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Journal articles on the topic 'Communication Listening'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Nixon, Judy C., and Judy F. West. "Listening: Vital To Communication." Bulletin of the Association for Business Communication 52, no. 2 (June 1989): 15–17. http://dx.doi.org/10.1177/108056998905200206.

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2

Timm, Susan, and Betty L. Schroeder. "Listening/Nonverbal Communication Training." International Journal of Listening 14, no. 1 (January 2000): 109–28. http://dx.doi.org/10.1080/10904018.2000.10499038.

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3

Ellenbogen, Paul H. "Communication—Are We Listening?" Journal of the American College of Radiology 9, no. 6 (June 2012): 377–78. http://dx.doi.org/10.1016/j.jacr.2012.04.005.

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4

Njemanze, Queen Ugochi, and Mark chitulu Ononiwu. "Synchronizing the Primary Language Skills for Effective Communication." Journal of English Language and Literature 3, no. 2 (April 30, 2015): 281–85. http://dx.doi.org/10.17722/jell.v3i2.61.

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The primary language skills; listening and speaking skills are interrelated and unique language activities embedded in communication.The basic need for humans to engage in communication involves having a comprehensive knowledge and command of the language skills; listeneing, speaking, reading and writing. The processes of listening and speaking form the major focus of attention in this research. It require the individuals involved to speak eloquently and listen attentively. It makes them think critically, react confidently and respond appropriately to a communication programme. This paper therfore aims at highlighting listening and speaking skills as language skills that promote proficiency in English language communicaiton. Thus study discovered that the combinations of these skills consolidates the meaning in syllabications, stress and intonation in a communication program and as well reduce the complexities of effective communication.

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5

Lipetz, Liora, Avraham N. Kluger, and Graham D. Bodie. "Listening is Listening is Listening: Employees’ Perception of Listening as a Holistic Phenomenon." International Journal of Listening 34, no. 2 (August 6, 2018): 71–96. http://dx.doi.org/10.1080/10904018.2018.1497489.

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6

Kreten, Peter. "Listening Publics." Journal of Broadcasting & Electronic Media 58, no. 2 (April 3, 2014): 327–29. http://dx.doi.org/10.1080/08838151.2014.906439.

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7

Marty, Debian. "Rhetorical Listening." Review of Communication 8, no. 1 (January 2008): 74–77. http://dx.doi.org/10.1080/15358590701586956.

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8

Barrass, Stephen, Mitchell Whitelaw, and Guillaume Potard. "Listening to the Mind Listening." Media International Australia 118, no. 1 (February 2006): 60–67. http://dx.doi.org/10.1177/1329878x0611800109.

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The Listening to the Mind Listening concert was a practice-led research project to explore the idea that we might hear information patterns in the sonified recordings of brain activity, and to investigate the aesthetics of sonifications of the same data set by different composers. This world-first concert of data sonifications was staged at the Sydney Opera House Studio on the evening of 6 July 2004 to a capacity audience of more than 350 neuroscientists, composers, sonification researchers, new media artists and a general public curious to hear what the human brain could sound like. The concert generated 30 sonifications of the same data set, explicit descriptions of the techniques each composer used to map the data into sound, and 90 reviews of these sonifications. This paper presents the motivations for the project, overviews related work, describes the sonification criteria and the review process, and presents and discusses outcomes from the concert.

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Poole, Ellen L. "Artful Communication: Are You Listening?" Journal of PeriAnesthesia Nursing 35, no. 2 (April 2020): 231–32. http://dx.doi.org/10.1016/j.jopan.2020.01.007.

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10

Antai-Otong, Deborah. "Communication: Active Listening at Work." American Journal of Nursing 99, no. 2 (February 1999): 24L. http://dx.doi.org/10.2307/3471980.

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11

Sweetow, Robert, and Jennifer Sabes. "Listening and Communication Enhancement (LACE)." Seminars in Hearing 28, no. 2 (May 2007): 133–41. http://dx.doi.org/10.1055/s-2007-973439.

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12

Yavuz, Fatih, and Ozgur Celik. "The importance of listening in communication." Global Journal of Psychology Research: New Trends and Issues 7, no. 1 (September 25, 2017): 8–11. http://dx.doi.org/10.18844/gjpr.v7i1.2431.

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Abstract Listening skills have been a great concern for both researchers and teachers trying to promote communicative competence. The purpose of this study is to find out to what extend listening is important in gaining communicative competence. 100 university level preparatory class students were chosen as subjects of the study. Students took formal listening and speaking classes for one term and at the end of the term they took a written exam for listening class and an oral exam for speaking class. The data obtained from the exam results were analyzed and interpreted. Keywords: Listening skills, communication, preparatory class students, formal listening, communicative competence.

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13

Grove, Jaleen. "Listening Eyes." Visual Communication Quarterly 15, no. 1-2 (April 2008): 121–28. http://dx.doi.org/10.1080/15551390801914645.

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14

Good, Katie Day. "Listening to Pictures." Journalism Studies 18, no. 6 (October 8, 2015): 691–709. http://dx.doi.org/10.1080/1461670x.2015.1087813.

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15

Sundholm, John. "Listening to film." Review of Communication 3, no. 1 (January 2003): 90–93. http://dx.doi.org/10.1080/1535859032000176456.

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16

Janusik, Laura Ann. "Building Listening Theory: The Validation of the Conversational Listening Span." Communication Studies 58, no. 2 (May 16, 2007): 139–56. http://dx.doi.org/10.1080/10510970701341089.

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17

Bowman, Becki J., Narissra Punyanunt-Carter, Tsui Yi Cheah, W. Joe Watson, and Rebecca B. Rubin. "Does Listening to Mozart Affect Listening Ability?" International Journal of Listening 21, no. 2 (August 17, 2007): 124–39. http://dx.doi.org/10.1080/10904010701302014.

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18

Jones, Susanne M. "Supportive Listening." International Journal of Listening 25, no. 1-2 (January 31, 2011): 85–103. http://dx.doi.org/10.1080/10904018.2011.536475.

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19

Cericola, Sandra A. "Communication Skills. The Art of Listening." Plastic Surgical Nursing 19, no. 1 (1999): 41–44. http://dx.doi.org/10.1097/00006527-199901910-00011.

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20

Burnside-Lawry, Judy. "Listening and Participatory Communication: A Model to Assess Organization Listening Competency." International Journal of Listening 26, no. 2 (May 2012): 102–21. http://dx.doi.org/10.1080/10904018.2012.678092.

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21

Mendelsohn, David J. "Teaching Listening." Annual Review of Applied Linguistics 18 (March 1998): 81–101. http://dx.doi.org/10.1017/s0267190500003494.

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The importance of listening is increasing in the world, and technological advances in global communication have made listening by non-native speakers even more crucial. The potential for misunderstanding has therefore also increased, making the teaching of listening comprehension (henceforth “listening”) even more important (Grant 1996).

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22

Precourt, Geoffrey. "Is Anybody Listening?" Journal of Advertising Research 50, no. 1 (2010): 3. http://dx.doi.org/10.2501/s0021849910091105.

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23

Flavia, Mălureanu, and Luiza Enachi-Vasluianu. "THE IMPORTANCE OF ELEMENTS OF ACTIVE LISTENING IN DIDACTIC COMMUNICATION: A STUDENT’S PERSPECTIVE." CBU International Conference Proceedings 4 (September 22, 2016): 332–35. http://dx.doi.org/10.12955/cbup.v4.776.

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Active listening is a core element of efficient communication, in general, and didactic communication, in particular. Proper listening improves communication, raises the level of comprehension and knowledge, and increases efficiency in everyday activities. In school, active listening is the key to sustaining the development of a student’s communication competence, with direct and indirect repercussions on the quality of the learning process. Hence, it is important for students to acknowledge the indicators of efficient listening and establish their relevance in the act of didactic communication according to key criteria. Thus, our paper focuses on active listening from a students’ perspective. The objectives of the research are to identify indicators of active listening, based on specific literature, and descriptively analyze the data in order to provide teachers and students with representative information concerning an efficient realization of didactic communication.

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Kawamoto, Yasutaka, Toshihiko Matsunaga, and Yuichi Kado. "MAC protocol with clock synchronization correction for a practical infrastructure monitoring system." International Journal of Distributed Sensor Networks 14, no. 4 (April 2018): 155014771877324. http://dx.doi.org/10.1177/1550147718773243.

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Sensor networks for infrastructure monitoring systems require battery-operated sensing nodes with a lifetime of 10 years, a standardized technology, and low engineering costs. Receiver-initiated transmission and coordinated sampled listening are promising power-saving communication methods that can be used for infrastructure monitoring. First, we compared receiver-initiated transmission and coordinated sampled listening from the viewpoint of power consumption and communication success probability. The results of the comparison showed that if we can continue coordinated sampled listening synchronous communication mode, we can satisfy the low power consumption performance required for infrastructure monitoring. However, coordinated sampled listening synchronous communication cannot be maintained for a longer period owing to performance variations of the clock crystal oscillator (CXO). We solved this problem by developing energy efficient system-media access control protocol (NES MAC), a MAC protocol with the additional function of correcting the dispersion of CXO and maintaining synchronization for a long time. NES-MAC is fully compatible with coordinated sampled listening. Furthermore, NES-MAC also has a high power-saving effect when communicating with normal coordinated sampled listening. Therefore, it is possible to expand the network easily and economically without affecting the power-saving performance. In addition, we found that through actual equipment evaluation that sensor nodes that adopt NES-MAC can operate for more than 10 years with two CR123A-type batteries.

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25

Welch, S. A., and William Mickelson. "Listening Across the Life Span: A Listening Environment Comparison." International Journal of Listening 34, no. 2 (July 20, 2018): 97–109. http://dx.doi.org/10.1080/10904018.2018.1495568.

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26

Bojkov, Vance. "INTERACTION IN BUSINESS COMMUNICATION." Knowledge International Journal 26, no. 6 (March 18, 2019): 1597–604. http://dx.doi.org/10.35120/kij26061597b.

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This paper represents analyze of interaction phenomena in business communication as everyday part of business. To achieve communication between sender and receiver the most important thing are common assumptions – if there isn’t any communication is impossible. Speech, listening and observation are basic seeable activities of communication, while thinking is invisible and represents base for information preparation. Special attention has been send to active listening, correct interpretation and non-verbal communication tracking. Author researchs barriers in modern communication process and suggests measures for their overcoming.

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27

Morton, Cynthia, Sebastian Galindo, Maria Morera, Naa Dodoo, Cristobal Gonzalez, Linwan Wu, Suzanne Fundingsland, et al. "Listening to Immokalee moms." International Journal of Pharmaceutical and Healthcare Marketing 11, no. 2 (June 5, 2017): 151–64. http://dx.doi.org/10.1108/ijphm-12-2016-0064.

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Purpose The purpose of this paper is to present a case study of the research steps taken to identify message directions for a community-wide health communication campaign aimed at supporting healthier eating behaviors among Latino farmworker families in the Immokalee community in Florida. Latino mothers were targeted to understand their beliefs about children’s healthy eating needs and identify communication campaign opportunities that would reinforce choices made in the home, surrounding meal planning, food selection and preparation and portion sizes. Design/methodology/approach A sequential mixed-methods approach using focus group, group interview and qualitative message concept testing was used in three distinct stages of research exploration. An independent sample was recruited at each stage through convenience sampling and snowball sampling methods. The stages of change theory provided a framework for research inquiry in the context of healthy eating-at-home practices. Findings In general, mothers were aware and participatory in the effort to serve healthy meals for their children at home. The time and money associated with buying nutritious foods and cooking healthy meals daily was stressful, but they were receptive to communication efforts to help them maintain their commitment to give their children healthy foods. These findings provided directional opportunities for the discovery and implementation of health communication strategies. Test results found that the target was most receptive to message strategies that acknowledged the responsibility of both parents to model healthy eating practices to children. Research limitations/implications Recruiting resulted in small sample sizes at each stage of the investigation. The reliability of quantitative measurement was a limitation to the research conclusions. Practical implications Partnership with the audience from discovery to conceptualization resulted in messages that uniquely resonated with the audience for which they were aimed. Understanding about the target stage of readiness improves message effectiveness to the target group. Social implications Health communication campaigns planned and developed with the target audience at its center will generate message strategies that effectively address issues of greatest relevance to those communication agents that seek to change. Originality/value The study provides a unique exploration of the steps that health communication agents should pursue to establish a thorough profile of their target audience and the issues that resonate when considering healthy eating behavior at home. The application of the stages of the change model encouraged the discovery of issues surrounding the challenge and highlighted potential obstacles that would mitigate the behavior change efforts.

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Martoredjo, Nikodemus Thomas. "Keterampilan Mendengarkan Secara Aktif dalam Komunikasi Interpersonal." Humaniora 5, no. 1 (April 1, 2014): 501. http://dx.doi.org/10.21512/humaniora.v5i1.3067.

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Interpersonal communication is transactional and two-way direction. Therefore active listening skills play a key role in interpersonal communication. These active listening skills can have a positive impact on communication and at the same time creating a better relationship. So it is very useful to improve the skills of active listening. This paper intends to reveal the important role of active listening skills in interpersonal communication, identifying the challenges that exist within it both internally and externally as well as indicate the action that needs to be developed to improve these skills.

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29

Gemmell, Cassandra. "Listening to Snow." Senses and Society 16, no. 1 (January 2, 2021): 119–22. http://dx.doi.org/10.1080/17458927.2021.1873670.

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30

Goss, Blaine. "A test of conversational listening." Communication Research Reports 8, no. 1 (June 1991): 19–22. http://dx.doi.org/10.1080/08824099109359871.

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31

Collins, Belva C., Diane M. Browder, Kathryn L. Haughney, Caryn Allison, and Kathy Fallon. "The Effects of a Computer-Aided Listening Comprehension Intervention on the Generalized Communication of Students With Autism Spectrum Disorder and Intellectual Disability." Journal of Special Education Technology 34, no. 4 (March 12, 2019): 269–83. http://dx.doi.org/10.1177/0162643419832976.

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In this study, a computer-aided listening comprehension intervention package supported both listening comprehension and communication goals for three students with autism spectrum disorder (ASD) and intellectual disability (ID). The package consisted of systematic instruction (i.e., system of least prompts [SLP] procedure) to teach listening comprehension, an iPad-supported electronic communication book, and a peer support arrangement. The students with ASD and ID who participated in the study increased both listening comprehension and communication skills, while showing an increase in generalizing communication turns to interactions with their peers without disabilities. The researchers found a functional relation between the SLP procedure and both dependent variables. All three participants experienced concurrent growth between the dependent variables, implying a connection between text-based listening comprehension and communication outcomes. Further implications for academic instruction for students with ASD who use augmentative and alternative communication as well as for future inquiry concerning cross-modal generalization to social communication discourse are discussed.

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Suarez, Harrod. "Among the Sensuous: Listening to Film, Listening to the Philippines." Communication and Critical/Cultural Studies 8, no. 1 (March 2011): 67–84. http://dx.doi.org/10.1080/14791420.2010.543984.

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33

Cooper, Lynn O., and Trey Buchanan. "Listening Competency on Campus: A Psychometric Analysis of Student Listening." International Journal of Listening 24, no. 3 (October 5, 2010): 141–63. http://dx.doi.org/10.1080/10904018.2010.508681.

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34

Brown, Ted, Mong-lin Yu, and Jamie Etherington. "Listening and interpersonal communication skills as predictors of resilience in occupational therapy students: A cross-sectional study." British Journal of Occupational Therapy 84, no. 1 (March 26, 2020): 42–53. http://dx.doi.org/10.1177/0308022620908503.

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Introduction This study investigated whether listening and communication skills are predictive of occupational therapy students’ resilience. Method 135 third- and fourth-year undergraduate occupational therapy students (74% response rate) completed the Active-Empathetic Listening Scale, Listening Styles Profile – Revised, Interpersonal Communication Competence Scale, Resilience at University and Resilience Scale for Adults instruments. Linear regressions were completed with the Resilience at University and Resilience Scale for Adults subscales as the dependent variables and the Active-Empathetic Listening Scale, Listening Styles Profile – Revised and Interpersonal Communication Competence Scale subscales as the independent variables. Results Regression analysis identified significant predictors of students’ resilience. The Active-Empathetic Listening Scale: Sensing Listening accounted for 5% ( p = .009) and 4.3% ( p = .011) of the unique variance of Resilience at University: Find Your Calling and Living Authentically. Listening Styles Profile – Revised: Analytical Listening accounted for 4.4% ( p = .022) and 2.7% ( p = .038) of the unique variance of Resilience at University: Managing Stress and Maintaining Perspective. Interpersonal Communication Competence Scale: Self-Disclosure accounted for 6.7% ( p = .003), 3.6% ( p = .035) and 3.4% ( p = .047) of the unique variance of Resilience Scale for Adults: Social Resources, Resilience at University: Maintaining Perspective and Resilience Scale for Adults: Planned Future. Interpersonal Communication Competence Scale: Social Relaxation accounted for 8.5% ( p = .001) of the unique variance of Resilience Scale for Adults: Social Competence. Conclusion Components of listening and interpersonal communication were found to be significant predictors of resilience in occupational therapy students. Further investigation in this area of research is recommended.

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35

Wiesenfeld, David, Kristin Bush, and Ronjan Sikdar. "The Value of Listening." Journal of Advertising Research 50, no. 1 (March 2010): 16–20. http://dx.doi.org/10.2501/s0021849910091130.

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36

Sharma, Dr Neeta. "Perfecting Communication Skills of the Students." IJELLH (International Journal of English Language, Literature and Humanities) 1, no. 1 (May 17, 2017): 1. http://dx.doi.org/10.24113/ijellh.v1i1.3.

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Abstract Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The teacher should adopt a student centered approach. The learners should be encouraged to do things in the class which result in developing their communication skills. The trainer has to focus on both the linguistic and paralinguistic features of the communication process while enhancing learners’ communication skills. These features involve the effective use of words, forming grammatically intelligible sentences and an appropriate use of voice and intonation. The teacher should encourage and train his students to use positive body language while listening and speaking. In order to hone the communication skills of the learners, it is very important to make the learners comfortable with the language they have to communicate in. Shedding their inhibitions is also one of the pivotal areas of concerns. This paper explores different techniques that could be useful while training students in communication skills. Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The major elements of a communication process are sender, receiver, message and feedback. Effective communication is a two way process. It involves both expressive (speaking) skills and receptive (listening) skills. It entails receiver’s understanding of the message sent by the sender and his feedback to the sender. Listening plays a very important role in the language learning process. It is the most primary of the four basic skills of any language i.e. Listening, Speaking, Reading and Writing. Listening paves way for speaking. One can never be a good speaker if one is not a good listener. An effective communicator is first a good listener and then a good speaker. According to Tickoo ( 2003 ), ‘Good listening skills not only lay the foundations of good speech, but they grow best through effective communication’.

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Merzagora, Matteo, and Tricia Jenkins. "Listening and empowering: children and science communication." Journal of Science Communication 12, no. 03 (December 11, 2013): C01. http://dx.doi.org/10.22323/2.12030301.

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In the editorial of this issue of JCOM, we underline how children are on one hand one of the main target group for science communication, and on the other hand a largely excluded group in the shift from a linear diffusion model to a dialogic model of science communication. In this series of comments, stimulated by the EU - FP7-Science in society project `SiS-Catalyst - 2013 children as change agents for science in society' (a four year programme aimed at crossing the science in society and the social inclusion agendas), we would like to explore methods and approaches that can ensure that, in science communication contexts, children can be listened to, that they are given the chance to express their view, and that they can be empowered in building their own relationship with science, and thus a sense of ownership for scientific knowledge.

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Davenport Sypher, B., R. N. Bostrom, and J. Hart Seibert. "Listening, Communication Abilities, and Success at Work." Journal of Business Communication 26, no. 4 (September 1, 1989): 293–303. http://dx.doi.org/10.1177/002194368902600401.

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39

Kacperck, Lynn. "Non-verbal communication: the importance of listening." British Journal of Nursing 6, no. 5 (March 13, 1997): 275–79. http://dx.doi.org/10.12968/bjon.1997.6.5.275.

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Fischer, Paul E., Mirko S. Heinle, and Kevin C. Smith. "Constrained listening, audience alignment, and expert communication." RAND Journal of Economics 51, no. 4 (November 25, 2020): 1037–62. http://dx.doi.org/10.1111/1756-2171.12349.

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41

Rubin, Rebecca B., and Sherwyn P. Morreale. "Setting expectations for speech communication and listening." New Directions for Higher Education 1996, no. 96 (1996): 19–29. http://dx.doi.org/10.1002/he.36919969604.

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42

Hinds, Artis A., and Anita M. Pankake. "Listening: The Missing Side of School Communication." Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, no. 6 (February 1987): 281–83. http://dx.doi.org/10.1080/00098655.1987.9959349.

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Eade, Deborah. "Communication for Another Development: Listening Before Telling." Development in Practice 20, no. 2 (March 9, 2010): 304–5. http://dx.doi.org/10.1080/09614520903564306.

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44

Makari, George, and Theodore Shapiro. "On Psychoanalytic Listening: Language and Unconscious Communication." Journal of the American Psychoanalytic Association 41, no. 4 (November 1993): 991–1020. http://dx.doi.org/10.1177/000306519304100404.

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Templeton, Christopher N. "Animal Communication: Learning by Listening about Danger." Current Biology 28, no. 16 (August 2018): R892—R894. http://dx.doi.org/10.1016/j.cub.2018.07.039.

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Neill, Marlene S., and Shannon A. Bowen. "Ethical listening to employees during a pandemic: new approaches, barriers and lessons." Journal of Communication Management 25, no. 3 (March 24, 2021): 276–97. http://dx.doi.org/10.1108/jcom-09-2020-0103.

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PurposeThe purpose of this study was to identify new challenges to organizational listening posed by a global pandemic and how organizations are overcoming those barriers.Design/methodology/approachThe researchers conducted 30 in-depth interviews with US communication management professionals.FindingsCommunication management professionals value listening, but do not always make it the priority that it merits. They listed lack of desire of senior management, time, and trust of employees as barriers to effective organizational listening. The global COVID pandemic has made it more challenging to connect to employees working remotely and to observe nonverbal cues that are essential in communication. Organizations are adapting by using more frequent pulse surveys, video conferencing technology and mobile applications. Most importantly, this pandemic has enhanced moral sensitivity and empathy leading organizations to make decisions based on ethical considerations.Research limitations/implicationsThe researchers examined organizational listening applying employee-organization relationships (EOR) theory and found that trust is essential. Trust can be enhanced through building relationships with employees, ethical listening and closing the feedback loop by communicating how employers are using the feedback received by employees to make a positive change.Practical implicationsCommunication managers need to place a higher priority on listening to employees. Their listening efforts need to be authentic, morally autonomous or open-minded, and empathetic to respect the genuine concerns of employees and how organizational decisions will affect them. Listening is essential to serving as an ethical and effective strategic counselor.Originality/valueThe study examines organizational listening in the context of a global pandemic.

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47

Purdy, Michael W., Maria F. Loffredo Roca, Richard D. Halley, Bronia Holmes, and Carol S. Christy. "Listening Is… Five Personal Worlds of Listening: An Auto-Ethnographic Approach." International Journal of Listening 31, no. 1 (May 19, 2016): 1–18. http://dx.doi.org/10.1080/10904018.2016.1151606.

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48

Geiman, Kylie L., and John O. Greene. "Listening and Experiences of Interpersonal Transcendence." Communication Studies 70, no. 1 (July 19, 2018): 114–28. http://dx.doi.org/10.1080/10510974.2018.1492946.

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49

Krause, Amanda, Adrian North, and Lauren Hewitt. "Music Selection Behaviors in Everyday Listening." Journal of Broadcasting & Electronic Media 58, no. 2 (April 3, 2014): 306–23. http://dx.doi.org/10.1080/08838151.2014.906437.

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Reyes, Ian. "To Know Beyond Listening." Senses and Society 5, no. 3 (November 2010): 322–38. http://dx.doi.org/10.2752/174589210x12753842356043.

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