Pub Date : 2019-06-12DOI: 10.1080/10904018.2019.1626730
E. Parks
The importance of listening in health care is not a novel notion, although it is often ignored in practice. This essay describes an individual experience with listening (and nonlistening) during one health care event, using that narrative to explicate how listening intersects with identity creation and interpretation in medical contexts. Recognizing our complex hybrid identities in racial, ethnic, and disability frames can create new insights for listening. In this brief reflection, I consider how hybrid disability and Asian American identities impact how we may listen to each other. Identities, my own included, evolve as people interact physically and psychologically with personal illnesses that change their abilities. Listening to individual agency and changing identities is crucial in medical contexts, and any context, where hybridity prompts different social and individual privileges and expectations. For those of us embodying mixed race and mixed disability identities, our choices must be listened to and met with evolving strategies for interrogating how identities are defined by existing social structures, defined by individual others, defined by ourselves and, in momentary ruptures of control, sometimes left undefined as well.
{"title":"LISTENING TO HYBRID IDENTITIES IN MEDICAL CONTEXTS","authors":"E. Parks","doi":"10.1080/10904018.2019.1626730","DOIUrl":"https://doi.org/10.1080/10904018.2019.1626730","url":null,"abstract":"The importance of listening in health care is not a novel notion, although it is often ignored in practice. This essay describes an individual experience with listening (and nonlistening) during one health care event, using that narrative to explicate how listening intersects with identity creation and interpretation in medical contexts. Recognizing our complex hybrid identities in racial, ethnic, and disability frames can create new insights for listening. In this brief reflection, I consider how hybrid disability and Asian American identities impact how we may listen to each other. Identities, my own included, evolve as people interact physically and psychologically with personal illnesses that change their abilities. Listening to individual agency and changing identities is crucial in medical contexts, and any context, where hybridity prompts different social and individual privileges and expectations. For those of us embodying mixed race and mixed disability identities, our choices must be listened to and met with evolving strategies for interrogating how identities are defined by existing social structures, defined by individual others, defined by ourselves and, in momentary ruptures of control, sometimes left undefined as well.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1626730","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48795458","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 : 2019-06-10DOI: 10.1080/10904018.2019.1626731
R. Arnett
This response examines the preceding seven essays in this issue of the International Journal of Listening through the lens provided by the philosophical hermeneutics of Hans-Georg Gadamer, illuminating a question that shapes the identity of each essay. In this response, I have grouped the seven essays together into three sections. The first section, “Listening: Active Attentiveness,” explores essays shaping the coordinates of listening. The second section, “Listening: The Architecture of Place,” anchors listening in the particularity of place. The final section, “Listening: Imagined Space,” ties listening to communicative contexts involving a large and disparate public. The scholars in this volume remind us that active awareness of our own bias and that of others is what allows new insights to emerge. As we listen, we are both situated and responsive to the architecture of place and imaginative spaces, which shape our listening to ourselves and to the Other. Our attentiveness, our sense of place, and our imaginative engagement with the sociality of space move listening from mere acquisition of information to the enlargement of the human condition.
{"title":"RESPONSE: DIALOGIC LISTENING AS ATTENTIVENESS TO PLACE AND SPACE","authors":"R. Arnett","doi":"10.1080/10904018.2019.1626731","DOIUrl":"https://doi.org/10.1080/10904018.2019.1626731","url":null,"abstract":"This response examines the preceding seven essays in this issue of the International Journal of Listening through the lens provided by the philosophical hermeneutics of Hans-Georg Gadamer, illuminating a question that shapes the identity of each essay. In this response, I have grouped the seven essays together into three sections. The first section, “Listening: Active Attentiveness,” explores essays shaping the coordinates of listening. The second section, “Listening: The Architecture of Place,” anchors listening in the particularity of place. The final section, “Listening: Imagined Space,” ties listening to communicative contexts involving a large and disparate public. The scholars in this volume remind us that active awareness of our own bias and that of others is what allows new insights to emerge. As we listen, we are both situated and responsive to the architecture of place and imaginative spaces, which shape our listening to ourselves and to the Other. Our attentiveness, our sense of place, and our imaginative engagement with the sociality of space move listening from mere acquisition of information to the enlargement of the human condition.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1626731","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42667621","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 : 2019-06-10DOI: 10.1080/10904018.2019.1626732
K. Ahern, A. Mehlenbacher
ABSTRACT In our response piece we are both listening to and exploring the new scholarship included in the special issue "Listening in Unusual Ways in Unusual Spaces: Ethics, Listening and Place." In doing so, we trace three themes within the issue, as well as offering observations from our own listening context. The themes we identify are the possible harm of "applying silence" to listeners, the restorative quality of story spaces, and the hybridity of sound spaces.
{"title":"RESPONSE: LISTENING TO NEW VOICES: SILENCE, REPAIR, HYBRIDITY","authors":"K. Ahern, A. Mehlenbacher","doi":"10.1080/10904018.2019.1626732","DOIUrl":"https://doi.org/10.1080/10904018.2019.1626732","url":null,"abstract":"ABSTRACT In our response piece we are both listening to and exploring the new scholarship included in the special issue \"Listening in Unusual Ways in Unusual Spaces: Ethics, Listening and Place.\" In doing so, we trace three themes within the issue, as well as offering observations from our own listening context. The themes we identify are the possible harm of \"applying silence\" to listeners, the restorative quality of story spaces, and the hybridity of sound spaces.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1626732","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41915916","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 : 2019-06-07DOI: 10.1080/10904018.2019.1626729
A. Holba
Listening can be difficult in our face-paced, technology-integrated, globally sophisticated environment these days but I am not convinced that it is a lost art—we just need to find a way to reorient and reengage our aesthetic sensibilities amidst a sea of distractions and entanglements that dissuade our capacities to listen, observe, reflect, and act. We know that our attention spans are constantly under attack from a variety of phenomena especially in crowded cities and from technologies designed to serve us with instant satisfactions (Jackson, 2009). Even when we escape these distracting environments, it takes a long time to feel relaxed or not rushed or we do not know how to relax or slow down (Honore, 2009). Listening as an art is a practice that has its challenges, but we can mindfully overcome them. Our understanding of listening has evolved and shifted over time; it has also been challenged by advancements in the complex technological landscapes that permeate existence (Nichols, 2009). In the land of distractions, understanding listening within a web of appearances, disappearances, as well as negotiating auditory perceptions within presences and absences, we have hard work before us. Even within this landscape, we are bombarded with text and image distractions that only give us part of what is real. Listening to sound, engaging in an auditory sense should no longer be a last resort or take a back seat to our other senses. While we know text and images have their own limits and deceptions, auditory perceptions can enhance our communicative understandings and fill in more of the picture or context so we broaden our awareness and understanding. Though, this is not easy. This issue foregrounds proxemics, the spatial dimensions of listening. Spatial dimensions not only matter in listening contexts but understanding listening through the spatial dimension of leisure allows for expanded comprehension and ensures interpretive possibilities evolve and remain open instead of narrowing to the point of concretely closing. Exploring the threads of spatiality in each of the contributor essays in this volume and considering spatial dimensions through the lens of Greek philosophy can open our understanding of listening in the space of leisure. The Ancient Greeks did not make a strong distinction between space and place but they did refer to three conceptions of space: topos, chora, and kenon (Lenhart, 2011). Aristotle understood topos as referring to a particular place or location. Chora, on the other hand, referred to a general sense of place (Lenhart, 2011). Kenon refers to nonspace or emptiness of space (Lenhart, 2011). Even though topos denotes a specific place, it does not provide a sense of an
{"title":"LISTENING IN LEISURE: ENACTING CHORA TO CULTIVATE UNDERSTANDING","authors":"A. Holba","doi":"10.1080/10904018.2019.1626729","DOIUrl":"https://doi.org/10.1080/10904018.2019.1626729","url":null,"abstract":"Listening can be difficult in our face-paced, technology-integrated, globally sophisticated environment these days but I am not convinced that it is a lost art—we just need to find a way to reorient and reengage our aesthetic sensibilities amidst a sea of distractions and entanglements that dissuade our capacities to listen, observe, reflect, and act. We know that our attention spans are constantly under attack from a variety of phenomena especially in crowded cities and from technologies designed to serve us with instant satisfactions (Jackson, 2009). Even when we escape these distracting environments, it takes a long time to feel relaxed or not rushed or we do not know how to relax or slow down (Honore, 2009). Listening as an art is a practice that has its challenges, but we can mindfully overcome them. Our understanding of listening has evolved and shifted over time; it has also been challenged by advancements in the complex technological landscapes that permeate existence (Nichols, 2009). In the land of distractions, understanding listening within a web of appearances, disappearances, as well as negotiating auditory perceptions within presences and absences, we have hard work before us. Even within this landscape, we are bombarded with text and image distractions that only give us part of what is real. Listening to sound, engaging in an auditory sense should no longer be a last resort or take a back seat to our other senses. While we know text and images have their own limits and deceptions, auditory perceptions can enhance our communicative understandings and fill in more of the picture or context so we broaden our awareness and understanding. Though, this is not easy. This issue foregrounds proxemics, the spatial dimensions of listening. Spatial dimensions not only matter in listening contexts but understanding listening through the spatial dimension of leisure allows for expanded comprehension and ensures interpretive possibilities evolve and remain open instead of narrowing to the point of concretely closing. Exploring the threads of spatiality in each of the contributor essays in this volume and considering spatial dimensions through the lens of Greek philosophy can open our understanding of listening in the space of leisure. The Ancient Greeks did not make a strong distinction between space and place but they did refer to three conceptions of space: topos, chora, and kenon (Lenhart, 2011). Aristotle understood topos as referring to a particular place or location. Chora, on the other hand, referred to a general sense of place (Lenhart, 2011). Kenon refers to nonspace or emptiness of space (Lenhart, 2011). Even though topos denotes a specific place, it does not provide a sense of an","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1626729","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42536239","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 : 2019-05-12DOI: 10.1080/10904018.2019.1613156
Inga Jona Jonsdottir, Kristrun Fridriksdottir
The study seeks to obtain an understanding of managers’ perceptions of active listening as a management tool and to explore how they experience their own execution of the phenomenon. Qualitative research was conducted with eight line managers, from eight different organizations, and a thematic analysis was performed. Findings reveal positive attitudes towards active listening as an important management tool. Besides organizational benefit, the managers experienced increased sense of well-being at work. For them, active listening demonstrates respect and focused attention. Fairly good knowledge was indicated in preparing and sensing techniques of the active listening process. The respondents were less skilled and less confident regarding the responding stage.
{"title":"ACTIVE LISTENING: IS IT THE FORGOTTEN DIMENSION IN MANAGERIAL COMMUNICATION?","authors":"Inga Jona Jonsdottir, Kristrun Fridriksdottir","doi":"10.1080/10904018.2019.1613156","DOIUrl":"https://doi.org/10.1080/10904018.2019.1613156","url":null,"abstract":"The study seeks to obtain an understanding of managers’ perceptions of active listening as a management tool and to explore how they experience their own execution of the phenomenon. Qualitative research was conducted with eight line managers, from eight different organizations, and a thematic analysis was performed. Findings reveal positive attitudes towards active listening as an important management tool. Besides organizational benefit, the managers experienced increased sense of well-being at work. For them, active listening demonstrates respect and focused attention. Fairly good knowledge was indicated in preparing and sensing techniques of the active listening process. The respondents were less skilled and less confident regarding the responding stage.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1613156","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44835667","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 : 2019-05-04DOI: 10.1080/10904018.2017.1418350
J. Ehrich, D. Henderson
A valid metacognitive awareness second language (L2) listening questionnaire is important for both researchers and teachers to facilitate the measurement of language learners’ ability to reflect on and direct their L2 learning. However, very few metacognitive awareness questionnaires have been validated, particularly in the area of L2 listening (cf., Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006). The Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift et al.) is one exception. However, very little information has been collected on the MALQ’s psychometric properties. To address this paucity, we administered the MALQ to a sample of 299 male Korean adolescent speakers of English. Using a modern measurement approach to scale validation (Rasch modeling), we found that with the exception of one subscale (Person knowledge) the subscales had good psychometric properties in that it was reliable and unidimensional.
{"title":"Rasch Analysis of the Metacognitive Awareness Listening Questionnaire (MALQ)","authors":"J. Ehrich, D. Henderson","doi":"10.1080/10904018.2017.1418350","DOIUrl":"https://doi.org/10.1080/10904018.2017.1418350","url":null,"abstract":"A valid metacognitive awareness second language (L2) listening questionnaire is important for both researchers and teachers to facilitate the measurement of language learners’ ability to reflect on and direct their L2 learning. However, very few metacognitive awareness questionnaires have been validated, particularly in the area of L2 listening (cf., Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006). The Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift et al.) is one exception. However, very little information has been collected on the MALQ’s psychometric properties. To address this paucity, we administered the MALQ to a sample of 299 male Korean adolescent speakers of English. Using a modern measurement approach to scale validation (Rasch modeling), we found that with the exception of one subscale (Person knowledge) the subscales had good psychometric properties in that it was reliable and unidimensional.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2017.1418350","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46546058","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 : 2019-05-04DOI: 10.1080/10904018.2017.1397519
Vahid Aryadoust
This article proposes an integrated cognitive theory of reading and listening that draws on a maximalist account of comprehension and emphasizes the role of bottom-up and top-down processing. The theoretical framework draws on the findings of previous research and integrates them into a coherent and plausible narrative to explain and predict the comprehension of written and auditory inputs. The theory is accompanied by a model that schematically represents the fundamental components of the theory and the comprehension mechanisms described. The theory further highlights the role of perception and word recognition (underresearched in reading research), situation models (missing in listening research), mental imagery (missing in both streams), and inferencing. The robustness of the theory is discussed in light of the principles of scientific theories adopted from Popper (1959).
{"title":"An Integrated Cognitive Theory of Comprehension","authors":"Vahid Aryadoust","doi":"10.1080/10904018.2017.1397519","DOIUrl":"https://doi.org/10.1080/10904018.2017.1397519","url":null,"abstract":"This article proposes an integrated cognitive theory of reading and listening that draws on a maximalist account of comprehension and emphasizes the role of bottom-up and top-down processing. The theoretical framework draws on the findings of previous research and integrates them into a coherent and plausible narrative to explain and predict the comprehension of written and auditory inputs. The theory is accompanied by a model that schematically represents the fundamental components of the theory and the comprehension mechanisms described. The theory further highlights the role of perception and word recognition (underresearched in reading research), situation models (missing in listening research), mental imagery (missing in both streams), and inferencing. The robustness of the theory is discussed in light of the principles of scientific theories adopted from Popper (1959).","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2017.1397519","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41993786","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 : 2019-05-04DOI: 10.1080/10904018.2017.1394193
Chen-hong Li, Min-Hua Wu, Wen-Ling Lin
The purpose of this study was to examine the effects of prelistening activities, particularly interactive brainstorming advance organizers that used a “Think-Pair-Share” structure, on the listening comprehension performance of L2 junior high school students. The term advance organizer is defined as a teaching activity that helps build or activate L2 learners’ prior knowledge for a listening task, or as the provision of support to promote learning. The results show that the participants who had the advance organizer of picture brainstorming scored substantially higher than those in the vocabulary brainstorming group or the control group. The differences between the vocabulary brainstorming group and the control group, however, failed to reach a significant level. The findings suggest that the use of certain advance-organizer activity in the prelistening stage helps L2 learners comprehend a text better, and that L2 learners agree with the effectiveness associated with the use of brainstorming advance organizers as an instructional strategy in helping them activate their prior knowledge, boost their confidence for the test, reduce their performance anxiety, make connections with their own life experiences, and inspire new thoughts.
{"title":"The Use of a “Think-Pair-Share” Brainstorming Advance Organizer to Prepare Learners to Listen in the L2 Classroom","authors":"Chen-hong Li, Min-Hua Wu, Wen-Ling Lin","doi":"10.1080/10904018.2017.1394193","DOIUrl":"https://doi.org/10.1080/10904018.2017.1394193","url":null,"abstract":"The purpose of this study was to examine the effects of prelistening activities, particularly interactive brainstorming advance organizers that used a “Think-Pair-Share” structure, on the listening comprehension performance of L2 junior high school students. The term advance organizer is defined as a teaching activity that helps build or activate L2 learners’ prior knowledge for a listening task, or as the provision of support to promote learning. The results show that the participants who had the advance organizer of picture brainstorming scored substantially higher than those in the vocabulary brainstorming group or the control group. The differences between the vocabulary brainstorming group and the control group, however, failed to reach a significant level. The findings suggest that the use of certain advance-organizer activity in the prelistening stage helps L2 learners comprehend a text better, and that L2 learners agree with the effectiveness associated with the use of brainstorming advance organizers as an instructional strategy in helping them activate their prior knowledge, boost their confidence for the test, reduce their performance anxiety, make connections with their own life experiences, and inspire new thoughts.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2017.1394193","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42590522","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 : 2019-04-30DOI: 10.1080/10904018.2019.1604139
Ayşegül Takkaç Tulgar
Studies in language education have mainly been carried out either on target language as a second or a foreign language. However, there are not enough studies on second language and foreign language education in the same setting. This comparative case study investigated the attitudes of two language learner groups toward listening based on their conceptions and understanding of the relationship between their listening development and learning context. The participants were selected through purposeful sampling. One group was composed of students learning English in Turkey as a foreign language, representing the foreign-context group, the other group involved international students of Turkish in Turkey, representing the target-context group. Open-ended questions and semi-structured interviews were used for data collection. The results of the content analysis pointed at the positive attitudes of both groups toward listening. In addition, while the foreign context was reported to lack the necessary chances for language exposure and listening practice, the target context was revealed to be input-rich and practice-rich in terms of listening in authentic settings. The results are discussed in line with previous research and some practical suggestions are offered concerning listening development and instruction in foreign context and target context.
{"title":"A Tale of Two Contexts: Attitudes of Learners towards Listening in Foreign Context and Target Context","authors":"Ayşegül Takkaç Tulgar","doi":"10.1080/10904018.2019.1604139","DOIUrl":"https://doi.org/10.1080/10904018.2019.1604139","url":null,"abstract":"Studies in language education have mainly been carried out either on target language as a second or a foreign language. However, there are not enough studies on second language and foreign language education in the same setting. This comparative case study investigated the attitudes of two language learner groups toward listening based on their conceptions and understanding of the relationship between their listening development and learning context. The participants were selected through purposeful sampling. One group was composed of students learning English in Turkey as a foreign language, representing the foreign-context group, the other group involved international students of Turkish in Turkey, representing the target-context group. Open-ended questions and semi-structured interviews were used for data collection. The results of the content analysis pointed at the positive attitudes of both groups toward listening. In addition, while the foreign context was reported to lack the necessary chances for language exposure and listening practice, the target context was revealed to be input-rich and practice-rich in terms of listening in authentic settings. The results are discussed in line with previous research and some practical suggestions are offered concerning listening development and instruction in foreign context and target context.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1604139","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47425625","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 : 2019-04-24DOI: 10.1080/10904018.2019.1602046
Christopher C. Gearhart, Sarah K. Maben
Researchers examined expectations and evaluations of active-empathic listening (AEL) during digital dialogic communication between organizations and customers. Through an experimental design, participants (N= 180) rated responses for social media communication from an organization to hypothetical customer messages. Results indicate individuals expect a high level of AEL from organizations’ social media responses, and higher active-empathic responses were rated as more competent. When communicating with an organization via social media, 22.1% stated that the response did not meet expectations versus 76.7% reporting the response met or exceeded expectations. Implications and future research avenues are discussed.
{"title":"Active and Empathic Listening in Social Media: What do Stakeholders Really Expect","authors":"Christopher C. Gearhart, Sarah K. Maben","doi":"10.1080/10904018.2019.1602046","DOIUrl":"https://doi.org/10.1080/10904018.2019.1602046","url":null,"abstract":"Researchers examined expectations and evaluations of active-empathic listening (AEL) during digital dialogic communication between organizations and customers. Through an experimental design, participants (N= 180) rated responses for social media communication from an organization to hypothetical customer messages. Results indicate individuals expect a high level of AEL from organizations’ social media responses, and higher active-empathic responses were rated as more competent. When communicating with an organization via social media, 22.1% stated that the response did not meet expectations versus 76.7% reporting the response met or exceeded expectations. Implications and future research avenues are discussed.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1602046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47384728","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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