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WorksheetsGST 111
Total questions: 40
Worksheet time: 20mins
Listening is best defined as the process that connects the listener to the lecturer's message by requiring the listener to:
Receive, perceive, and communicate the spoken knowledge.
Receive, perceive, and decode the meaning of the knowledge disseminated.
Decode, paraphrase, and summarize the message content.
Acquire communicative competence through receptive language skills.
The text implicitly supports that listening is a skill that can be cultivated because:
It is one of the receptive skills in language.
It is essential for communicative competence.
Strategies exist for enhancing its effectiveness.
University knowledge is communicated via lectures.
According to the session, what is the prerequisite for all communication to occur?
The speaker must have no physiological defects.
The listener must avoid emotional attachment.
The ability to receive, perceive, and decode meaning.
The environment must be free of physical barriers.
Which statement explains why listening is fundamental to academic success?
It relates current situations to former knowledge.
It captures the essence of a lecture in notes.
It prepares students psychologically for mental challenge.
It enables use of a personal recording system.
A lecturer's difficulty with intonation and word stress is a barrier related to:
Psychological condition hindering communication.
Physiological condition as a listening barrier.
Phonological cues inhibiting non-verbal comprehension.
Physical condition manifesting in speech defects.
A student distracted by a classmate's dramatic attire experiences breakdown in:
Lecturer's physiological condition.
Listener's psychological condition.
Physical environment.
Emotional repression.
Which unproductive listening factor is most controllable by student's mental effort?
Noise outside lecture room.
Lecturer's non-verbal cues.
Emotional attachment causing prejudice.
Speaker's pronunciation problems.
Ineffective listening factors are 'barriers' because they collectively:
Prevent accurate decoding of speaker's meaning.
Force suppression of personal emotions.
Encourage shorthand over verbatim writing.
Inhibit identification of transitional cues.
"Eye Contact" establishes mental link AND confirms listener's:
Ability to ask mental questions.
Physical readiness to process meaning.
Capacity to avoid hasty conclusions.
Skill in identifying and concentrating.
Which strategy guards against cultural/tribal/financial biases?
Avoiding distractions.
Asking mental questions.
Repressing emotional attachment.
Avoiding hasty generalizations.
Relating current lecture to prerequisite course concepts uses:
Identify and Concentrate.
See listening as mental challenge.
Ask Mental Questions.
Avoid hasty Generalizations.
"Avoid hasty Generalizations" ensures:
Lecturer finishes before listener responds.
Content stems from genuine interest.
Personal emotions are suppressed.
Physical distractions are ignored.
Before "Identify and Concentrate," student must first:
Repress emotional attachment.
Establish eye contact.
Identify lecture topic.
Formulate mental questions.
Which is a visual instructional material?
Lecturer's gesticulations.
Transitional words like 'moreover.'
Diagrams, tables, or drawings.
Lecturer's accent and word stress.
"See listening as Mental challenge" requires:
Developing note-taking format.
Psychological preparation.
Repressing emotional attachment.
Comparing notes afterwards.
Formal listening is distinguished from informal by:
Being for exam purposes.
Having specific, defined purposes.
Improving relationships.
Requiring university environment.
Students debating flaws in professor's theory use formal listening for:
Comprehension/understanding.
Evaluation/criticism.
Method analysis.
Remembering concepts.
Informal listening improves listener's capacity to:
Outline historical developments.
Relate current to former knowledge.
Improve social relationships.
Identify conversation principles.
Since formal listening purposes aren't mutually exclusive, students must:
Ignore non-verbal cues.
Engage multiple purposes simultaneously.
Avoid generalizations about intentions.
Prioritize formulas over theory.
Note-taking is a "necessity" because:
It provides ready-made format.
Memory is tentative without record.
It enables correct citation.
It reduces content to diagrams.
Good notes provide record AND fulfill:
Immediate review requirement.
Active learning engagement.
Simplified revision process.
Use of abbreviations.
Note-taking records speaker's message AND:
Other students' notes.
Previous lectures.
Textbook essential points.
Personal margin thoughts.
Personal format with columns demonstrates:
Summary and paraphrasing skill.
Correct citation.
Personal recording system.
Content reduction.
"Reducing content to note form" requires:
Citation and handwriting.
Sentence reduction and summary.
Recognizing main ideas.
Personal system and abbreviations.
Which requirement ensures valuable information only?
Sentence reduction skill.
Identifying relevant information.
Diagram format reduction.
Correct source citation.
"Correctly cite sources" applies when:
Noting from textbook.
Revising notes.
Lecturer uses transitions.
Including personal thoughts.
Defining purpose before lecture:
Aligns with note-taking purpose.
Helps skimming and highlighting.
Provides organizing principles.
Ensures timely arrival.
Reading title, preface, abstract is part of:
Defining reading purpose.
Identifying text function.
Getting organizing principles.
Including personal thoughts.
Recognizing "Problems/solutions" structure understands:
Non-verbal cues.
Transitional cues.
Organizing principles.
Phonological cues.
Recording thoughts in separate column:
Distinguishes main points.
Ensures general-to-specific flow.
Engages learning actively.
Facilitates note comparison.
Revising lectures and checking words happens:
During lecture for comprehension.
After lecture for review.
Before lecture for preparation.
Only with textbook notes.
Noting lecturer's louder voice detects:
Non-verbal cues.
Visual materials.
Transitional cues.
Phonological cues.
Best post-lecture understanding assessment:
Tidying handwriting.
Immediate revision.
Personal summary.
Note comparison.
During lecture, distinguish main points from:
Transitional cues.
Elaborations and examples.
Organizing principles.
Phonological cues.
Transitional cues mark movement between:
Main ideas and personal thoughts.
Introduction, body, conclusion.
Visual and non-verbal cues.
Note requirements and strategies.
Avoid verbatim writing because it prevents:
Correct citation.
Focus on main ideas.
Personal thought inclusion.
Formal/informal distinction.
Concept maps aid as shorthand by:
Post-lecture summarizing.
Translating reading material.
Creating abbreviation systems.
Recording thoughts efficiently.
Symbol -> signifies:
Inequality/difference.
Equivalence/similarity.
Causation/sequence.
Citation/reference.
i.e. introduces:
Comparison.
Necessary condition.
Restatement ("that is").
Exception.
Personalizing symbols requires ability to:
Use in concept maps.
Apply and understand consistently.
Reduce sentence structure.
Share for consistency.
