Listening is one of the most fundamental yet overlooked skills in communication. Scholars argue that while individuals spend approximately 45% of their communication time listening, they often do so ineffectively (Brownell, 2012). Poor listening habits hinder academic learning, workplace collaboration, and interpersonal relationships. Ralph Nichols, often referred to as the “Father of Listening Research”, identified ten bad listening habits that remain highly relevant today (Nichols, 1960; Wolvin & Coakley, 1996). This article explores these habits, analyses their implications, and suggests strategies to cultivate effective listening.
1.0 Calling the Subject Dull
One of the most common poor listening habits is dismissing a subject as boring. According to Nichols (1960), ineffective listeners disengage when the topic seems uninteresting, while effective listeners search for useful information.
For instance, in a lecture on statistics, a disengaged student may “switch off,” missing crucial content, whereas an engaged student will filter for applications relevant to their research. As Cottrell (2019) notes, successful learners approach all material with the mindset that it may contain valuable insights.
2.0 Criticising the Speaker
Another poor habit is focusing on the speaker’s mannerisms rather than the message. Nichols (1960) emphasises that effective listeners quickly move past a speaker’s flaws to focus on the content. Research supports this: listeners who engage in “message-focused listening” rather than “form-focused listening” retain more information (Imhof & Janusik, 2006).
For example, dismissing a professor’s lecture because of their monotone voice risks losing critical academic material. Effective listening requires separating style from substance.
3.0 Getting Overstimulated
Listeners often overreact emotionally to specific points, which blocks further understanding. Nichols (1960) argued that listeners must withhold evaluation until comprehension is complete. This resonates with active listening theory, which stresses delaying judgement (Rogers & Farson, 1987).
For instance, a manager hearing criticism may fixate defensively on one comment, failing to grasp the broader feedback. Training in emotional regulation can help listeners remain open to the entire message.
4.0 Listening Only for Facts
Poor listeners tend to focus narrowly on facts rather than main ideas. Nichols (1960) found that such listeners often misinterpret or forget information. Effective listeners extract key themes and use them as anchors for facts (Brownell, 2012).
For example, during a legal briefing, a lawyer who listens for the overarching principle rather than isolated statistics is better positioned to recall and apply knowledge in context.
5.0 Trying to Outline Everything
Some listeners rigidly attempt to outline every detail, which may not align with the speaker’s delivery style. As Nichols (1960) suggested, good listeners are flexible and adapt note-taking to the presentation.
This aligns with modern note-making strategies such as mind mapping (Buzan, 2018), which allow learners to organise information non-linearly, capturing both structure and nuance.
6.0 Faking Attention
“Pretend listening” involves appearing attentive without genuine engagement. Nichols (1960) stressed that listening is an active and energy-consuming process. Physiological signs such as increased heart rate and mental focus indicate authentic attention.
In workplaces, faked attention undermines trust. Research by Bodie et al. (2015) shows that active listening behaviours, including nodding and paraphrasing, significantly improve communication effectiveness.
7.0 Tolerating Distraction
Ineffective listeners allow external or internal distractions to interfere. Nichols (1960) highlighted that good listeners develop the ability to filter distractions. For example, students distracted by mobile phones during lectures exhibit reduced comprehension (Junco, 2012).
Practical strategies such as mindfulness techniques and creating a focused environment can significantly reduce susceptibility to distractions.
8.0 Choosing Only What’s Easy
Poor listeners avoid difficult material, preferring simple or entertaining content. Nichols (1960) argued that this avoidance weakens intellectual growth. Similarly, deep learning theory emphasises the importance of engaging with challenging texts for critical thinking (Marton & Säljö, 1976).
For instance, a medical student who avoids complex anatomy lectures is likely to face difficulties in professional practice. Thus, resilience in listening to demanding content is a hallmark of academic excellence.
9.0 Letting Emotion-Laden Words Interfere
Emotionally charged words often cause listeners to “tune out.” Nichols (1960) referred to this as letting symbols override meaning. Research supports this: emotionally provocative language can impair rational processing (Krauss & Chiu, 1998).
In political debates, terms like “immigration” or “feminism” may trigger strong reactions. Effective listeners acknowledge their emotions while remaining focused on the substance of the message.
10.0 Wasting the Differential Between Speech and Thought Speed
A final poor habit involves misusing the gap between speech speed (100–125 words per minute) and thought speed (400–500 words per minute). Nichols (1960) suggested that good listeners exploit this gap by anticipating, identifying evidence, and summarising.
For example, a student in a lecture can use spare mental capacity to summarise key points rather than daydreaming. Research on metacognition supports this technique, showing that self-monitoring enhances comprehension (Flavell, 1979).
Overcoming Bad Listening Habits
Overcoming these habits requires deliberate practice. Scholars recommend strategies such as:
- Active listening training, including paraphrasing and summarising (Brownell, 2012).
- Developing critical thinking to distinguish main ideas from supporting details (Cottrell, 2019).
- Practising mindfulness to manage distractions (Shapiro et al., 2006).
- Using structured approaches such as SQ3R for reading and adaptation for listening contexts.
Listening is not merely a passive act but a dynamic and effortful process. Nichols’ identification of ten bad listening habits highlights how individuals often undermine their own comprehension and communication. From dismissing content as dull to misusing mental capacity, these habits impede learning and relationships. By cultivating active, flexible, and reflective listening practices, learners and professionals alike can enhance their effectiveness in both academic and real-world settings.
Ultimately, effective listening is a learned skill that requires self-awareness, discipline, and the replacement of poor habits with constructive ones.
References
Bodie, G., Vickery, A., Cannava, K. & Jones, S. (2015). The role of “active listening” in informal helping conversations: Implications for research and practice. International Journal of Listening, 29(3), pp.99–117.
Brownell, J. (2012). Listening: Attitudes, Principles, and Skills. 5th ed. Pearson.
Buzan, T. (2018). Mind Map Mastery. Watkins Publishing.
Cottrell, S. (2019). The Study Skills Handbook. 5th ed. Red Globe Press.
Flavell, J. (1979). Metacognition and cognitive monitoring. American Psychologist, 34(10), pp.906–911.
Imhof, M. & Janusik, L. (2006). Development of the Listening Concepts Inventory. International Journal of Listening, 20(1), pp.29–56.
Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(1), pp.162–171.
Krauss, R. & Chiu, C. (1998). Language and social behaviour. In: D. Gilbert, S. Fiske & G. Lindzey (eds.) The Handbook of Social Psychology. McGraw-Hill, pp.41–88.
Marton, F. & Säljö, R. (1976). On qualitative differences in learning: I—Outcome and process. British Journal of Educational Psychology, 46(1), pp.4–11.
Nichols, R.G. (1960). What can be done about listening? Ten bad listening habits. The Supervisor’s Notebook, 22(1). Scott, Foresman.
Rogers, C. & Farson, R. (1987). Active Listening. Excerpted in Communications in Business Today. Chicago: Science Research Associates.
Shapiro, S., Astin, J., Bishop, S. & Cordova, M. (2006). Mindfulness-based stress reduction for health care professionals. International Journal of Stress Management, 12(2), pp.164–176.
Wolvin, A. & Coakley, C. (1996). Listening. 5th ed. McGraw-Hill.
