| 1. |
- Adelmann, Kent
(författare)
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Eavesdropping as Listening Development
- 2012
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Ingår i: International journal of Listening. - : Taylor & Francis. - 1090-4018 .- 1932-586X. ; 26:2, s. 91-93
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Tidskriftsartikel (refereegranskat)abstract
- In ordinary life we are constantly imbued by listening, and we seem to interact in different contextual dimensions of culture and society (Adelmann, 2002; Linell, 1998), both verbally and nonverbally. “Life by its very nature is dialogic. To live means to participate in dialogue,” according to the Russian scholar Mikhail M. Bakhtin (1984, p. 293). In everyday life we get used to many kinds of situations where we hear conversations that we are actually not supposed to hear. For example, while we are waiting for the bus or subway we may listen to people next to us who appear to being having an argument. Usually we do not notice all these routine situations. But sometimes we do notice some interaction and listen with some attention. We have more of an absentminded attention and rarely listen attentively, but what if we did? The activity in listening presented here takes advantage of our daily and personal listening experiences of eavesdropping and use it for the educational purpose of listening development.
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| 2. |
- Adelmann, Kent
(författare)
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Listening and referring to voices : students' repertory in educational settings
- 2001
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Ingår i: International journal of Listening. - : Taylor & Francis. - 1090-4018 .- 1932-586X. ; 15:1, s. 38-67
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Tidskriftsartikel (refereegranskat)abstract
- When we construct our knowledge in educational settings we usually listen to many different voices, mediated through teachers, classmates, books, films, and so on. Eight students in teacher training were videotaped for 12 hours of group talks with a tutor over a six-month period. The overall purpose of the study was to describe the polyphonic nature of the discursive field of education and the interplay between various contexts and contextual resources in that social interaction. The concept of intertextuality is adopted as a method to identify the polyphony of different voices. The explicit reported long-term listening is called the student's voice response, showing the repertory of contextual resources in use. Results from the study indicate that some of the students have a broad and some a narrow listening repertory when it comes to reported listening. The implications of these findings are discussed.
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| 3. |
- Malmström, Hans, 1980
(författare)
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“Listen and Understand What I Am Saying”: Church-Listening As a Challenge for Non-Native Listeners of English in the United Kingdom
- 2015
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Ingår i: International Journal of Listening. - : Informa UK Limited. - 1090-4018 .- 1932-586X. ; 29:1, s. 50-64
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Tidskriftsartikel (refereegranskat)abstract
- This article uses computer-assisted analysis to study the listening environment provided by Bible readings and preaching during church services. It focuses on the vocabulary size needed to com- prehend 95% and 98% of the running words of the input (lexical coverage levels indicating comprehension in connection with listening) and on the place of infrequent vocabulary in liturgi- cal discourse. The finding that 4,000 words and 7,000 words, respectively, are needed to reach the target levels for lexical coverage suggests that non-native listeners with vocabularies of just a few thousand words may be seriously challenged by church listening.
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| 4. |
- Siegel, Joseph, 1979-
(författare)
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Factors affecting notetaking performance
- 2022
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Ingår i: International journal of Listening. - : Informa UK Limited. - 1090-4018 .- 1932-586X. ; , s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- Listening to academic lectures in a second language (L2) can be a daunting task, as the listener faces various challenges related to processing the speech stream, prioritizing the importance of information, and deciding when, where and how to take notes. A host of factors can contribute to student comfort in and ability to take “good” notes during L2 lectures. This study explores student perspectives on personal, speaker, and contextual factors that impact notetaking in L2 lecture settings. To determine the extent to which these factors affect notetaking ability, participants (N = 711) studying on English for academic purposes (EAP) programs in five countries (Indonesia, Japan, Spain, Sweden, and the US) responded to an online survey. The present paper reports results holistically and from a cross-cultural perspective, leading to pedagogic implications and recommendations for students, EAP teachers, and English medium instruction (EMI) lecturers as well as any teachers who may teach groups with varying language proficiencies.
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| 5. |
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| 6. |
- Moutal, Nicolas, et al.
(författare)
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The Kärger vs bi-exponential model : Theoretical insights and experimental validations
- 2018
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Ingår i: Journal of Magnetic Resonance. - : Elsevier BV. - 1090-7807. ; 296, s. 72-78
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Tidskriftsartikel (refereegranskat)abstract
- We revise three common models accounting for water exchange in pulsed-gradient spin-echo measurements: a bi-exponential model with time-dependent water fractions, the Kärger model, and a modified Kärger model designed for restricted diffusion, e.g. inside cells. The three models are compared and applied to experimental data from yeast cell suspensions. The Kärger model and the modified Kärger model yield very close results and accurately fit the data. The bi-exponential model, although less rigorous, has a natural physical interpretation and suggests a new experimental modality to estimate the water exchange time.
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| 7. |
- Swalander, Lena, et al.
(författare)
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Influences of Family Based Prerequisites, Reading Attitude, and Self-Regulation on Reading Ability
- 2007
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Ingår i: Contemporary Educational Psychology. - : Elsevier BV. - 0361-476X .- 1090-2384. ; 32:2, s. 206-230
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated the effect of self-regulated learning, as indicated by academic self-concept, motivation and learning strategies, reading attitude and family based prerequisites on reading ability. Students (n=4018) in the eighth grade answered the IEA reading literacy test, the self-regulated learning questionnaire and a student questionnaire about their background. The exploratory factor analysis (EFA) revealed that the self-regulated learning questionnaire did not measure the intended three dimensions, but only two: Verbal/General academic self-concept and a new dimension called Goal oriented strategies. Structural Equation Modelling ("SEM") with a cross-validation sample was conducted to determine the effects in the final model. The strongest effect on reading ability was from Verbal/General academic self-concept (beta=0.43 for final and beta=0.56 for cross-validation model). Gender differences revealed that girls read better on narrative and expository texts, had a more positive reading attitude, and more positive verbal self-concept, whereas boys had a higher academic self-concept (not domain-specific), self-efficacy, control expectation, reported more memorising, elaboration, and instrumental motivation (all differences p less than 0.001).
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