Pub Date : 2020-02-26DOI: 10.1080/10904018.2020.1730841
Franca Ferrari-Bridgers
ABSTRACT While many tools exist to assess student content knowledge, there are few that assess whether students display the critical listening skills necessary to interpret the quality of a speaker’s message at the college level. The following research provides preliminary evidence for the internal consistency and factor structure of a tool, the Ferrari-Lynch-Vogel Listening Test (FLVLT), designed to assess critical listening by community college students. FLVLT data was collected from 915 students over three academic years at an urban community college. The findings of this research provide some initial evidence for the FLVLT’s effectiveness at measuring critical listening by community college students. Future research should seek to expand the analysis of FLVLT’s reliability and provide some initial evidence of validity.
{"title":"Preliminary Findings to Support the Internal Consistency and Factor Structure of the Ferrari-Lynch-Vogel Listening Test (FLVLT)","authors":"Franca Ferrari-Bridgers","doi":"10.1080/10904018.2020.1730841","DOIUrl":"https://doi.org/10.1080/10904018.2020.1730841","url":null,"abstract":"ABSTRACT While many tools exist to assess student content knowledge, there are few that assess whether students display the critical listening skills necessary to interpret the quality of a speaker’s message at the college level. The following research provides preliminary evidence for the internal consistency and factor structure of a tool, the Ferrari-Lynch-Vogel Listening Test (FLVLT), designed to assess critical listening by community college students. FLVLT data was collected from 915 students over three academic years at an urban community college. The findings of this research provide some initial evidence for the FLVLT’s effectiveness at measuring critical listening by community college students. Future research should seek to expand the analysis of FLVLT’s reliability and provide some initial evidence of validity.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":"37 1","pages":"77 - 92"},"PeriodicalIF":0.0,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2020.1730841","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49346322","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 : 2020-01-07DOI: 10.1080/10904018.2019.1705160
William Strom
ABSTRACT As personality, apprehension, and personal virtue can influence interpersonal communication, the research question in this project was the degree each play in accounting for active empathetic listening. Participants completed self-report surveys to explore the predictive potential of communicator personality, receiver apprehension, and virtue on active-empathetic listening (AEL). Regression analyses indicated that virtue and receiver apprehension accounted for more variance in AEL than personality factors. Faithfulness – a virtue indicating relational commitment to one’s conversational partner – proved the strongest predictor even though self-control, humility, work, and wisdom correlated positively with AEL and most listening stages (sensing, processing, and responding). Discussion explores the role of humility in being ‘other-wise,’ what constitutes a faithful listener, and the potential of empathic-altruism in one’s moral identity as key to understanding listening well.
{"title":"Do Moral Communicators Make Better Listeners? Personality, Virtue and Receiver Apprehension as Predictors of Active Empathetic-Listening","authors":"William Strom","doi":"10.1080/10904018.2019.1705160","DOIUrl":"https://doi.org/10.1080/10904018.2019.1705160","url":null,"abstract":"ABSTRACT As personality, apprehension, and personal virtue can influence interpersonal communication, the research question in this project was the degree each play in accounting for active empathetic listening. Participants completed self-report surveys to explore the predictive potential of communicator personality, receiver apprehension, and virtue on active-empathetic listening (AEL). Regression analyses indicated that virtue and receiver apprehension accounted for more variance in AEL than personality factors. Faithfulness – a virtue indicating relational commitment to one’s conversational partner – proved the strongest predictor even though self-control, humility, work, and wisdom correlated positively with AEL and most listening stages (sensing, processing, and responding). Discussion explores the role of humility in being ‘other-wise,’ what constitutes a faithful listener, and the potential of empathic-altruism in one’s moral identity as key to understanding listening well.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":"35 1","pages":"188 - 208"},"PeriodicalIF":0.0,"publicationDate":"2020-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1705160","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43661764","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 : 2020-01-05DOI: 10.1080/10904018.2019.1710931
M. Imhof
Dr. Halley’s profound textbook on listening is now available in the 20th edition and the author updates the book on a regular basis. As a consequence, the reader can expect fresh ideas to be worked...
{"title":"LISTENING: MODELS AND PROCEDURES","authors":"M. Imhof","doi":"10.1080/10904018.2019.1710931","DOIUrl":"https://doi.org/10.1080/10904018.2019.1710931","url":null,"abstract":"Dr. Halley’s profound textbook on listening is now available in the 20th edition and the author updates the book on a regular basis. As a consequence, the reader can expect fresh ideas to be worked...","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":"34 1","pages":"193 - 194"},"PeriodicalIF":0.0,"publicationDate":"2020-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1710931","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45841688","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 : 2020-01-02DOI: 10.1080/10904018.2016.1250632
P. Maftoon, Ebrahim Fakhri Alamdari
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.
{"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}
Pub Date : 2020-01-02DOI: 10.1080/10904018.2018.1461565
Mostafa Nazari
Although metacognitive listening instruction (MLI) has been extensively documented to develop competent listeners, a significant missing component in research on this concept is how teachers conceive of and practice it in their classes. This study explored the impact of a teacher education course on L2 teachers’ beliefs about and practices of MLI. The data were collected through interviews and videotaping the teachers’ practices before and after the course. While the teachers’ pre-course listening beliefs and practices echoed a product-oriented perspective, post-course analyses indicated that the teachers conceived of MLI as a pedagogically fruitful approach and employed it in their instruction.
{"title":"The Impact of Teacher Education on L2 Teachers’ Cognitions and Pedagogy of Metacognitive Listening Instruction","authors":"Mostafa Nazari","doi":"10.1080/10904018.2018.1461565","DOIUrl":"https://doi.org/10.1080/10904018.2018.1461565","url":null,"abstract":"Although metacognitive listening instruction (MLI) has been extensively documented to develop competent listeners, a significant missing component in research on this concept is how teachers conceive of and practice it in their classes. This study explored the impact of a teacher education course on L2 teachers’ beliefs about and practices of MLI. The data were collected through interviews and videotaping the teachers’ practices before and after the course. While the teachers’ pre-course listening beliefs and practices echoed a product-oriented perspective, post-course analyses indicated that the teachers conceived of MLI as a pedagogically fruitful approach and employed it in their instruction.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":"34 1","pages":"34 - 53"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2018.1461565","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42935096","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 : 2020-01-02DOI: 10.1080/10904018.2016.1276458
Fatemeh Zarrabi
This research investigated the relationship between English as a Foreign Language (EFL) learners’ style and their metacognitive listening strategy awareness. In order to investigate the relationship, 135 female intermediate Iranian EFL learners took part in the study voluntarily. Two sets of questionnaires, Metacognitive Awareness Listening Questionnaire (MALQ) and Reid Learner Style Questionnaire, are used in this research as the medium of data collection. To have a comprehensive assessment, four learner styles—auditory, kinaesthetic, tactile/haptic, and visual learners—are considered in the study. The results indicated there is a statistically significant relationship between learner style and metacognitive listening strategy awareness of EFL learners. In other words, each learner type differ in the degree of metacognitive listening awareness. The auditory learners reported a significant difference in the mean scores on MALQ than other learner styles.
{"title":"Investigating the Relationship between Learning Style and Metacognitive Listening Awareness","authors":"Fatemeh Zarrabi","doi":"10.1080/10904018.2016.1276458","DOIUrl":"https://doi.org/10.1080/10904018.2016.1276458","url":null,"abstract":"This research investigated the relationship between English as a Foreign Language (EFL) learners’ style and their metacognitive listening strategy awareness. In order to investigate the relationship, 135 female intermediate Iranian EFL learners took part in the study voluntarily. Two sets of questionnaires, Metacognitive Awareness Listening Questionnaire (MALQ) and Reid Learner Style Questionnaire, are used in this research as the medium of data collection. To have a comprehensive assessment, four learner styles—auditory, kinaesthetic, tactile/haptic, and visual learners—are considered in the study. The results indicated there is a statistically significant relationship between learner style and metacognitive listening strategy awareness of EFL learners. In other words, each learner type differ in the degree of metacognitive listening awareness. The auditory learners reported a significant difference in the mean scores on MALQ than other learner styles.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":"34 1","pages":"21 - 33"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2016.1276458","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44890807","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 : 2019-11-24DOI: 10.1080/10904018.2019.1694411
Aiko Furuya
ABSTRACT The present study aims to examine how listening comprehension processes (top-down and bottom-up) differ by second language proficiency. To investigate such differences, experiments (listening tasks) followed by questionnaires and semi-structured interviews were conducted. Participants included 18 lower intermediate learners, 19 upper intermediate learners, and 23 advanced learners. Participants listened to materials under two conditions: (a) vocabulary knowledge; no background knowledge and (b) no vocabulary knowledge; background knowledge. Results showed that lower intermediate learners comprehended better in (a), whereas upper intermediate learners performed better in (b). No significant difference was observed between (a) and (b) for advanced learners.
{"title":"How Do Listening Comprehension Processes Differ by Second Language Proficiency? Top-Down and Bottom-Up Perspectives","authors":"Aiko Furuya","doi":"10.1080/10904018.2019.1694411","DOIUrl":"https://doi.org/10.1080/10904018.2019.1694411","url":null,"abstract":"ABSTRACT The present study aims to examine how listening comprehension processes (top-down and bottom-up) differ by second language proficiency. To investigate such differences, experiments (listening tasks) followed by questionnaires and semi-structured interviews were conducted. Participants included 18 lower intermediate learners, 19 upper intermediate learners, and 23 advanced learners. Participants listened to materials under two conditions: (a) vocabulary knowledge; no background knowledge and (b) no vocabulary knowledge; background knowledge. Results showed that lower intermediate learners comprehended better in (a), whereas upper intermediate learners performed better in (b). No significant difference was observed between (a) and (b) for advanced learners.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":"35 1","pages":"123 - 133"},"PeriodicalIF":0.0,"publicationDate":"2019-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1694411","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44086237","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 : 2019-11-21DOI: 10.1080/10904018.2019.1684296
H. Meldrum, Rebekah Apple
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.
{"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}
Pub Date : 2019-09-15DOI: 10.1080/10904018.2019.1663740
Mary P. Lahman
{"title":"If I understood you, would I have this look on my face?","authors":"Mary P. Lahman","doi":"10.1080/10904018.2019.1663740","DOIUrl":"https://doi.org/10.1080/10904018.2019.1663740","url":null,"abstract":"","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":"34 1","pages":"127 - 129"},"PeriodicalIF":0.0,"publicationDate":"2019-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1663740","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47060427","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 : 2019-09-05DOI: 10.1080/10904018.2019.1659141
Hatice Nur Ozcelik, Kris Van den Branden, E. Van Steendam
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.
{"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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：