirical studies which revealed that listening can be taught. However, this study discovered an equally large number of studies which showed that listening cannot be taught. This study proposed to investigate the acquisition and retention of effective listening. skills taught by the Xerox Effective Listening Course. The statistical results obtained through the use of t-tests led the investigator to conclude: 1) There is no significant difference in listening/skills between a group of subjects with the Xerox Effective Listening Course and a group of subjects without the Xerox Effective Listening Course; and 2) There is no significant difference in listening skills between measurements taken immediately after training and those taken at weekly intervals thereafter. While these conclusions seem applicable for the population from which the sample was drawn, one limitation of these conclusions is that the population itself was narrow. The population at the University of Northern Iowa may not be representative of the larger United States population, for example. The preceding summary of the conclusions drawn should prove useful, but the more important outcome of any study is the recommendations for future research. The following problems arising from this study are presented with the hope that future experimentation and investigation may clarify these issues. First, this experiment warrants investigation of the degree to which effective listening training depends upon the length of the instructional period. This variable remains untested to date. Another problem warranting investigation is whether regression or improvement of listening skills occurs as a function of time if minimal extrinsic reinforcement is given for using effective listening skills. Instruments need to be developed to measure the effect of this reinforcement. Also, the strength of reinforcement given deserves careful consideration. Finally, each of the "prescriptive rules" for effective listening needs to be investigated to determine to what degree, if any, the rule was responsible for improving listening skills. The advice given to improve listening in the Xerox Effective Listening Course particularly merits closer scrutiny since this study found no improvement in listening skills resulting from the training. Until the above recommendations have been studied, it will be difficult to predict success for the Xerox Effective Listening Program in improving listening skills. Refinement of this program and other programs designed to teach listening seems especially urgent, however, in light of the growing importance of effective listening. Since so much time is spent using these communicative skills, an increased effort is needed to learn precisely what the listening process involves, and how to acquire and retain effective listening skills.
Year of Submission
1970
Degree Name
Master of Arts
Department
Department of Speech
First Advisor
R. Forrest Conklin
Second Advisor
Glen R. Hastings
Third Advisor
James C. Skaine
Date Original
1970
Object Description
1 PDF file (77 leaves)
Copyright
©1970 Bethlyn Christine Broad
Language
en
File Format
application/pdf
Recommended Citation
Broad, Bethlyn Christine, "The Effects of Training on the Acquisition and Retention of Listening Skills" (1970). Dissertations and Theses @ UNI. 2195.
https://scholarworks.uni.edu/etd/2195
Comments
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