Showing papers on "Active listening published in 1983"
TL;DR: In this article, three dimensions of conceptualization, planning, and performance involved in the teaching of listening comprehension are considered, referred to as approach, design, and procedure (Richards and Rodgers 1982).
Abstract: This article outlines three dimensions in the teaching of listening comprehension. In approach, it discusses the nature of spoken discourse and offers a theory of listening comprehension that takes into account the processes that listeners make use of. In design, it analyzes learners' listening needs, proposes a taxonomy of microskills, and establishes objectives for teaching these skills. And finally, in procedure, it presents classroom activities and exercise types that can be used to attain these objectives. Not to let a word get in the way of its sentence Nor to let a sentence get in the way of its intention, But to send your mind out to meet the intention as a guest; THAT is understanding. Chinese proverb, fourth century B.C. In this article, three dimensions of conceptualization, planning, and performance involved in the teaching of listening comprehension are considered. These are referred to as approach, design, and procedure (Richards and Rodgers 1982). Initially, an outline of some of what is known about the processes involved in listening is presented. This is the level of approach, where assumptions about how listeners proceed in decoding utterances to extract meanings are spelled out. The next level, that of design, is where an operationalization is made of the component micro-skills which constitute our competence as listeners. This in turn enables objectives to be defined for the teaching of listening comprehension. At the third level, that of procedure, questions concerning exercise types and teaching techniques are examined. These three levels illustrate the domain of methodology in language teaching.
459 citations
01 Jan 1983
TL;DR: Normal language acquisition and adult verbal behavior presuppose speech production, and it is reasonable to assume that languages tend to evolve sound patterns that can be seen as adaptations to biological constraints of speech production.
Abstract: Normal language acquisition and adult verbal behavior presuppose speech production. This fact makes it reasonable to assume that languages tend to evolve sound patterns that can be seen as adaptations to biological constraints of speech production. This reasoning seems valid also for speech perception and speech development, which presumably introduce their own boundary conditions on linguistic form. The constraints of speaking, listening, and learning thus interact in complex ways to delimit humanly possible sound patterns.
376 citations
IBM1
TL;DR: Experiments suggest that some versions of a listening typewriter, even upon first using them, could be at least as good as traditional methods of handwriting and dictating.
Abstract: With a listening typewriter, what an author says would be automatically recognized and displayed in front of him or her. However, speech recognition is not yet advanced enough to provide people with a reliable listening typewriter. An aim of our experiments was to determine if an imperfect listening typewriter would be useful for composing letters. Participants dictated letters, either in isolated words or in consecutive word speech. They did this with simulations of listening typewriters that recognized either a limited vocabulary (1000 or 5000 words)or an unlimited vocabulary. Results suggest that some versions, even upon first using them, could be at least as good as traditional methods of handwriting and dictating. Isolated word speech with large vocabularies may provide the basis for a useful listening typewriter.
206 citations
TL;DR: In this paper, a review of self-report studies of problem detection and strategy use involving protocol analysis, interview data, and other selfreport tasks is presented, with a focus on detecting inconsistencies in oral and written discourse with listening and reading tasks.
Abstract: COMPREHENSION MONITORING is defined as a metacognitive process which is affected by person, strategy, and task variables. It is viewed as an executive function, essential for competent reading, which directs the reader's cognitive processes as he/she strives to make sense of incoming textual information. While reading comprehension is of primary concern, studies of oral communication adequacy have been prominent in metacognitive research and are touched upon in this review. Considered more fully are studies of problem detection, i.e., of detecting inconsistencies in oral and written discourse with both listening and reading tasks. Self-report studies of problem detection and strategy use involving protocol analysis, interview data, and other self-report tasks are reviewed. Investigations which deal primarily with monitoring (fix-up) strategies are examined, even though studies dealing with recall (study) strategies are not included. Conclusions about research findings are drawn, suggestions are made regarding methodology, and instructional implications are suggested.
200 citations
TL;DR: This paper measured the effect of four levels of tempo on the expressed preference of fifth and sixth grade students for traditional jazz music listening examples, and a listening test was administered to test their listening ability.
Abstract: This study measured the effect of four levels of tempo on the expressed preference of fifth and sixth grade students for traditional jazz music listening examples. A listening test was administered...
114 citations
TL;DR: In this article, the effects of speaker speech rate level, the degree of similarity between listener and speaker rates, and context on listeners' evaluative judgments of speakers were examined.
Abstract: In this study, the effects of speaker speech rate level, the degree of similarity between listener and speaker rates, and context on listeners' evaluative judgments of speakers were examined. After their own speech rates were assessed, subjects listened to passages of a male speaker, using a fast, moderate or slow speech rate. Also, subjects were told the passages were excerpts from either an informal conversation or an employment interview. After listening to the speech sample, subjects evaluated the speaker on competence and social attractiveness measures. Results indicated that listeners found a speaker with moderate to relative faster rates (actual and perceived) more competent and socially attractive than a speaker with slower rates. Listeners also preferred speakers with rates similar to or marginally faster than their own. The results regarding context were equivocal. Neither main nor interaction effects involving context emerged on either the competence or social attractiveness measures. However, ...
104 citations
TL;DR: A Swedish survey made in 1976 (Anon. 1979, pp. 85-8) indicates that, on average, Swedish adults spent thirty-five minutes daily reading newspapers, thirty-three minutes listening to records or cassettes and one minute watching films as mentioned in this paper.
Abstract: Common sense tells us that sound recording — that is, records and cassettes - is a mass medium just newspapers, films or television. In industrialised countries, listening to records is just as much part of everyday life as reading the newspaper or listening to the radio. A Swedish survey made in 1976 (Anon. 1979, pp. 85–8) indicates that, on average, Swedish adults spent thirty-five minutes daily reading newspapers, thirty-three minutes listening to records or cassettes and one minute watching films. Watching films on television was not included, but neither was listening to records on the radio.
93 citations
TL;DR: A repeated listening procedure was designed to monitor changes in listener's appreciation of thematic categories in musical compositions, and it is hoped it will foster more naturalistic approaches to musical cognition.
91 citations
TL;DR: In this paper, an alternative approach to listening which is grounded in the hermeneutic phenomenologies of Martin Heidegger, Hans-Georg Gadamer, and Paul Ricoeur is presented.
Abstract: In the immediately preceding essay, Ronald C. Arnett and Gordon Nakagawa critique the assumptive roots of empathie listening. This essay briefly summarizes their critique and outlines an alternative approach to listening which is grounded in the hermeneutic phenomenologies of Martin Heidegger, Hans‐Georg Gadamer, and Paul Ricoeur. Four themes—openness, linguisticality, play, and the fusion of horizons—are explicated as distinctive features of this alternative. Conceptual and pedagogical implications are also discussed.
TL;DR: The upper hand-held small climbing device is shimmied up the tree and then pivoted downwardly until it grips the tree.
[...]
TL;DR: In some cultures, it is said, villagers cluster around a healer and a patient, eagerly listening to their conversation and observing their actions.
Abstract: IN some cultures, it is said, villagers cluster around a healer and a patient, eagerly listening to their conversation and observing their actions. In our culture, with its intensely private ways, ...
TL;DR: In this article, the authors report the results of a survey administered to the training directors of 250 randomly selected Fortune 500 companies, which revealed perceptions of the relationship between listening and performance, causes of listening problems, and areas of concentration to be included in a listening component of potential communication training programs in organizations or in organizational communication curricula.
Abstract: This research reports the results of a survey administered to the training directors of 250 randomly selected Fortune 500 companies. The results indicate that the training directors perceived inadequate listening skills and lack of listening training in the “typical”; organization member. Data reveal perceptions of the relationship between listening and performance, causes of listening problems, and, most importantly, areas of concentration to be included in a listening component of potential communication training programs in organizations or in organizational communication curricula.
TL;DR: This article examined the effect of instruction in vocabulary and listening on number of changes in a music excerpt, verbal descriptions of these changes, and use of music vocabulary, and found that both vocabulary only and vocabulary plus listening gained significantly in use of technical vocabulary.
Abstract: This study examined the effect of instruction in vocabulary and listening on number of changes counted in a music excerpt, verbal descriptions of these changes, and use of music vocabulary. One hundred twenty-four undergraduate nonmusicians were divided into four groups: vocabulary only, listening only, vocabulary plus listening, and contact control. Following 4 weeks of differential instruction, listening only and vocabulary plus listening counted significantly fewer changes on the posttest than the pretest; vocabulary plus listening gained significantly in number of descriptions of musical elements; and both vocabulary only and vocabulary plus listening gained significantly in use of technical vocabulary.
Book•
01 Jun 1983
TL;DR: In the third edition of the Message book as discussed by the authors, a new chapter on couples communication and new information on using validation strategies during conflicts was added. But this chapter was not included in the previous edition.
Abstract: Many people assume that good communicators possess an intrinsic talent for speaking and listening to others, a "gift of gab" that cannot be taught. The reality is that communication skills are developed slowly and with deliberate effort, and even the most gifted speakers may feel that there is at least one communication skill--say, public speaking--that they just can't master. Messages is a best-selling classic that has already helped more than 100,000 readers develop communication skills in all areas of life. Now in its third edition, this comprehensive and endlessly practical guide includes a new chapter on couples communication and new information on using validation strategies during conflicts. Topics covered in this book include: active listening, reading body language, developing conflict resolution skills, talking to children, communicating with family members, public speaking, handling group interactions, being interviewed for jobs, and being the interviewer. This book is an invaluable resource that can help any reader develop one of the most important skill sets they have.
TL;DR: The concept of empathic listening has become a powerful force in interpersonal literature as mentioned in this paper, however, the axiomatic commonness of the empathie premise has generated little critical examination of its presuppositions.
Abstract: The concept of empathic listening has become a powerful force in interpersonal literature. However, the axiomatic commonness of the empathie premise has generated little critical examination of its presuppositions. This essay offers a critique of some basic empathie assumptions and suggests a direction for further inquiry. This work also provides the foundation for a companion article, “Interpretive Listening: An Alternative to Empathy,”; by John Stewart.
TL;DR: The authors explored why an effective speaker-training technique failed to generalize to listener skills by comparing the relative effectiveness of speaker and listener training and found that listening tasks utilize different skills than speaking tasks.
TL;DR: The authors evaluated the attentional behaviors and recall accuracy on two sentence-instruction tasks and on a story listening task for four educable mentally retarded boys, assessed by examining their listening skills, and found that one subject increased attention and accuracy of recall across situations after the introduction of the direct correspondence training procedure.
Abstract: Listening skills, assessed by examining the attentional behaviors and recall accuracy on two sentence-instruction tasks and on a story listening task, were evaluated in one training and two generalization situations, one outside of and one within a classroom situation, for four educable mentally retarded boys. Two modified “say-do-say” correspondence training procedures, one to increase attention directly and one to increase generalized attention, and a feedback reinforcement procedure to increase accuracy of immediate recall in a listening situation were separately and sequentially introduced in a multiple baseline design across subjects. One subject introduced in a multiple baseline design across subjects. One subject increased attention and accuracy of recall across situations after the introduction of the direct correspondence training procedure. Because two subjects failed to show generalized attentional behavior and accurate recall, the other two training procedures were introduced. Subsequently, at...
01 Sep 1983
TL;DR: In this paper, first graders received topical interest and multiple-choice topical knowledge assessments, prior to listening to a story about the topic, and both general and specific topical knowledge measures predicted posttest performance.
Abstract: First graders received topical interest and multiple-choice topical knowledge assessments, prior to listening to a story about the topic. Both general and specific topical knowledge measures predicted posttest performance. However, topical interest was both uncorrelated with topical knowledge and not predictive of listening comprehension. Implications of these findings are discussed in terms of past topical knowledge findings and future directions for topical knowledge research.
TL;DR: The authors examined the relationship between social style and communication competence and found that administrators with highly responsive styles (expressive and amiable) were perceived as more competent than those low in responsiveness on versatility, social anxiety, self-disclosure, empathy, and listening.
Abstract: This study examined the relationship between social style and communication competence. Results of a survey of 323 co‐workers of public school administrators revealed that administrators with highly responsive styles (expressive and amiable) were perceived as more competent than those low in responsiveness (driver and analytical) on versatility, social anxiety, self‐disclosure, empathy, and listening. No meaningful relationships were found between structural power and either style or communication competence. It was concluded that the claim of style “non‐evaluativeness” may be questionable, at least in terms of communication competence. Managers who exhibit non‐responsive social style may need to develop adaptive strategies to compensate for their lower competency ratings.
TL;DR: In this paper, a mismatch detection task was used to evaluate the ability of children to coordinate reading and listening in reading-while-listening, and a developmental trend toward selective attending was observed.
Abstract: FIRSTAND THIRD-GRADE children's ability to coordinate reading and listening was examined using a mismatch detection task. Children read a printed text while listening to a recording of the same text, in which an extraneous spoken word was occasionally substituted for one appearing on the page. Subjects signaled to the experimenter each time they detected a mismatch between what they were reading and what they heard. Detection of mismatches indicates ability to extract information from the two sources in temporal coordination-a skill basic to reading-while-listening. Even first-grade children performed the task well at their own oral reading rates. At rates typical of "read-along" materials found in schools, both firstand third-grade children found it difficult to combine readingwith listening. A developmental trend toward selective attending in reading-while-listening was observed. Two theoretical approaches to the question of how children combine reading and listening were discussed.
01 Jan 1983
TL;DR: The natural extension to the process of talking and writing, listening and reading, is the ability to understand, analyse and interpret communication as discussed by the authors, which is constantly needed in all aspects of work and therefore tested in most examinations, not only those specifically concerned with communication skills.
Abstract: The natural extension to the process of talking and writing, listening and reading, is the ability to understand, analyse and interpret communication. This skill is constantly needed in all aspects of work and it is therefore tested in most examinations, not only those specifically concerned with communication skills.
TL;DR: This paper describes a listening measure which has proven to have good validity and reliability, discriminates over a wide range of proficiency, and is easy to construct and mark.
TL;DR: Two listener groups, one experienced and the other inexperienced in listening to deaf speakers, were asked to recognize speech sounds in word contexts presented in two modes: auditory only and auditory-visual.
TL;DR: In this article, the authors discuss an alternative to the traditional use of business cases in marketing courses. But the skills required of a student in dealing with written case materials are quite different from skills later needed on the job: listening, taking notes, and formulating responses to problems communicated verbally.
Abstract: This article discusses an alternative to the traditional use of business cases in marketing courses. The skills required of a student in dealing with written case materials are quite different from skills later needed on the job: listening, taking notes, and formulating responses to problems communicated verbally. The author has developed several variations of audiovisually based cases. Advantages and disadvantages of these pedagogical alternatives are discussed.