English Language Teaching——Teaching Listening

Modern language teaching theory highly emphasizes the effect of"listening"on the learning and the use of language.The teaching of English listening isn’t only a teaching of language,also a training of ability.It isn’t only the main way of acquiring language information,but the base of improving other skills.Many Chinese students regard the listening test as the most difficult part of a whole test.So during the English teaching,it is vital important for teachers to master the skill of designing the listening activities.     

“Listening Enables Me to Connect with Others”: Exploring College Students’ (Mediated) Listening Metaphors

Metaphors employ figurative expressions to capture similarities between otherwise separate and distinct objects, events, or processes. The purpose of this exploratory study is to investigate what metaphors people use to describe listening and then explore if these metaphors apply to mediated settings. Students (N = 41) first generated listening metaphors and then evaluated and discussed 10 listening metaphors in class-based discussions of listening and mediated listening; these themes are summarized and discussed. Evaluations of listening metaphors in mediated contexts largely depended on the conceptualization of mediated listening presented. Limitations and future directions are discussed for listening metaphors.     

The Influence of Short-term memory in Listening Comprehension

Short-term memory plays an essential role in listening comprehension.There are so many factors influence students to maintain effective short-term memory and the information extraction from short-term memory in listening comprehension.This paper explains some ways of improving listening ability,which emphatically point out how to extend short-term memory.     

Listening to the Otherness of the Other: Envisioning Listening Based on a Hermeneutical Reading of Lévinas

The aim of this article is to elucidate the essence of listening through a hermeneutical reading of the works of philosopher Emmanuel Lévinas. This research is grounded in the human scientific caring tradition that is founded on an ethical order and explicitly theoretical framework. Listening as an ethical bearing is interpreted as a desire to follow the inner essential decision to take human responsibility seriously, to put oneself at risk, and as a promise to serve the vulnerable and unique Other in his or her otherness. Listening invites the individual to see and to respond to the Other's address and thereby to welcome the holy and the infinite in a world where all human beings are tied together into a common humanity.     

The Influence of Short-term memory in Listening Comprehension

Short-term memory plays an essential role in listening comprehension.There are so many factors influence students to maintain effective short-term memory and the information extraction from short-term memory in listening comprehension.This paper explains some ways of improving listening ability,which emphatically point out how to extend short-term memory.     

Creativity and Learning Jazz: The Practice of “Listening”

This article is about interaction, culture, and creativity. The ethnographic setting is a set of jazz performance classes at a California university. Although I write about jazz music, the reader need not have a background in studying or performing jazz (or music in general) to understand this article. In the title of the article, the term “practice” refers to (1) “listening” as a culturally specific communicative practice, and (2) the practice (a.k.a. rehearsal) of that culturally specific version of “listening”. I document and analyze how jazz instructors communicate with students about group interplay during musical performance. Extrapolating from this focus, I suggest some ways that contemporary linguistic anthropology can contribute to theories of creativity, focusing on the role that cultural norms of interaction defined by a particular activity play in constraining or shaping creative processes.     

Critical Perspectives on Hate Speech: The Centrality of ‘Dialogic Listening’

This article examines the study of listening as a cognitive process tied to memory and information processing. In examining the study of listening as a cognitive process, the authors discuss creating a theory of listening and the progress of that endeavor. Finally, they address whether or not researchers can create a theory about any concept as abstract as cognitive process or listening.     

The Role of Metacognition in the Development of EFL Learners’ Listening Skill

This study investigated the impact of metacognitive instruction on the listening skill, and metacognitive knowledge of a group of male students (N = 30) who were learning English as a Foreign Language (EFL) in Iran. The study participants spoke Persian as a first language and were high-intermediate EFL learners. The participants received a guided lesson plan in metacognition (planning, monitoring, and evaluation) through a pedagogical cycle approach over a semester (eight weeks). International English Language Testing System listening tests (practice) were used to track the participants’ listening performance. Participants also completed a Metacognitive Awareness Listening Questionnaire, which examined their use of metacognitive awareness when engaged in listening tasks. Results indicated that the students improved their listening skill after being taught about metacognition; however, no significant use of metacognitive awareness was reported. This study concludes with a discussion of some potential implications, and provides scope for future research.     

Are They Listening? Parental Social Coaching and Parenting Emotional Climate Predict Adolescent Receptivity

Associations linking parenting emotional climate and quality of parental social coaching with young adolescents' receptivity to parental social coaching were examined (N = 80). Parenting emotional climate was assessed with adolescent‐reported parental warmth and hostility. Quality of parental social coaching (i.e., prosocial advice, benign framing) was assessed via parent‐report and behavioral observations during a parent–adolescent discussion about negative peer evaluation. An adolescent receptivity latent variable score was derived from observations of adolescents’ behavior during the discussion, change in adolescents’ peer response plan following the discussion, and adolescent‐reported tendency to seek social advice from the parent. Parenting climate moderated associations between coaching and receptivity: Higher quality coaching was associated with greater receptivity in the context of a more positive climate. Analyses suggested a stronger association between coaching and receptivity among younger compared to older adolescents.     

Listening in a Way that Recognizes/Realizes the World of ‘the Other’

Freshmen in an orientation course at a state university answered questionnaires about their peer mentors' listening and how well their peer mentors help them balance dialectical tensions of socialization. Results showed that perceived directive and emotional listening help the protégé manage these tensions. Perceived emotional listening discriminated between high and low levels of liking and relational closeness but was only a slightly better predictor of reducing the protégé's socialization tensions. Both types of perceived listening responses are important to effective mentoring: emotional listening helps protégés form positive relationships with their mentors and directive listening meets protégés' expectations.     

Engaging with Listening,Silence and Noise: Peering‐into the Analytical/Continental Divide

In this paper I offer, by way of a circuitous route, a journey examining ‘how we know we know’. This examination is significant as it again rehearses the division between ‘Analytical’ and ‘Continental’ knowing. A division in valuing knowing that, when tested in the circumstances of a performance of John Cage's ‘4 minutes and 33 seconds’ and an engagement with Diego Velázquez's painting Las Meninas, exposes the role of the audience in their engagement with any object or event.     

The Role of Active Listening in Teacher–Parent Relations and the Moderating Role of Attachment Style

This study tested the perceived effectiveness of “Listening-Ask questions-Focus on the issue–Find a first step” method (McNaughton et al., 2008) in a parent–teacher conversation using a scenario study (N?=?208). As expected, a scenario based on this method compared with a scenario of a conversation omitting the four steps of the method was perceived both by teachers and parents as more effective (d?=?1.43). Moreover, it was hypothesized that the effectiveness of this listening method would be found largely among secure participants. Indeed, the findings suggested that anxious people were less sensitive to the manipulation. Research hypotheses regarding avoidant attachment style were not supported, suggesting that more research is needed to better understand the moderating role of attachment style.     

Student Listening Gains in the Basic Communication Course: A Comparison of Self-Report and Performance-Based Competence Measures∗

Direct listening instruction is a frequent component of basic communication courses. Research has found changes in self-perceived listening competence during a basic communication course and only a minimal relationship between self-perceived and performance-based measures of listening and other communication behaviors. Results of the present study suggest that students' self-perceived listening competence increased, but there was no change in performance-based measures of student listening behavior between the beginning and end of a hybrid basic communication course. Results also show that self-report and performance-based measures are related at the end of the course but not at the beginning. Several implications of these results for basic course and listening instruction are discussed.     

The Statistical and Methodological Acuity of Scholarship Appearing in the International Journal of Listening (1987–2011)

This article investigates the quality of social scientific listening research that reports numerical data to substantiate claims appearing in the International Journal of Listening between 1987 and 2011. Of the 225 published articles, 100 included one or more studies reporting numerical data. We frame our results in terms of eight recommendations to improve future listening scholarship. In particular, the results suggest needed variation in demographics and added attention to psychometric properties of scores. Standards for reporting and inspecting data should also be followed with more regularity, and tests of statistical assumptions along with information about missing data are urged. Effect sizes are rarely included in results, and no studies reported confidence intervals, suggesting overreliance on null hypothesis statistical testing when drawing implications for practice. Lastly, there were some noteworthy misappropriations of statistical techniques that are discussed.     

Essay: An Insight into Current German Research on Listening,as Exemplified by the Educational Project “GanzOhrSein”

The article gives us an exemplary insight into research in Germany that deals directly or indirectly with aspects of listening. The reader is given a clear picture of the Munich university project GanzOhrSein aimed at promoting listening skills in schools. The educational value of listening is initially derived from research findings and the model course of action to promote listening skills is explained via the cultural potential. The findings of the accompanying research clearly show that the diverse ways of promoting listening ability that have been developed and tested, do broaden the hearing and listening habits of the children and teachers participating in the project, and do facilitate listening conditions in lessons. The article will also demonstrate what researchers and everyday school practice can gain from this project, and how the institutionalisation of the promotion of listening can benefit.     

Rap Music and the Empowerment of Today’s Youth: Evidence in Everyday Music Listening, Music Therapy, and Commercial Rap Music

Pioneers of various elements of Hip-Hop culture have been empowered through the ability to voice their reality and find a meaningful identity alongside others who found purpose and function in embracing Hip-Hop culture (Chang, Can’t stop won’t stop: A history of the hip-hop generation, 2005). This empowerment persists in various reinventions of the culture within the United States and worldwide. The present study examines whether evidence exists in research to support the value of esteem, resilience, growth, community and change as empowering dimensions outlined in the individual and community empowerment framework. Research questions ask: (1) Does youth self-expression in rap music created within music therapy sessions reflect framework dimensions? (2) Does content in commercially recognizable rap music reflect framework dimensions? (3) How well does the framework align with a model of empowerment-based positive youth development? First, data collected to examine the validity of the framework were reviewed. Next, two peer-reviewed research studies published after articulation of the original framework, were examined to investigate commonality between themes and framework dimensions. One study was in a music therapy context and another explored themes in commercial Hip-Hop recordings. Original framework data supports theorizing that rap music content actually comprises developmental narratives (Travis and Deepak, 2011; Travis and Bowman, 2012). Data in the present study further suggest that these developmental narratives are relevant for Hip-Hop in every day music engagement, in therapeutic self-expression, and within commercially available musical content. Framework dimensions also aligned with a conceptual model of positive youth development that allows specification of intervention pathways and empirically testable outcomes for Hip-Hop integrated change strategies. Results suggest that rap music is a discourse in lifespan development. Rap music’s developmental narratives may be used by practitioners, parents and researchers. The narratives exist within a framework and model that (a) provides a template for better understanding these narratives and (b) positions this understanding for use as a tool to promote and research positive change strategies for individuals and the communities that they value.