Develop Creative Listening and Linguistic Communication Skills of the Dissertation

Develop Creative Listening and Linguistic Communication Skills of the Second Language Learners - Dissertation Example This dissertation attempts to take the concept of creative listening to task as a development method to assist Second Language Learners in developing creative listening and linguistic communication skills. Second Language Learners are a language minority in such English speaking countries as the United States and the United Kingdom. Inculcating literacy among these learners is a present-day critical challenge since English literacy is essential to their academic achievement, and to educational and economic opportunities beyond schooling. Given the phenomenon that minority learners are increasing owing to immigration and birth rate conditions, there is the added fact that without English literacy, this language minority group will not fare well in school achievement.. Already, statistics show that 51 percent of minority learners do not finish high school compared with only 10 percent of English speaking learners who do not complete secondary education. (National Center for Educational Statistics). Meanwhile, listening skills belong to the unattended self-improvement skills being developed in schools. While much training is given to reading, writing, arithmetic and science, the listening part of the communication process is bypassed or presumed to be virtually learned. Research studies, however, makes a revelation, namely that untrained listeners are very low— lower than 50 percent—on proficiency in learning. ... While much training is given to reading, writing, arithmetic and science, the listening part of the communication process is bypassed or presumed to be virtually learned. Research studies, however, makes a revelation, namely that untrained listeners are very low— lower than 50 percent—on proficiency in learning. This should not be surprising since various studies also state that people, including school learners, may spend 45 to over 50 percent of their communication time in the listening act. It appears most timely and important therefore that the educational system should give adequate attention to the improvement of listening skills among learners. This dissertation makes two assumptions: 1. Creative listening and linguistic communication skills can be developed along the new paradigm of multiple intelligence learning, and 2. A program patterned along multi-intelligence activities can be devised to respond to the need to develop creative listening and linguistic comm unication skills. Creative Listening Skills To focus on the listening act itself, it is necessary to remove the misconception that hearing and listening are the same. At times, we may have heard someone complaining, â€Å"I hear you, please don’t shout at me.† This is to recognize the physiological process that occurs when sound is received by man’s hearing apparatus. People may hear, however, but they may not be listening in the sense of recognizing the meaning of those sounds, such as the internal anger or anguish expressed by the speaker. Developing listening for meaning is therefore a must. Developing listening to create constructive ideas and action, such as behavioral change, can therefore be very beneficial to society, inclusive of social relationships