Pub Date : 2023-02-19DOI: 10.1080/10904018.2022.2164718
R. Lesnov
{"title":"DOES VIDEO BELONG IN L2 ACADEMIC LISTENING TESTS? STAKEHOLDERS’ PERCEPTIONS ABOUT TEST DIFFICULTY, AUTHENTICITY, AND MOTIVATION","authors":"R. Lesnov","doi":"10.1080/10904018.2022.2164718","DOIUrl":"https://doi.org/10.1080/10904018.2022.2164718","url":null,"abstract":"","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41549979","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 : 2023-01-04DOI: 10.1080/10904018.2022.2162903
Michelle M. Matter, E. Parks
ABSTRACT This exploratory study quantitatively assesses the behavioral components of listening as enacted through silence and grounds that analysis in the framework of culture as shared listening cognitive constructs. We analyzed the listening practices in video-recorded focus group interactions to determine whether quantifiable listening behaviors correlate with relationship building and learning listening constructs. Results showed no significant differences, suggesting that these listening cultures grounded in shared cognitive constructs behaviorally perform listening in their amount of silence and talk in similar ways. Overall, this study contributes to knowledge of how silence is used and understood within intercultural relationships and interactions and reflects the potential of heightened cultural similarities in listening behaviors, suggesting that certain listening skills such as the use of silence may be measurable and teachable in our intercultural relationships.
{"title":"LISTENING IN SILENCE: A COMPARATIVE ANALYSIS OF COMMUNICATIVE BEHAVIORS ACROSS LISTENING CONSTRUCTS","authors":"Michelle M. Matter, E. Parks","doi":"10.1080/10904018.2022.2162903","DOIUrl":"https://doi.org/10.1080/10904018.2022.2162903","url":null,"abstract":"ABSTRACT This exploratory study quantitatively assesses the behavioral components of listening as enacted through silence and grounds that analysis in the framework of culture as shared listening cognitive constructs. We analyzed the listening practices in video-recorded focus group interactions to determine whether quantifiable listening behaviors correlate with relationship building and learning listening constructs. Results showed no significant differences, suggesting that these listening cultures grounded in shared cognitive constructs behaviorally perform listening in their amount of silence and talk in similar ways. Overall, this study contributes to knowledge of how silence is used and understood within intercultural relationships and interactions and reflects the potential of heightened cultural similarities in listening behaviors, suggesting that certain listening skills such as the use of silence may be measurable and teachable in our intercultural relationships.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41969886","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 : 2022-11-30DOI: 10.1080/10904018.2022.2136674
Phillip J. Glenn
{"title":"”SO YOU’RE TELLING ME . . . ”: PARAPHRASING (FORMULATING), AFFECTIVE STANCE, AND ACTIVE LISTENING","authors":"Phillip J. Glenn","doi":"10.1080/10904018.2022.2136674","DOIUrl":"https://doi.org/10.1080/10904018.2022.2136674","url":null,"abstract":"","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41836186","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 : 2022-09-02DOI: 10.1080/10904018.2022.2120880
Elifcan Öztekin, G. Erçetin
ABSTRACT Metacognitive awareness of listening strategies has a supporting role in explaining L2 listening comprehension. Although metacognitive awareness is language-independent, language proficiency may determine whether learners can utilize such a cognitive resource during multiple language development. The current study explores the listening strategy awareness in the L2 and L3 through a 21-item questionnaire (i.e., Metacognitive Awareness of Listening Strategies Questionnaire, the MALQ), and its relationship with L3 listening comprehension. Data from 48 high L2 English proficiency students learning L3 Italian in Turkey indicate an overall higher awareness in L2 English. The reported awareness in the L2 and L3 strategies significantly differ in person knowledge and mental translation, but not in problem-solving, planning and evaluation, and directed attention. Beginner and intermediate L3 Italian learners do not differ in their metacognitive awareness in the L3 while only the L3 (but not L2) overall MALQ score significantly predicts L3 listening comprehension beyond L3 proficiency. These differing L2-L3 relationships across the MALQ subcomponents are discussed for language dependency in metacognitive awareness of listening strategies for multilingual language learners.
{"title":"Metacognitive Awareness of Listening Strategies in Second and Third Language: The Role of Language Proficiency Across and Within Languages","authors":"Elifcan Öztekin, G. Erçetin","doi":"10.1080/10904018.2022.2120880","DOIUrl":"https://doi.org/10.1080/10904018.2022.2120880","url":null,"abstract":"ABSTRACT Metacognitive awareness of listening strategies has a supporting role in explaining L2 listening comprehension. Although metacognitive awareness is language-independent, language proficiency may determine whether learners can utilize such a cognitive resource during multiple language development. The current study explores the listening strategy awareness in the L2 and L3 through a 21-item questionnaire (i.e., Metacognitive Awareness of Listening Strategies Questionnaire, the MALQ), and its relationship with L3 listening comprehension. Data from 48 high L2 English proficiency students learning L3 Italian in Turkey indicate an overall higher awareness in L2 English. The reported awareness in the L2 and L3 strategies significantly differ in person knowledge and mental translation, but not in problem-solving, planning and evaluation, and directed attention. Beginner and intermediate L3 Italian learners do not differ in their metacognitive awareness in the L3 while only the L3 (but not L2) overall MALQ score significantly predicts L3 listening comprehension beyond L3 proficiency. These differing L2-L3 relationships across the MALQ subcomponents are discussed for language dependency in metacognitive awareness of listening strategies for multilingual language learners.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46011133","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 : 2022-06-08DOI: 10.1080/10904018.2022.2082970
N. Korobov
ABSTRACT The present study uses a discursive psychological approach to examine naturally occurring bids at active listening as they arise spontaneously in the everyday interactions between young adult couples. To date, there is scant research examining in microanalytic detail how active listening works as it spontaneously emerges in everyday natural troubles-talk contexts between romantic partners. Five discursive methods for engaging in active listening are identified: 1) the use of psychological attributions, 2) judgmental questions, 3) subtle reframes, 4) story-topping, and 5) minimal recycles. The findings reveal that active listening is less about simply reflecting what one is hearing in neutral, open, and/or nonjudgmental ways, but is mostly about managing accountability, blame/attribution, identities, and perceived relational symmetries and asymmetries. The findings offer a new and exciting perspective for researchers interested in understanding how active listening spontaneously emerges and how couples use it in everyday natural relational contexts.
{"title":"A Discursive Approach to Young Adult Romantic Couples Use of Active Listening to Manage Conflict During Natural Everyday Conversations","authors":"N. Korobov","doi":"10.1080/10904018.2022.2082970","DOIUrl":"https://doi.org/10.1080/10904018.2022.2082970","url":null,"abstract":"ABSTRACT The present study uses a discursive psychological approach to examine naturally occurring bids at active listening as they arise spontaneously in the everyday interactions between young adult couples. To date, there is scant research examining in microanalytic detail how active listening works as it spontaneously emerges in everyday natural troubles-talk contexts between romantic partners. Five discursive methods for engaging in active listening are identified: 1) the use of psychological attributions, 2) judgmental questions, 3) subtle reframes, 4) story-topping, and 5) minimal recycles. The findings reveal that active listening is less about simply reflecting what one is hearing in neutral, open, and/or nonjudgmental ways, but is mostly about managing accountability, blame/attribution, identities, and perceived relational symmetries and asymmetries. The findings offer a new and exciting perspective for researchers interested in understanding how active listening spontaneously emerges and how couples use it in everyday natural relational contexts.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41331521","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 : 2022-05-16DOI: 10.1080/10904018.2022.2065276
Lassi Rikkonen, P. Isotalus, H. Haukkala
ABSTRACT Listening has become a key concept in practicing public diplomacy on social media. This study explores professional diplomats’ listening on Twitter, operationalizing their listening behavior as interaction involvement (II). II is related to knowing when and how to use language in social situations, and it covers three crucial aspects of listening: attentiveness, perceptiveness, and responsiveness. The present study examines the relationship between diplomats’ interaction involvement and their perceptions of how their goals are being met by their use of Twitter. Survey data were collected from participants (N = 108) who were diplomats from five Northern European countries stationed at each country’s foreign embassies. As hypothesized, the data revealed a positive association between II and perceived goal attainment. Moreover, active tweeting and the following of other users do not alone determine successful impact, but listening skills related to relational awareness and responsiveness are at least as important, if not more important.
{"title":"Listening in a Masspersonal Context: Examining Professional Diplomats’ Interaction Involvement on Twitter","authors":"Lassi Rikkonen, P. Isotalus, H. Haukkala","doi":"10.1080/10904018.2022.2065276","DOIUrl":"https://doi.org/10.1080/10904018.2022.2065276","url":null,"abstract":"ABSTRACT Listening has become a key concept in practicing public diplomacy on social media. This study explores professional diplomats’ listening on Twitter, operationalizing their listening behavior as interaction involvement (II). II is related to knowing when and how to use language in social situations, and it covers three crucial aspects of listening: attentiveness, perceptiveness, and responsiveness. The present study examines the relationship between diplomats’ interaction involvement and their perceptions of how their goals are being met by their use of Twitter. Survey data were collected from participants (N = 108) who were diplomats from five Northern European countries stationed at each country’s foreign embassies. As hypothesized, the data revealed a positive association between II and perceived goal attainment. Moreover, active tweeting and the following of other users do not alone determine successful impact, but listening skills related to relational awareness and responsiveness are at least as important, if not more important.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45590093","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 : 2022-05-16DOI: 10.1080/10904018.2022.2074851
A. Chang
{"title":"The Effect of Listening Instruction on the Development of L2 Learners’ Listening Competence: a Meta-Analysis","authors":"A. Chang","doi":"10.1080/10904018.2022.2074851","DOIUrl":"https://doi.org/10.1080/10904018.2022.2074851","url":null,"abstract":"","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59682223","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 : 2022-04-19DOI: 10.1080/10904018.2022.2063868
E. Parks, Kiah E Bennett
{"title":"A TRANSCRIPTION SYSTEM FOR NONVERBAL LISTENING BEHAVIOR","authors":"E. Parks, Kiah E Bennett","doi":"10.1080/10904018.2022.2063868","DOIUrl":"https://doi.org/10.1080/10904018.2022.2063868","url":null,"abstract":"","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43831662","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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