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University lectures (the focus of this handout) can be challenging because of their fast pace, variety across disciplines, dynamic nature with student discussions, and diverse lecturer styles. Your lecturer may blend words together, use words you are not sure how to spell, use “uh” in the middle of sentences, or abruptly restart sentences.
Understanding lectures can be easier if you know what to expect and know what to listen for. Below are common characteristics for lectures and strategies for improving listening comprehension.
Different classroom styles present information in different ways. Some classrooms assume students know nothing and introduce information whereas other classrooms assume students come prepared and discuss information. Lecturer speaking styles also affect how information may be presented. The table below represents endpoints of two spectra; your classroom and lecturer may have qualities from both columns.
|More formal lecturers
||Less formal lecturers
Knowing whether the information or the delivery of information is challenging will help you determine which listening strategies to try.
Two processes are involved in listening. Top-down listening uses background knowledge and contextualizes words to aid comprehension. Bottom-up listening uses sounds, words, and other small units to create meaning. These processes are complementary; listening for only the big picture but not the details is as ineffective as trying to understand every single word your lecturer says.
Top-down listening strategies
• During lecture, identify the organization pattern (i.e., problem/solution, literature review)
• After lecture, continue to engage with the topic
Bottom-up listening strategies
• Pay attention to repeated terms and pauses
• Keep going
Salehzadeh, J. (2006). Academic listening strategies: a guide to understanding lectures. Ann Arbor: University of Michigan Press.
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