User:FabioSanchezPMoreno/sandbox

= Listening = To listen is to give attention to sound or action. When listening, one is hearing what others are saying, and trying to understand what it means.[2] The act of listening involves complex affective, cognitive, and behavioral processes.[3] Affective processes include the motivation to listen to others; cognitive processes include attending to, understanding, receiving, and interpreting content and relational messages; and behavioral processes include responding to others with verbal and nonverbal feedback.

Listening can be a useful skill for different problems, but it is essential to solve conflict, poor listening can lead to misinterpretations thus causing conflict or a dispute. Other causes can be excessive interruptions, inattention, hearing what you want to hear, mentally composing a response, and having a closed mind.

Listening is also link to our memory, according to a study during a speech some background noises that were heard by the listeners could help listeners recall information by heard it again. For example, when we’re doing something like reading or following steps while hearing music, we can recall what that was by hearing the music again later.

How does one listen?
Listening may be considered as a simple and isolated process, but it would be far more precise to perceive it as a complex and systematic process. It involves the perception of sounds made by the speaker, of intonation patterns that shows the focus of the information, and of the relevance of the present topic discussed.

According to Roland Barthes, listening can be understood on three levels: alerting, deciphering, and an understanding of how the sound is produced and affects the listener.[7]

'''Alerting, being the first level is the detection of environmental sound cues. This means that certain places have certain sounds associated with them. This is best explained using the example of someone's home. Their home has certain sounds associated with it that make it familiar and comfortable. An intrusion, a sound that is not familiar (e.g. a squeaking door or floorboard, a breaking window) alerts the dweller of the home to the potential danger.'''

In language learning
'''Along with speaking, reading, and writing, listening is one of the "four skills" of language learning. All language teaching approaches, except for grammar translation, incorporate a listening component.[12] Some teaching methods, such as total physical response, involve students simply listening and responding.[13]'''

'''A distinction is often made between "intensive listening", in which learners attempt to listen with maximum accuracy to a relatively brief sequence of speech, and "extensive listening", in which learners listen to lengthy passages for general comprehension. While intensive listening may be more effective in terms of developing specific aspects of listening ability, extensive listening is more effective in building fluency and maintaining learner motivation.[14]'''

People are usually not conscious of how they listen in their first language unless they encounter difficulty. A research focus in facilitating language learning determined, what L2(Second Language) learners need to do when listening is to make conscious use of the strategies, they unconsciously use in their first language. Such as, inferring, selective attention, evaluation, etc.

Several factors are activated in speech perception as phonetic quality, prosodic patterns, pausing and speed of input, all of which influence the comprehensibility of listening input. There is a common store of semantic information (single) in memory that is used in both first language and second language speech comprehension; however, research shows that there are separate stores of phonological information (dual) for speech. Semantic knowledge required for language understanding (scripts and schemata related to real-world people, places, and actions) is accessed through phonological tagging of the language that is heard.

In a study involving 93 participants about the relationship between second language listening and a range of tasks, there was a discovery about how listening anxiety played a big factor as an obstacle for the execution of the speed and explicitness of second language listening tasks. Additional research explored whether listening anxiety and comprehension are related, and as expected by the researchers it yielded negative correlation.