Pub Date : 2019-03-26DOI: 10.1080/10904018.2019.1582346
Ahmed Masrai
The relationship between second language (L2) learners’ orthographic vocabulary knowledge and extensive reading is quite well researched. However, the way phonological vocabulary knowledge and extensive listening/viewing interacts remains not so well investigated. The current study examines the effect of extensive viewing of English movies supplemented by first language (L1) subtitles on aural vocabulary knowledge and listening comprehension among 78 tertiary-level Arab learners of English as a foreign language (EFL). The purpose of using L1 subtitles in this study was to enhance understanding of the spoken input through the L2 sound and L1 meaning mapping. Results of the study showed that the participants, after 5 weeks of extensive viewing, significantly improved their aural vocabulary knowledge and listening comprehension. The results indicated that aural vocabulary gain from extensive viewing was about 4.8 words per contact hour compared to 2.5 words from normal classroom input. The results also showed that prior vocabulary knowledge was strongly associated with vocabulary gain in aural modality.
{"title":"Can L2 Phonological Vocabulary Knowledge and Listening Comprehension be Developed Through Extensive Movie Viewing? the Case of Arab EFL Learners","authors":"Ahmed Masrai","doi":"10.1080/10904018.2019.1582346","DOIUrl":"https://doi.org/10.1080/10904018.2019.1582346","url":null,"abstract":"The relationship between second language (L2) learners’ orthographic vocabulary knowledge and extensive reading is quite well researched. However, the way phonological vocabulary knowledge and extensive listening/viewing interacts remains not so well investigated. The current study examines the effect of extensive viewing of English movies supplemented by first language (L1) subtitles on aural vocabulary knowledge and listening comprehension among 78 tertiary-level Arab learners of English as a foreign language (EFL). The purpose of using L1 subtitles in this study was to enhance understanding of the spoken input through the L2 sound and L1 meaning mapping. Results of the study showed that the participants, after 5 weeks of extensive viewing, significantly improved their aural vocabulary knowledge and listening comprehension. The results indicated that aural vocabulary gain from extensive viewing was about 4.8 words per contact hour compared to 2.5 words from normal classroom input. The results also showed that prior vocabulary knowledge was strongly associated with vocabulary gain in aural modality.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1582346","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48974144","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}
Pub Date : 2019-02-10DOI: 10.1080/10904018.2019.1572510
Solmaz Ghorbani Nejad, Mohammad Taghi Farvardin
Investigating the learner variables involved in second language (L2) listening comprehension can lead to a better understanding of the difficulties that learners may encounter while listening to an L2. In this line, this study aimed to examine the roles of some important learner variables (i.e., general language proficiency, aural vocabulary knowledge, and the metacognitive awareness) in L2 listening comprehension. To this end, 100 lower-intermediate Iranian learners of English were selected. Three tests (i.e., Oxford Placement Test, Aural Vocabulary Knowledge Test, and a listening comprehension test) were administered to the participants. A translated version of Metacognitive Awareness Listening Questionnaire (MALQ) was also used to measure the participants’ metacognitive awareness in L2 listening. Results of Pearson correlations and hierarchical multiple regression analyses showed that of the variables examined, aural vocabulary knowledge was the strongest correlate with L2 listening and was also the most valuable in predicting variance in L2 listening comprehension scores (r = .46, p < .05) (β = .40, p < .01), while metacognitive awareness correlated weakly with L2 listening.
{"title":"ROLES OF GENERAL LANGUAGE PROFICIENCY, AURAL VOCABULARY KNOWLEDGE, AND METACOGNITIVE AWARENESS IN L2 LEARNERS’ LISTENING COMPREHENSION","authors":"Solmaz Ghorbani Nejad, Mohammad Taghi Farvardin","doi":"10.1080/10904018.2019.1572510","DOIUrl":"https://doi.org/10.1080/10904018.2019.1572510","url":null,"abstract":"Investigating the learner variables involved in second language (L2) listening comprehension can lead to a better understanding of the difficulties that learners may encounter while listening to an L2. In this line, this study aimed to examine the roles of some important learner variables (i.e., general language proficiency, aural vocabulary knowledge, and the metacognitive awareness) in L2 listening comprehension. To this end, 100 lower-intermediate Iranian learners of English were selected. Three tests (i.e., Oxford Placement Test, Aural Vocabulary Knowledge Test, and a listening comprehension test) were administered to the participants. A translated version of Metacognitive Awareness Listening Questionnaire (MALQ) was also used to measure the participants’ metacognitive awareness in L2 listening. Results of Pearson correlations and hierarchical multiple regression analyses showed that of the variables examined, aural vocabulary knowledge was the strongest correlate with L2 listening and was also the most valuable in predicting variance in L2 listening comprehension scores (r = .46, p < .05) (β = .40, p < .01), while metacognitive awareness correlated weakly with L2 listening.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1572510","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42086933","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}
Pub Date : 2019-01-02DOI: 10.1080/10904018.2017.1331133
Stéphanie Roussel, Brigitte Gruson, J. Galan
This study investigates the impact of a high-level and a low-level process-based L2 comprehension training on L1 French students’ listening performances. These students (N = 108) of English, Spanish, and German came from five different classes. After a L2 comprehension pretest, the participants were divided into two experimental groups. During the experimental phase, the two groups listened to the same three documents in their respective L2. The first group undertook listening comprehension activities relying on low-level processes, while the second group undertook activities aiming at fostering their use of high-level processes. These second types of activities were based on the Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Mareschal & Tafaghodatari, 2006). As hypothesized, less skilled listeners trained to automatize low-level processes, scored significantly higher on the comprehension posttest than on the pretest. However, the hypothesis that more skilled listeners trained to develop high-level listening processes, would score better on the posttest than on the pretest could not be verified. Nevertheless, we observed some tendencies showing that more skilled learners had drawn some benefits from the training. In our conclusion, we argue that the impact of a high-level and a low-level process-based L2 comprehension training strongly depends on learners’ initial levels.
{"title":"What Types of Training Improve Learners’ Performances in Second Language Listening Comprehension?","authors":"Stéphanie Roussel, Brigitte Gruson, J. Galan","doi":"10.1080/10904018.2017.1331133","DOIUrl":"https://doi.org/10.1080/10904018.2017.1331133","url":null,"abstract":"This study investigates the impact of a high-level and a low-level process-based L2 comprehension training on L1 French students’ listening performances. These students (N = 108) of English, Spanish, and German came from five different classes. After a L2 comprehension pretest, the participants were divided into two experimental groups. During the experimental phase, the two groups listened to the same three documents in their respective L2. The first group undertook listening comprehension activities relying on low-level processes, while the second group undertook activities aiming at fostering their use of high-level processes. These second types of activities were based on the Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Mareschal & Tafaghodatari, 2006). As hypothesized, less skilled listeners trained to automatize low-level processes, scored significantly higher on the comprehension posttest than on the pretest. However, the hypothesis that more skilled listeners trained to develop high-level listening processes, would score better on the posttest than on the pretest could not be verified. Nevertheless, we observed some tendencies showing that more skilled learners had drawn some benefits from the training. In our conclusion, we argue that the impact of a high-level and a low-level process-based L2 comprehension training strongly depends on learners’ initial levels.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2017.1331133","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44630388","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}
Pub Date : 2019-01-02DOI: 10.1080/10904018.2016.1185210
Tingting Kang, M. G. Arvizu, Panjanit Chaipuapae, R. Lesnov
This article presents a review of 20 tests designed for assessing the academic English listening skill of second or foreign language learners. The available test information has been systematically condensed in purpose, listening construct, task characteristics, and validity evidence. It was found that most of the tests were developed for proficiency and placement purposes in academic contexts, with few of the tests serving for making workplace decisions. Also, global, local, and inferential skills constitute the construct in most listening comprehension tests. A practical approach for justifying the uses of these tests for different stakeholders is discussed. This review is a valuable resource for educators, administrators, test developers, and researchers looking for a comprehensive analysis of existing English tests that assess listening comprehension in second or foreign language learners.
{"title":"Reviews of Academic English Listening Tests for Non-Native Speakers","authors":"Tingting Kang, M. G. Arvizu, Panjanit Chaipuapae, R. Lesnov","doi":"10.1080/10904018.2016.1185210","DOIUrl":"https://doi.org/10.1080/10904018.2016.1185210","url":null,"abstract":"This article presents a review of 20 tests designed for assessing the academic English listening skill of second or foreign language learners. The available test information has been systematically condensed in purpose, listening construct, task characteristics, and validity evidence. It was found that most of the tests were developed for proficiency and placement purposes in academic contexts, with few of the tests serving for making workplace decisions. Also, global, local, and inferential skills constitute the construct in most listening comprehension tests. A practical approach for justifying the uses of these tests for different stakeholders is discussed. This review is a valuable resource for educators, administrators, test developers, and researchers looking for a comprehensive analysis of existing English tests that assess listening comprehension in second or foreign language learners.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2016.1185210","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48794759","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}
Pub Date : 2019-01-02DOI: 10.1080/10904018.2016.1260454
Neda Mahdavi, Mowla Miri
This study examined the effect of metacognitive process-based and product-based instruction on enhancing listening comprehension and metacognitive awareness. Two classes of high-beginner English as a foreign language learners were randomly assigned to two groups: product-based (n = 30) process-based (n = 30). Both before and after eight instructional sessions, listening comprehension and metacognitive awareness were measured. Process-based group, then, followed a pedagogical sequence in each session (Vandergrift, 2004), providing opportunities for dialogue about the listening process and the strategies involved, whereas the product-based group was not engaged in dialogue nor did the group reflect upon listening strategies. Results indicated that the process-based group significantly outperformed the product-based one in terms of gains in listening comprehension and metacognitive awareness. Moreover, the microgenetic analysis of the dialogic interactions of the process-based group presented some evidence showing how the students co-shaped metacognitive awareness. This article concludes with discussing the findings, presenting some pedagogical implications, and sketching out areas for further research.
{"title":"Co-Shaping Metacognitive Awareness and Developing Listening Comprehension through Process-Based Instruction","authors":"Neda Mahdavi, Mowla Miri","doi":"10.1080/10904018.2016.1260454","DOIUrl":"https://doi.org/10.1080/10904018.2016.1260454","url":null,"abstract":"This study examined the effect of metacognitive process-based and product-based instruction on enhancing listening comprehension and metacognitive awareness. Two classes of high-beginner English as a foreign language learners were randomly assigned to two groups: product-based (n = 30) process-based (n = 30). Both before and after eight instructional sessions, listening comprehension and metacognitive awareness were measured. Process-based group, then, followed a pedagogical sequence in each session (Vandergrift, 2004), providing opportunities for dialogue about the listening process and the strategies involved, whereas the product-based group was not engaged in dialogue nor did the group reflect upon listening strategies. Results indicated that the process-based group significantly outperformed the product-based one in terms of gains in listening comprehension and metacognitive awareness. Moreover, the microgenetic analysis of the dialogic interactions of the process-based group presented some evidence showing how the students co-shaped metacognitive awareness. This article concludes with discussing the findings, presenting some pedagogical implications, and sketching out areas for further research.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2016.1260454","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43756002","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}
Pub Date : 2018-10-10DOI: 10.1080/10904018.2018.1523679
Behnaz Sadat Madani, Shiela Kheirzadeh
The present study investigated the extent to which four pre-listening activities, “pre-teaching vocabulary”, “content discussion”, “pre-reading questions” and “topic discussion,” assisted EFL learners with their performance on listening comprehension tests across two different proficiency groups (elementary and advanced). Both proficiency groups were divided into four experimental groups, and each was assigned one of the pre-listening activities. The findings revealed that in elementary level, vocabulary preparation and pre-reading questions groups respectively outperformed the two other groups, while in advanced level, vocabulary preparation and content discussion groups respectively outperformed the two other groups. Therefore, vocabulary knowledge should be emphasized more strongly in pre-listening activities.
{"title":"THE IMPACT OF PRE-LISTENING ACTIVITIES ON EFL LEARNERS’ LISTENING COMPREHENSION","authors":"Behnaz Sadat Madani, Shiela Kheirzadeh","doi":"10.1080/10904018.2018.1523679","DOIUrl":"https://doi.org/10.1080/10904018.2018.1523679","url":null,"abstract":"The present study investigated the extent to which four pre-listening activities, “pre-teaching vocabulary”, “content discussion”, “pre-reading questions” and “topic discussion,” assisted EFL learners with their performance on listening comprehension tests across two different proficiency groups (elementary and advanced). Both proficiency groups were divided into four experimental groups, and each was assigned one of the pre-listening activities. The findings revealed that in elementary level, vocabulary preparation and pre-reading questions groups respectively outperformed the two other groups, while in advanced level, vocabulary preparation and content discussion groups respectively outperformed the two other groups. Therefore, vocabulary knowledge should be emphasized more strongly in pre-listening activities.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2018.1523679","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46979499","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}
Pub Date : 2018-09-02DOI: 10.1080/10904018.2016.1276457
İzzettin Kök
This study explores the relationship between students’ listening comprehension strategy use and their listening comprehension proficiency with regard to the group, level, and degree of strategy use. Forty-four university students of an English Language teaching department comprised the study population. Three listening comprehension tests were given to participants with two-week intervals to measure their listening comprehension proficiency. To measure the students’ listening comprehension strategy use, a listening comprehension strategy inventory developed by the researcher was used. Data analysis showed a positive correlation between the level of listening comprehension strategy use and listening comprehension proficiency. When different groups of listening comprehension strategy use of learners were taken into account, there was a statistically significant difference between the students’ listening comprehension achievements in favor of the group with high metacognitive strategy use.
{"title":"Relationship between Listening Comprehension Strategy Use and Listening Comprehension Proficiency","authors":"İzzettin Kök","doi":"10.1080/10904018.2016.1276457","DOIUrl":"https://doi.org/10.1080/10904018.2016.1276457","url":null,"abstract":"This study explores the relationship between students’ listening comprehension strategy use and their listening comprehension proficiency with regard to the group, level, and degree of strategy use. Forty-four university students of an English Language teaching department comprised the study population. Three listening comprehension tests were given to participants with two-week intervals to measure their listening comprehension proficiency. To measure the students’ listening comprehension strategy use, a listening comprehension strategy inventory developed by the researcher was used. Data analysis showed a positive correlation between the level of listening comprehension strategy use and listening comprehension proficiency. When different groups of listening comprehension strategy use of learners were taken into account, there was a statistically significant difference between the students’ listening comprehension achievements in favor of the group with high metacognitive strategy use.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2016.1276457","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42539695","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}
Pub Date : 2018-09-02DOI: 10.1080/10904018.2016.1250634
S. Shafran-Tikva, A. Kluger
Every year, millions of people die of diabetes-related complications. Despite this risk, patients’ nonadherence to lifesaving medical recommendations remains a persistent crisis. One factor that could increase adherence is the formation of an alliance with the medical staff. This alliance, in turn, may increase when the patient perceives that the health care staff is willing to listen. To test this model, we asked people with diabetes, N = 76, to report (a) perceptions of listening by their nurse and physician, (b) their working alliance with the medical-staff members, and (c) several indicators of adherence with medical recommendations. The results suggested that listening is highly correlated with working alliance, r = .84, both with the nurse and the physician. Furthermore, both listening by the physician, r = .27, and alliance with the physician, r = .44, were associated with medication adherence. Listening by the physician, and alliance with the physician were not associated with adherence to life-style recommendations, but hinted at possible associations with glycemic control, r’s = .19, and .22, respectively. Our findings suggest that listening is an important facet of a working alliance, which in turn appears to positively affect the health of patients with diabetes.
{"title":"Physician’s Listening and Adherence to Medical Recommendations among Persons with Diabetes","authors":"S. Shafran-Tikva, A. Kluger","doi":"10.1080/10904018.2016.1250634","DOIUrl":"https://doi.org/10.1080/10904018.2016.1250634","url":null,"abstract":"Every year, millions of people die of diabetes-related complications. Despite this risk, patients’ nonadherence to lifesaving medical recommendations remains a persistent crisis. One factor that could increase adherence is the formation of an alliance with the medical staff. This alliance, in turn, may increase when the patient perceives that the health care staff is willing to listen. To test this model, we asked people with diabetes, N = 76, to report (a) perceptions of listening by their nurse and physician, (b) their working alliance with the medical-staff members, and (c) several indicators of adherence with medical recommendations. The results suggested that listening is highly correlated with working alliance, r = .84, both with the nurse and the physician. Furthermore, both listening by the physician, r = .27, and alliance with the physician, r = .44, were associated with medication adherence. Listening by the physician, and alliance with the physician were not associated with adherence to life-style recommendations, but hinted at possible associations with glycemic control, r’s = .19, and .22, respectively. Our findings suggest that listening is an important facet of a working alliance, which in turn appears to positively affect the health of patients with diabetes.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2016.1250634","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43702095","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}
Pub Date : 2018-09-02DOI: 10.1080/10904018.2016.1250633
T. Waaramaa, T. Kukkonen, Molly Stoltz, A. Geneid
In the present pilot study, the researchers investigated how people with impaired hearing identify emotions from auditory and visual stimuli, with people with normal hearing acting as their controls. Two separate experiments were conducted. The viewpoint was in the communication and social function of emotion perception. Professional actors of both genders produced emotional nonsense samples without linguistic content, samples in the Finnish language, and prolonged vowel samples. In Experiment 1, nine Cochlear implant users and nine controls participated in the listening test. In Experiment 2, nine users of a variety of hearing aids and nine controls participated in the perception test. The results of both experiments showed a statistically significant difference between the two testing groups, people with hearing impairment and people with normal hearing, in the emotion identification and valence perception from both auditory and visual stimuli. The results suggest that hearing aids and cochlear implants do not transfer well enough the nuances within emotions conveyed by the voice. The results also suggest difficulties in the visual perception among people with hearing impairment. This warrants further studies with larger samples.
{"title":"Hearing Impairment and Emotion Identification from Auditory and Visual Stimuli","authors":"T. Waaramaa, T. Kukkonen, Molly Stoltz, A. Geneid","doi":"10.1080/10904018.2016.1250633","DOIUrl":"https://doi.org/10.1080/10904018.2016.1250633","url":null,"abstract":"In the present pilot study, the researchers investigated how people with impaired hearing identify emotions from auditory and visual stimuli, with people with normal hearing acting as their controls. Two separate experiments were conducted. The viewpoint was in the communication and social function of emotion perception. Professional actors of both genders produced emotional nonsense samples without linguistic content, samples in the Finnish language, and prolonged vowel samples. In Experiment 1, nine Cochlear implant users and nine controls participated in the listening test. In Experiment 2, nine users of a variety of hearing aids and nine controls participated in the perception test. The results of both experiments showed a statistically significant difference between the two testing groups, people with hearing impairment and people with normal hearing, in the emotion identification and valence perception from both auditory and visual stimuli. The results suggest that hearing aids and cochlear implants do not transfer well enough the nuances within emotions conveyed by the voice. The results also suggest difficulties in the visual perception among people with hearing impairment. This warrants further studies with larger samples.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2016.1250633","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42965839","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}
Pub Date : 2018-09-02DOI: 10.1080/10904018.2016.1194207
G. Bodie, S. Keaton, Susanne M. Jones
This study is part of a larger program of research concerned with how people evaluate supportive behavior. Past work conducted in our lab found that helper evaluations of supportive listening vary as a function of specific listener behaviors, but the effects of these behaviors were small in magnitude. In this article, we explore one explanation for these small effects, namely, that the impact of listening behaviors on helper evaluations varies as a function of individual communication values. We draw from the dual-process theory of supportive message outcomes to propose that communication values operate to influence individual processing of supportive behavior. Using data from 383 participants asked to watch and evaluate a five-minute recorded comforting conversation, results provide support for the theory. People who place more value on listening as well as theoretically connected communication skills appear more responsive to the presence (or absence) of person-centered behavior.
{"title":"Individual Listening Values Moderate the Impact of Verbal Person Centeredness on Helper Evaluations: A Test of the Dual-Process Theory of Supportive Message Outcomes","authors":"G. Bodie, S. Keaton, Susanne M. Jones","doi":"10.1080/10904018.2016.1194207","DOIUrl":"https://doi.org/10.1080/10904018.2016.1194207","url":null,"abstract":"This study is part of a larger program of research concerned with how people evaluate supportive behavior. Past work conducted in our lab found that helper evaluations of supportive listening vary as a function of specific listener behaviors, but the effects of these behaviors were small in magnitude. In this article, we explore one explanation for these small effects, namely, that the impact of listening behaviors on helper evaluations varies as a function of individual communication values. We draw from the dual-process theory of supportive message outcomes to propose that communication values operate to influence individual processing of supportive behavior. Using data from 383 participants asked to watch and evaluate a five-minute recorded comforting conversation, results provide support for the theory. People who place more value on listening as well as theoretically connected communication skills appear more responsive to the presence (or absence) of person-centered behavior.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2016.1194207","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42306311","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}
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