International Journal of Listening最新文献_第7页

Preliminary Findings to Support the Internal Consistency and Factor Structure of the Ferrari-Lynch-Vogel Listening Test (FLVLT) 支持Ferrari Lynch Vogel听力测试（FLVLT）内部一致性和因子结构的初步发现

International Journal of Listening Pub Date : 2020-02-26 DOI: 10.1080/10904018.2020.1730841

Franca Ferrari-Bridgers

引用次数: 1

Do Moral Communicators Make Better Listeners? Personality, Virtue and Receiver Apprehension as Predictors of Active Empathetic-Listening 道德传播者能成为更好的听众吗？人格、美德和接受者理解是主动移情倾听的预测因素

International Journal of Listening Pub Date : 2020-01-07 DOI: 10.1080/10904018.2019.1705160

William Strom

引用次数: 0

LISTENING: MODELS AND PROCEDURES 听力:模型和程序

International Journal of Listening Pub Date : 2020-01-05 DOI: 10.1080/10904018.2019.1710931

M. Imhof

引用次数: 1

Exploring the Effect of Metacognitive Strategy Instruction on Metacognitive Awareness and Listening Performance Through a Process-Based Approach 基于过程的方法探究元认知策略教学对元认知意识和听力表现的影响

International Journal of Listening Pub Date : 2020-01-02 DOI: 10.1080/10904018.2016.1250632

P. Maftoon, Ebrahim Fakhri Alamdari

{"title":"Exploring the Effect of Metacognitive Strategy Instruction on Metacognitive Awareness and Listening Performance Through a Process-Based Approach","authors":"P. Maftoon, Ebrahim Fakhri Alamdari","doi":"10.1080/10904018.2016.1250632","DOIUrl":"https://doi.org/10.1080/10904018.2016.1250632","url":null,"abstract":"This study explored the effect of metacognitive strategy instruction on the listening performance and metacognitive awareness of English as a foreign language (EFL) learners in Iran. It also strove to investigate how various aspects of learners’ metacognitive awareness, as measured by each of the five Metacognitive Awareness Listening Questionnaire (MALQ) factors, were affected by metacognitive strategy instruction. The participants were 60 intermediate EFL listeners in two groups, ranging in age from 20 to 26. The experimental group (N = 30) went through a guided lesson plan in metacognition for 10 weeks, which focused on planning, monitoring, and evaluation. The control group (N = 30) was taught by the same teacher and listened to the same texts without any guided attention to process. The MALQ and a listening test were also used before and after the intervention to track the changes in metacognitive awareness and listening performance. The results showed that metacognitive strategy instruction led to a considerable variance in overall listening performance and metacognitive awareness of learners. Furthermore, the analysis of the five MALQ factors revealed a significant impact of metacognitive strategy instruction on the metacognitive awareness of listeners.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":"34 1","pages":"1 - 20"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2016.1250632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47347241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 44

The Impact of Teacher Education on L2 Teachers’ Cognitions and Pedagogy of Metacognitive Listening Instruction 教师教育对二语教师元认知听力教学认知和教育学的影响

International Journal of Listening Pub Date : 2020-01-02 DOI: 10.1080/10904018.2018.1461565

Mostafa Nazari

引用次数: 2

Investigating the Relationship between Learning Style and Metacognitive Listening Awareness 学习风格与元认知听力意识的关系研究

International Journal of Listening Pub Date : 2020-01-02 DOI: 10.1080/10904018.2016.1276458

Fatemeh Zarrabi

引用次数: 15

How Do Listening Comprehension Processes Differ by Second Language Proficiency? Top-Down and Bottom-Up Perspectives 第二语言水平对听力理解过程有何影响?自顶向下和自底向上的视角

International Journal of Listening Pub Date : 2019-11-24 DOI: 10.1080/10904018.2019.1694411

Aiko Furuya

引用次数: 10

Teaching or Not Teaching Empathic Listening to Future Physicians? Historical Roots and Ongoing Challenges 教不教未来医生共情倾听?历史根源和当前挑战

International Journal of Listening Pub Date : 2019-11-21 DOI: 10.1080/10904018.2019.1684296

H. Meldrum, Rebekah Apple

{"title":"Teaching or Not Teaching Empathic Listening to Future Physicians? Historical Roots and Ongoing Challenges","authors":"H. Meldrum, Rebekah Apple","doi":"10.1080/10904018.2019.1684296","DOIUrl":"https://doi.org/10.1080/10904018.2019.1684296","url":null,"abstract":"Abstract This commentary raises questions regarding empathy training as a core objective of foundational skills courses in most U.S. medical schools. While a number of educational activities focused on the cultivation of empathy have been introduced by medical educators, students spend very little time acquiring specific key communication competencies like listening. Medical school faculty have written about the importance of empathy, but have not availed themselves of the research that truly defines empathic listening, nor have they shifted their focus to exactly how these skills can be taught. In the absence of guidance about active listening as a therapeutic micro-skill, it is unlikely that physicians-in-training can consistently produce verbal responses that allow patients to feel that they are heard and understood. Thus, medical students may have communication deficiencies, including the inability to establish meaningful rapport with patients. The predicament is maintained because most physician faculty do not reach back to draw on prior models of interpersonal sensitivity training, nor do they cross disciplinary lines beyond medical school curricula to synthesize lessons from psychology and communication studies. This is problematic, because the development of meaningful relationships with patients has been demonstrated to improve outcomes.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":"35 1","pages":"209 - 215"},"PeriodicalIF":0.0,"publicationDate":"2019-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1684296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44202633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

If I understood you, would I have this look on my face? 如果我懂你的话，我脸上还会有这种表情吗?

International Journal of Listening Pub Date : 2019-09-15 DOI: 10.1080/10904018.2019.1663740

Mary P. Lahman

引用次数: 5

Listening Comprehension Problems of FL Learners in a Peer Interactive, Self-Regulated Listening Task 同伴互动、自我调节听力任务中外语学习者的听力理解问题

International Journal of Listening Pub Date : 2019-09-05 DOI: 10.1080/10904018.2019.1659141

Hatice Nur Ozcelik, Kris Van den Branden, E. Van Steendam

{"title":"Listening Comprehension Problems of FL Learners in a Peer Interactive, Self-Regulated Listening Task","authors":"Hatice Nur Ozcelik, Kris Van den Branden, E. Van Steendam","doi":"10.1080/10904018.2019.1659141","DOIUrl":"https://doi.org/10.1080/10904018.2019.1659141","url":null,"abstract":"It is vital to understand the listening problems students face in a foreign language (FL) classroom. In the current study, students were provided with options to identify these problems. Twenty-eight A1 level Turkish secondary school students worked in pairs and had autonomy to control the audio while listening. While dialogic exchanges illustrated articulated listening comprehension problems in a natural and observable way, self-control data enabled the researcher to observe how students chose to operate the input after encountering such difficulties. Students mostly experienced problems related to process, listener, affect, and input, followed by social- and task-related problems. The most frequent problems were mental translation, inability to chunk streams of speech and difficulty keeping pace with the delivery. In terms of self-controlling the input, students operated the audio mainly to check understanding and catch up with the speed of speech. With the help of these valuable data, the current study aims to highlight the possible benefits of peer interaction by portraying how students experienced and shared the mental, affective, and social processes involved in listening.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":"37 1","pages":"142 - 155"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1659141","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42550975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6