Listening Strategies Research Articles

On the Correlation between Iranian EFL Learners’ Use of Metacognitive Listening Strategies and Their Emotional Intelligence

The researchers in the current study were after gauging the would-be correlation between emotional intelligence (and its subcomponents), on the one hand and the use of listening metacognitive strategies by academic EFL learners on the other. The study at hand benefited from 72 female and 40 male university students from Urmia University, Urmia Azad University and Salams Azad University. The main instruments used in the study were Bar-On's emotional intelligence inventory and listening metacognitive strategies use questionnaire. Using Pearson correlation coefficient, the researchers came up with a significant amount of correlation between the use of listening metacognitive strategies and total emotional intelligence score as well as the learners' scores on the subscales of emotional intelligence (Intrapersonal, Interpersonal, adaptability, and general mood), with the mere exception of stress management. Moreover, the relationship between all the 5 subscales of emotional intelligence and the use of monitoring strategies, and the relationship between interpersonal skills and evaluating strategy were found to be significant.

Music and globalization: critical encounters

Preface and Acknowledgments Introduction: Rethinking Globalization through / Bob W. White Part 1. Structured Encounters 1. The Musical Heritage of Slavery: From Creolization to Music / Denis-Constant Martin 2. My Life in the Bush of Ghosts: Music and the Commodification of Religious Experience / Steven Feld 3. A Place in the World: Globalization, Music, and Cultural Identity in Contemporary Vanuatu / Philip Hayward 4. Musicality and Environmentalism in the Rediscovery of Eldorado: An Anthropology of the Raoni-Sting Encounter / Rafael Jose de Menezes Bastos Part 2. Mediated Encounters 5. Beautiful Blue: Raramuri Violin in a Cross-Border Space / Daniel Noveck 6. World Producers and the Cuban Frontier / Ariana Hernandez-Reguant 7. Trovador of the Black Atlantic: Laba Sosseh and the Africanization of Afro-Cuban / Richard M. Shain Part 3. Imagined Encounters 8. Slave Ship on the Infosea: Contaminating the System of Circulation / Barbara Browning 9. World Today / Timothy D. Taylor 10. The Promise of World Music: Strategies for Non-Essentialist Listening / Bob W. White Index Contributors

On the Correlation between TOEIC Listening Score and the Amount of English Listening Strategies Used

On the Correlation between TOEIC Listening Score and the Amount of English Listening Strategies Used

Radiolab - three different approaches

The three papers in this ‘suite’ have a special background and context. At the 2010 conference SoundActs in Aarhus the three panellists were each given the task to provide a paper with an analysis of the same sound object, thus exhibiting and contrasting different scholarly approaches to sound studies. The object was selected by Torben Sangild, who was familiar with the chosen context: the signature of the US radio programme and podcast Radiolab. The two other participants did not know the context and chose to analyse the sound object without further contextual investigation. This object was chosen for several reasons. First of all, it is brief (less than 17 seconds), which meant that it was possible to make a detailed analysis; at the same time, though, it is relatively complex, which means that it can accommodate three different analyses. It is a sound object with a global audience, taken from one of the most popular podcasts worldwide, accessible on the internet. Finally, it is a piece of functional sound design, rather than a work of art, which raises the question of context more clearly. The result is three rather different approaches: 1) a process analysis, observing analytical listening strategies towards the constructed object, 2) a vocal analysis, regarding the sound object as a polyphony of voices, and 3) a contextual analysis, framing the sound object as a radio signature. Ola Stockfelt analyses the sound object as something that is constructed via his own repeated listening process – as a scholarly-analytical analysis of the subjective act of creating meaning. He draws on presumptions and prejudices, demonstrating the impossibility of a purely structural listening. The analysis relates these hermeneutical reflections to formal musicological observations of harmony, timbre, space and rhythm in some detail. Ansa Lønstrup’s paper analyses the sound object as a polyphony of voices. Her analysis is inspired by two phenomenologists: Don Ihde, whose notion of ‘voice’ is understood in a more general sense as the voices of all things, and Lawrence Ferrara, who methodologically operates within tree levels of investigation: 1) the syntax, 2) the semantic and 3) the ontology level. Accordingly, this analysis is conducted, as if the sound object was performed by a vocal ensemble oscillating ‘between a musical and a speech act’. Torben Sangild’s paper focuses on the concrete function of the sound object as a radio signature. This prompts a generic analysis and a semantic model of radio signatures in general, eclectically employing formal, indexical, gestural, discursive and contextual levels of meaning. The analysis of the Radiolab signature focuses on the overall gesture of tension and release as well as the semantic elements in a constellation with the content and style of the radio programme. After the three individual contributions, a brief summary and conclusion will follow, answering any questions that may arise in the process.

The role of metacognitive listening strategies awareness and podcast-use readiness in using podcasting for learning English as a foreign language

The aim of this study was to investigate the role of English as Foreign Language (EFL) learners’ metacognitive listening strategies awareness and podcast-use readiness in using podcasting technology for learning English as a foreign language. One hundred and forty-one EFL students completed Metacognitive Awareness Listening Questionnaire (MALQ) that assessed their awareness and perceived use of listening strategies in five components including planning-evaluation, directed attention, person knowledge, mental translation, and problem solving. They also completed a questionnaire that assessed their readiness to use podcasting in terms of familiarity, attitude, and experience. Information on participants’ frequency of podcast use for learning English, frequency of the internet use, and digital device ownership was also obtained. The result of the analysis revealed that podcasting use was significantly related to metacognitive listening strategies awareness in general and its entire components except mental translation strategies while the strongest correlation was found with problem solving strategies (r=.49, p<0.01). Podcasting use was also found to be significantly related to perceived podcast-use readiness and internet use hours. Further, multiple regressions showed that perceived podcast-use readiness, problem solving, and person knowledge -in order of power prediction- were good predictors of podcasting use for learning English as a foreign language.

Scoring Daoist Energy: A Rhetoric of Collaboration

153 Scoring Daoist Energy A Rhetoric of Collaboration1 DYLAN BOLLES & LYNETTE HUNTER This article explores using embodied principles of flexibility, change and collaboration from the perspective of Daoist philosophy within the site‑ particular as articulated by Ilya Noé: Site‑particularity offers a long‑term dynamic of to‑and‑fro within locational possibilities and limitations, made and remade.[It is] . . . a conversation, a process of collaborative construction: a reciprocal and simultaneous way of shaping and being shaped, a continual relearning, rehearsing and impro‑ vising of different ways to recognize and respond in the moment and with full awareness. (2009, 208) Because Daoism is learned through various media—written, embodied, aesthetic, etc.—it generates many ways of thinking and being. One of us (Lynette) is a historian of rhetoric, interested in exploring the shapes, structures and strategies through which Daoist practice trains people. The other (Dylan) is a musician who works on attention and awareness with a range of musical instruments and practices from around the world. We undertake these tasks through a collaborative practice that has led to performances of Dylan singing with Lynette doing one‑word 1 We would like to thank Desmond Murray, President of Lishi International, for his insight and guidance, and senior students Alex Boyd, Clive Nunnington and Claire Scollan for participation and feedback during exploratory sessions. 154 / Journal of Daoist Studies 5 (2012) story‑telling.2 It allows us to approach from a Daoist perspective the rhe‑ torical work of tuning, resonance, sympathetic dissonance and energy, according them more detailed listening strategies through the story‑ telling that supports the play with vocal sound. Our first contact was talking about indigenous practices of throat‑ singing in Tuva and in Nunavut (Hunter 2005). Tuvan throat‑singing often occurs in a natural landscape, as performers meld their voices to trees, water, wind, and other elements, recalling the energy of the past into the present by picking up dissonances between vocal mimetic mem‑ ory and present mimesis (Levin 2006, 77‑78). The word “mimesis” here signifies a practice in which a present body inhabits a mediated score held in any medium: sound, visual, musculature/visceral (Hunter 1996, 199‑218). It is not banal copying, but a rehearsal of the score through em‑ bodiment (Lepecki 2010) that makes that score responsive to the needs of the present. Daoism opens this signification by underlining the experien‑ tial connection to an ecology of energies in the lived context of the per‑ formance that necessarily changes the way the body presents itself through the instrument. Inuit throat‑singing usually involves two people singing toward one another, playing with the different “presencing” of a vocal story‑sound score.3 While this was our contact point for the performance, prior to this we had been training in Lishi, an ancient movement tradition based on Daoist energy practices. This is a complex practice from north‑eastern China that retains the health‑related energy techniques of a family sys‑ tem. Transmitted as a set of embodied texts, Lishi carries generations of traditional knowledge in breath, alignment, and energy techniques, skills, and practices. It has its own forms of taiji quan, daoyin, kaimen, and many other forms of traditional Daoist movement. It follows Daoism principles that infuse artistic practices from calligraphy through music to 2 The distinction between site‑specific and site‑particular is further enabled by work on situated textuality (Hunter 1999) based on feminist work in science and technology, especially that on situated knowledge by Donna Haraway (1988), on time/space by Doreen Massey (2005), and on ecological epistemology by Lorraine Code (2006). This genealogy opens up the links between Daoist phi‑ losophy and situated textuality as a rhetoric of the particular. 3 http://technorati.com/videos/youtube.com/watch%3Fv%3DqnGM0BlA95I Bolles & Hunter, “Scoring Daoist Energy” / 155 dance. The principles are concerned with concepts of equilibrium, root‑ edness, and “feeling” or affect. Daoist equilibrium focuses on the need to keep movement going through apparent stillness, so that there is no point of stasis that could possibly lead to stagnation or fixity. Rootedness involves skills for rooting down yet at the same time uprooting, so that we can ground experience at the same time as keeping profoundly...

A tentative approach to analysing listening strategies in CALL

While listening to an oral message individually, L2 learners may easily stop and/or go back to poorly understood previous pieces of information. Several experiments have been carried out in which L2 learners (L1: French) were listening on a computer to an MP3 track in German while a video of the screen was recording the movements of the mouse and its time-course. This new method permitted an accurate analysis of the subjects’ self-controlled cognitive information input/intake strategies, that is to say the self-regulating process during the listening. The data, the time-courses of the mouse were then analysed, from both a linguistic and a psycholinguistic point of view, enabling us, on the one hand, to define a typology of learning strategies. We recognised four listening types. As opposed to lesser-skilled learners, better-skilled learners deal with the listening task globally. On the other hand, tracking the movements of the mouse while a learner individually listens to an oral text on a computer also has a methodological interest and permitted as well to verify some precise research hypotheses about the links between linguistics features, self-regulation strategies and comprehension.

Metacognitive listening strategies awareness in learning English as a foreign language: a comparison between university and high-school students

The present study investigated metacognitive listening strategies awareness among Iranian university and highschool students learning English as a foreign language. To achieve this goal, one hundred and twenty-two university students and one hundred and sixteen high-school students filled in the Metacognitive Awareness Listening Questionnaire (MALQ) with five subparts including problem-solving, planning and evaluation, translation, person knowledge, and directed attention. The result of the data analysis revealed that university and high-school students were different with regard to their metacognitive listening strategies awareness in general, and in person knowledge and mental translation components.

Obesity Prevention and Treatment

Obesity Prevention and Treatment

Rotational Listening Strategy for IEEE 802.15.4 Wireless Body Networks

In recent years, interests in the application of wireless body network (WBN) have grown considerably. Wireless body sensor nodes assume deploying a stationary sensor network over a human body area. Among the well-known specifications, IEEE 802.15.4 originally designed for low-power, low-rate, and short-distance wireless personal area networks (WPANs) has become one of the promising candidates for interconnections between wireless sensor nodes. IEEE 802.15.4 uses a modified carrier-sense multiple access with collision avoidance (CSMA/CA) MAC protocol to access channel for transmission data; however, it suffers from inefficient channel utilization because the physical carrier sensing is only performed after the backoff period. In this paper, a rotational listening strategy (RLS) is proposed to increase the rate of successful transmission for WBN. The channel access period is logically partitioned into a number of mini-slots that are individually allocated to nodes. In this case, inefficient channel utilization and collisions can be resolved simultaneously, meanwhile retaining fairness criterion. In addition, an enhanced RLS is proposed to handle the load unbalance situation among nodes. This paper also provides a coexistence solution for the situation where there are nodes without RLS associating with an RLS-enabled WSN. Analytical and numerical simulations are both studied to evaluate the performance of RLS. Both results illustrate that RLS indeed improves transmission efficiency as well as energy consumption.

L’intérêt de l’approche paysagiste pour la didactique des langues étrangères L’apprentissage de la composante phonique du Français en contexte Algérien

The interest of the soundscape approach for teaching foreign languages: Learning the phonic component of French in the Algerian context&#x0D; This paper proposes to highlight the importance of a phonetic approach that considers languages as essentially sound objects and examines its didactic implications. Lhote tried to demonstrate the effectiveness of such a so-called simplistic approach. The research paper discusses the precepts of this approach in relation to particular situations drawn from an Algerian context. Every time a concept is introduced, it will be followed by an illustration. The results of this research paper revealed that the soundscape approach is a framework built on active listening that is based on triggering, anchoring and identification. The triggering of comprehension occurs when the words are picked up: a contrastive phonetic analysis makes it possible to filter the specific properties of the two coexisting phonic systems and to highlight the differences. In fact, Lhote aims for a pedagogy of listening, and the application of his approach will allow us to identify the nodes of the phonic-perceptual crossing, to explain the differences between the sound properties of Arabic and French. The mother tongue L1 (Algerian Arabic) and Standard Arabic, two genetically related languages, play the role of mediator and facilitator in the learning process of the French phonological system. Algerian Arabic, more open to intrinsic changes (routine adaptations of French, Spanish, Turkish borrowings, neologisms, etc.), has a richer vowel system than that of standard Arabic and therefore offers better appropriation of French vocalism. On the other hand, Standard Arabic characterized by a rich and fixed consonant system facilitates the acquisition of the phonetic system of several other languages such as English and Spanish.This approach will also allow Algerian learners to develop orientation strategies in the French language L2. These active listening strategies (performed listening where the learner acquires the model of French words, sentences, and speech with efficiency) make comprehension and oral expression tasks less difficult.

Investigation of an Activity-Based Text-Processing Strategy in Mixed-Age Child Dyads

The authors examined an activity-based listening strategy with first- and third-grade children in mixed-grade dyads. On the basis of theories of cognitive development and previous research, the authors predicted the following: (a) children in an activity-based strategy would recall more story events compared with those in a repetition strategy and (b) children who performed activity would recall more events compared with those who observed activity. In addition, previous visual imagery research suggested that (c) recall in favor of the activity-based strategy would be observed when the toys were removed and imagery instructions were provided. The results confirmed the first prediction that the activity-based strategy would improve children's memory for story content. The second prediction was not supported: Physical manipulation did not improve memory beyond observing the actions performed by a peer. Last, third-grade students benefited from imagery instructions after training, whereas first-grade students did not. The authors discuss the theoretical and education implications of the results.

Environmental Affordances and Children in Post-conflict Belfast

This paper examines the experiences of children in post-conflict Belfast as peace and social change afford new opportunities at the same time as they regulate behaviours and spatial practices. Theoretically and empirically it draws on the concept of environmental affordances in order to map the experiences of 11-year-old children in separate inner-city segregated and middle-class communities. Whilst the recession has affected the pace of urban restructuring, children in the expanding mixed and largely middle-class city extract multiple advantages from their area in ways not available to segregated communities. The paper concludes by highlighting the implications for effective listening strategies in the management of divided communities.

Utilizing dialogic recalls to determine L2 listeners' strategy use

This article examines the viability and practicality of dialogic recalls as a tool for researching listening strategy use in classroom settings. To investigate this, a small-scale study over five lessons involving six pairs of Japanese English as a foreign language (EFL) learners was conducted. The pairs completed dialogic recalls pertaining to their use of strategies to comprehend news videotexts. The learners' dialogic recalls were audio recorded and analyzed in terms of the quantity, type, and quality of elaboration of strategy use. Findings are presented, supported by representative examples of verbal protocols, which indicate a number of strengths and some weaknesses of dialogic recalls as a tool for classroom-based listening strategies research. Several other general aspects related to the application of dialogic recalls, such as the use of the L2 for reporting, are discussed and inform recommendations for future research.

The Relationship between Listening Strategies Used by Iranian EFL Freshman University Students and Their Listening Proficiency Levels

The purpose of the current study was to identify Iranian EFL freshman university students’ listening proficiency levels and the listening strategies they employed to investigate the relationship between these two variables. A total of 92 freshmen were involved in this study. The Oxford Placement Test was employed to identify the learners’ listening proficiency levels and a Listening Strategy Questionnaire was used to identify the strategies they employed in listening. The descriptive analysis of the listening strategy questionnaire revealed that Iranian EFL freshman university students at advanced, intermediate, and lower-intermediate levels employed meta-cognitive strategies more frequently and actively; followed by cognitive and socio-affective listening strategies. The Pearson Correlation analysis also indicated that there was a significant positive correlation between the listening strategies employed by advanced, intermediate, and lower-intermediate freshmen and their listening proficiency levels at p&lt;0.01 and p&lt;0.05 levels respectively.

Auditory Training and Challenges Associated with Participation and Compliance

When individuals have hearing loss, physiological changes in their brain interact with relearning of sound patterns. Some individuals utilize compensatory strategies that may result in successful hearing aid use. Others, however, are not so fortunate. Modern hearing aids can provide audibility but may not rectify spectral and temporal resolution, susceptibility to noise interference, or degradation of cognitive skills, such as declining auditory memory and slower speed of processing associated with aging. Frequently, these deficits are not identified during a typical "hearing aid evaluation." Aural rehabilitation has long been advocated to enhance communication but has not been considered time or cost-effective. Home-based, interactive adaptive computer therapy programs are available that are designed to engage the adult hearing-impaired listener in the hearing aid fitting process, provide listening strategies, build confidence, and address cognitive changes. Despite the availability of these programs, many patients and professionals are reluctant to engage in and complete therapy. The purposes of this article are to discuss the need for identifying auditory and nonauditory factors that may adversely affect the overall audiological rehabilitation process, to discuss important features that should be incorporated into training, and to examine reasons for the lack of compliance with therapeutic options. Possible solutions to maximizing compliance are explored. Only a small portion of audiologists (fewer than 10%) offer auditory training to patients with hearing impairment, even though auditory training appears to lower the rate of hearing aid returns for credit. Patients to whom auditory training programs are recommended often do not complete the training, however. Compliance for a cohort of home-based auditory therapy trainees was less than 30%. Activities to increase patient compliance to auditory training protocols are proposed.

Internet-Based Resources for Developing Listening

Developing listening skills comes “naturally” for some students, but with great difficulty for others. Acquiring listening skills can even be frustrating for some students. For some time, listening was regarded as a “passive” or “receptive” skill and, consequently, not particularly crucial as a skill area to be taught. Researchers then began to recognize the importance of listening and its role in comprehensible input (Krashen, 1982), and attention to and adoption of newer comprehension-based methodologies brought the issue to the fore. Listening became a skill to be reckoned with and its key position in communication recognized (Feyten, 1991; Omaggio Hadley, 2001). In the communicative approach to language teaching, this means teachers modelling listening strategies and providing listening practice in authentic situations: those that learners are likely to encounter when they use the language outside the classroom. Given the importance of listening in language learning and teaching it is essential to give our learners opportunity to develop and improve their listening skills not only in the classroom, but outside the classroom as well.

Investigation into Learning Strategies Used by Effective and Less Effective EFL Learners in Korea

This study investigates whether or not effective learners used learning strategies differently from less effective learners in quantity as well as in quality. A total of 164 tertiary-level students learning English in Korea participated in the quantitative study, and eight students out of 164, four effective learners and four less effective earners, were chosen in the follow-up qualitative study. The quantitative study showed that effective learners used more learning strategies than less effective learners with the statistically significant but low correlation of .335 between learning strategy use and English proficiency. The qualitative study demonstrated that both effective and less effective learners, in general, actively used listening strategies to aid in listening comprehension, showing similarities as well as differences in strategy use. However, effective learners used their listening strategies more appropriately than less effective learners due to linguistic, cognitive, and affective variables which facilitated listening comprehension by intricately interacting with listening strategies. This study concludes with teaching implications and future study areas to verify these findings by different learners in different learning contexts.

Does an activity-based learning strategy improve preschool children's memory for narrative passages?

Abstract Contemporary embodiment theory's indexical hypothesis predicts that engaging in text-relevant activity while listening to a story will: (1) enhance memory for enacted story content; and, (2) result in relatively greater memory enhancement for enacted atypical events than for typical ones ( Glenberg and Robertson, 1999 , Glenberg and Robertson, 2000 ). To date, indexical hypothesis predictions and applications have been examined only with adults and elementary school-aged children. The present study extended previous research by comparing an activity-based listening strategy to a listening-only strategy with 56 preschool children. The first hypothesis was supported in that children in the activity-based condition recalled more story actions than children in the listening-only condition. At the same time, this effect was relatively greater for children who were initially better at remembering story content than for initially poorer story rememberers. Consistent with previous research findings, no statistical differences between conditions were observed on memory for nonaction story content. The second hypothesis – that children in the activity-based strategy would exhibit comparatively greater memory enhancement for atypical story events relative to typical ones – was not supported. Theoretical and practical implications of the findings are discussed.

Second Language Listening Strategy Research: Methodological Challenges and Perspectives

Abstract This paper explores methodological issues related to research into second language listening strategies. We argue that a number of central questions regarding research methodology in this line of enquiry are underexamined, and we engage in the discussion of three key methodological questions: (1) To what extent is a verbal report a valid and reliable way of eliciting information about strategies? (2) Should we control for learners’ level of linguistic knowledge when examining their listening strategy use? and (3) What are the problems surrounding the analysis of data gained through verbal reports? We discuss each of these three methodological issues within the framework of a research project investigating listening strategies deployed by learners of French in secondary schools in England. Implications from these findings for future research are discussed.