11.4 Why Listening Is Difficult

Noise

Noise is one of the biggest factors to interfere with listening; it can be defined as anything that interferes with your ability to attend to and understand a message. There are many kinds of noise, but we will focus on only the four you are most likely to encounter in public speaking situations: physical noise, psychological noise, physiological noise, and semantic noise.

Attention Span

A person can only maintain focused attention for a finite length of time. In his 1985 book Amusing Ourselves to Death: Public Discourse in the Age of Show Business, New York University’s Steinhardt School of Education professor Neil Postman argued that modern audiences have lost the ability to sustain attention to a message (Postman, 1985). More recently, researchers have engaged in an ongoing debate over whether Internet use is detrimental to attention span (Carr, 2010). Whether or not these concerns are well founded, you have probably noticed that even when your attention is “glued” to something in which you are deeply interested, every now and then you pause to do something else, such as getting a drink of water, stretching, or looking out the window.

The limits of the human attention span can interfere with listening, but listeners and speakers can use strategies to prevent this interference. As many classroom instructors know, listeners will readily renew their attention when the presentation includes frequent breaks in pacing (Middendorf & Kalish, 1996). For example, a fifty- to seventy-five-minute class session might include some lecture material alternated with questions for class discussion, video clips, handouts, and demonstrations. Instructors who are adept at holding listeners’ attention also move about the front of the room, writing on the board, drawing diagrams, and intermittently using slide transparencies or PowerPoint slides.

If you have instructors who do a good job of keeping your attention, they are positive role models showing strategies you can use to accommodate the limitations of your audience’s attention span.

Receiver Biases

Good listening involves keeping an open mind and withholding judgment until the speaker has completed the message. Conversely, biased listening is characterized by jumping to conclusions; the biased listener believes, “I don’t need to listen because I already know what I think.” Receiver biases can refer to two things: biases with reference to the speaker and preconceived ideas and opinions about the topic or message. Both can be considered noise. Everyone has biases, but good listeners have learned to hold them in check while listening.

The first type of bias listeners can have is related to the speaker. Often a speaker stands up and an audience member simply doesn’t like the speaker, so the audience member may not listen to the speaker’s message. Maybe you have a classmate who just gets under your skin for some reason, or maybe you question a classmate’s competence on a given topic. When we have preconceived notions about a speaker, those biases can interfere with our ability to listen accurately and competently to the speaker’s message.

The second type of bias listeners can have is related to the topic or content of the speech. Maybe the speech topic is one you’ve heard a thousand times, so you just tune out the speech. Or maybe the speaker is presenting a topic or position you fundamentally disagree with. When listeners have strong preexisting opinions about a topic, such as the death penalty, religious issues, affirmative action, abortion, or global warming, their biases may make it difficult for them to even consider new information about the topic, especially if the new information is inconsistent with what they already believe to be true. As listeners, we have difficulty identifying our biases, especially when they seem to make sense. However, it is worth recognizing that our lives would be very difficult if no one ever considered new points of view or new information. We live in a world where everyone can benefit from clear thinking and open-minded listening.

Listening or Receiver Apprehension

Listening or receiver apprehension is the fear that you might be unable to understand the message or process the information correctly or be able to adapt your thinking to include the new information coherently (Wheeless, 1975). In some situations, you might worry that the information presented will be “over your head”—too complex, technical, or advanced for you to understand adequately.

Many students will actually avoid registering for courses in which they feel certain they will do poorly. In other cases, students will choose to take a challenging course only if it’s a requirement. This avoidance might be understandable but is not a good strategy for success. To become educated people, students should take a few courses that can shed light on areas where their knowledge is limited.

As a speaker, you can reduce listener apprehension by defining terms clearly and using simple visual aids to hold the audience’s attention. You don’t want to underestimate or overestimate your audience’s knowledge on a subject, so good audience analysis is always important. If you know your audience doesn’t have special knowledge on a given topic, you should start by defining important terms. Research has shown us that when listeners do not feel they understand a speaker’s message, their apprehension about receiving the message escalates. Imagine that you are listening to a speech about chemistry and the speaker begins talking about “colligative properties.” You may start questioning whether you’re even in the right place. When this happens, apprehension clearly interferes with a listener’s ability to accurately and competently understand a speaker’s message. As a speaker, you can lessen the listener’s apprehension by explaining that colligative properties focus on how much is dissolved in a solution, not on what is dissolved in a solution. You could also give an example that they might readily understand, such as saying that it doesn’t matter what kind of salt you use in the winter to melt ice on your driveway, what is important is how much salt you use.

References

Carr, N. (2010, May 24). The Web shatters focus, rewires brains. Wired Magazine. Retrieved from http://www.wired.com/magazine/2010/05/ff_nicholas_carr/all/1.

Middendorf, J., & Kalish, A. (1996). The “change-up” in lectures. The National Teaching and Learning Forum, 5(2).

Postman, N. (1985). Amusing ourselves to death: Public discourse in the age of show business. New York: Viking Press.

Wheeless, L. R. (1975). An investigation of receiver apprehension and social context dimensions of communication apprehension. Speech Teacher, 24, 261–268.

This resource is available at no cost at https://open.library.okstate.edu/speech2713/