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Relevant bibliographies by topics / Listening practice

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Academic literature on the topic 'Listening practice'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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Journal articles on the topic "Listening practice"

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Germano, Gustavo, Alexandre Fernandez, Daniel Tápia, et al. "Listening to/with Mar Paradoxo: a collective practice for sharing listenings." Revista Vórtex 9, no. 2 (2021): 1–26. http://dx.doi.org/10.33871/23179937.2021.9.2.1.

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This paper presents an experimental methodology developed by the collective Laura: Place for Research on Aurality for approaching listening as a shared experience. As a motif for the application of this methodology, we take the work Mar Paradoxo (Raquel Stolf, 2016) as a proposition for experiencing multiple modes of listening. To contextualize our understanding of Stolf’s work, we refer to the concept of otography as a way of approaching the listening experience as something that makes and is made out of traces. By means of the production, sharing, and analysis of listening reports, we outlin

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Vanhee, Sarah, and Flore Herman. "listening to listening/listening letter." FORUM+ 28, no. 3 (2021): 44–51. http://dx.doi.org/10.5117/forum2021.3.006.vanh.

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Abstract During her PhD research bodies of knowledge – the public space as a forum for the exchange of repressed or underexposed knowledge, Sarah Vanhee tries to bring about an exchange of underexposed knowledge by non-dominant voices. During this process, Vanhee and her collaborator Flore Herman were repeatedly confronted with the importance of deep listening, and the lack of it. The following texts are an attempt to understand what deep listening is, as a mental, physical and political practice, and from a feminist perspective.

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Chang, Anna, Sonia Millett, and Willy Ardian Renandya. "Developing Listening Fluency through Supported Extensive Listening Practice." RELC Journal 50, no. 3 (2018): 422–38. http://dx.doi.org/10.1177/0033688217751468.

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Although second language listening has become a rather active area of research in the past ten years, some topics such as listening fluency development and extensive listening (EL) have not received much attention. The purpose of the present study is to examine the levels of listening support that might be needed to facilitate L2 learners’ listening fluency development. Sixty-nine EFL college students completed a full intervention through one of the three modes: (1) listening only (LO), (2) reading only (RO), and (3) reading while listening plus listening only (RLL). Ten level-1, 10 level-2 an

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PAGE, CHRISTOPHER. "Listening practice—an introduction." Early Music XXV, no. 4 (1997): 591–92. http://dx.doi.org/10.1093/earlyj/xxv.4.591.

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Page, C. "Listening practice - an introduction." Early Music 25, no. 4 (1997): 591. http://dx.doi.org/10.1093/em/25.4.591.

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Sinaga, Eva Cristiani, Nihta V. F. Liando, and Trully Wungow. "IMPROVING STUDENTS LISTENING SKILL USING LISTENING PRACTICE: DIRECT LISTENING THINKING ACTIVITY (DLTA)." SoCul: International Journal of Research in Social Cultural Issues 1, no. 6 (2023): 397–404. http://dx.doi.org/10.53682/soculijrccsscli.v1i6.5773.

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The purpose of this study is to analyze the effectiveness of using the Direct Listening Thinking Activity (DLTA) learning strategy in improving the listening skills of eighth grade students at SMP Negeri 1 Eris. Direct Listening Thinking Activity (DLTA) is a learning strategy to improve students' understanding of the material being listened to. This study is pre-experimental design used quantitave research in one group pre-test and post-test. The subjects were 22 sttudents of eigth grade. The data were collected by using matchmaking questions wich the sampling students answer the question acco

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Abdullah, Razali, Rika Ariska, Lia Rezita, Siti Nurhaliza, and Hidayat Hidayat. "A Classroom Listening Teaching Practice." English LAnguage Study and TEaching 1, no. 1 (2020): 33–40. http://dx.doi.org/10.32672/elaste.v1i1.2555.

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The aims of this study were (1) to find out how the teachers of SMP Negeri 5 Banda Aceh prepare teaching and learning process on listening instruction. (2) to find out how the teachers of SMP Negeri 5 Banda Aceh conduct teaching and learning process of listening instruction. And (3) to find out how the teachers of SMP Negeri 5 Banda Aceh evaluate the result on teaching and learning process of listening instruction. The subject of this study was the teachers of SMP Negeri 5 Banda Aceh who teach English. The number subjects are two teachers. The method used was descriptive analysis. Required dat

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Aresty, Abby. "The Listening Laboratory: On Playful Practice and Listening Machines." Leonardo Music Journal 26 (December 2016): 72–73. http://dx.doi.org/10.1162/lmj_a_00972.

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Gott, Trisha. "Leadership (And Listening)— As‐Practice." Journal of Leadership Studies 15, no. 4 (2022): 52–57. http://dx.doi.org/10.1002/jls.21794.

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Furber, Lynn. "Using active listening in practice." Independent Nurse 2024, no. 8 (2024): 19–20. http://dx.doi.org/10.12968/indn.2024.8.19.

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Dissertations / Theses on the topic "Listening practice"

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Kaple, Emily J. "IMPROVING SPANISH FOREIGN LANGUAGE LISTENING COMPREHENSION: AIDED BY PRONUNCIATION OR LISTENING PRACTICE?" Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1196214325.

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Emery, Rebecca Brinck. "Spaced Versus Massed Practice in L2 German Listening Comprehension." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6295.

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Students often have a difficult time understanding native speakers of their target language. This thesis examines two theories that may help students better understand NSs: spaced versus massed practice and the use of technology to enhance input. The study had the students of four sections of German 101 at BYU, divided into a spaced practice group that watched authentic German videos five minutes a day, six days a week for seven weeks and a massed practice group that watched authentic German videos for half an hour, one day a week for seven weeks, then gave them an immediate and a delayed list

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Gordon, Margaret Jean. "Everyday social work practice : listening to the voices of practitioners." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31463.

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Despite an extensive literature, there is surprisingly little research about what social workers do in their day to day practice. This body of published work, supported by critical review, argues that we need to hear, and learn from, practitioner voices if we are to comprehend the breadth, challenges and potential of social work practice. It contributes to a steadily expanding field of research that is exploring the hidden, frequently misunderstood, and often negatively perceived, world of everyday practice. By making social work more visible, we open up opportunities for students, social work

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Haynes, Joanna Elizabeth. "Listening as a critical practice : learning through philosophy with children." Thesis, University of Exeter, 2007. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496012.

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Keenan, Jeremy. "The aural and the quotidian : everyday experience in listening and practice." Thesis, Goldsmiths College (University of London), 2011. http://research.gold.ac.uk/6495/.

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The research herein comprises an examination of the following question: in what ways do our experiences of the everyday inhere in our experiences of the aural as aesthetic and meaningful? It is not concerned with forging a definition of everyday sound as a category of sonic effects, but instead an analysis of the ways that the everyday, aural and otherwise, is interpenetrating with our perceptual capacities and the cultural practices encompassing aural aesthetic production and experience. This thesis extends extant discourses surrounding the notion that the experience of sound as meaningful an

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Marshall, Louise Catherine Antonia. "Deep listening : the strategic practice of female experimental composers post 1945." Thesis, University of the Arts London, 2018. http://ualresearchonline.arts.ac.uk/13477/.

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New developments in music technology, alongside a more porous understanding of the nature of sound and its performance, have opened experimental and contemporary music to many new expressions since 1945. It might therefore be expected that the revolutionary compositional ingenuity demonstrated by many of female composers shaping this new transmission of music-making would by now be carefully documented in the historiography. Yet this has not been the case, and their absence is symptomatic of a still active antipathy to women entering and participating in professional and artistic arenas that r

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Messick, Emily Irene. "The Effects of Mindfulness Practice with Music Listening on Working Memory." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3634.

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The purpose of this experimental study was to investigate mindfulness strategies and their influence on working memory. The potential role of music in facilitating mindfulness practice is explored. Various listening exercises were investigated along with their influence on working memory (i.e. attention control). Thirty-four individuals were randomly assigned to participate in one of four listening groups: 1) mindfulness with music, 2) mindfulness without music, 3) music only, and 4) silence. Thirty-four participants engaged in a computerized digit-span task before and after the listening

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CZERMAK, SABIRA DE ALENCAR. "THE ART OF DOING SOUNDS: A PSYCHOANALYTIC LISTENING OF THE ORCHESTRAL PRACTICE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27583@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>PROGRAMA DE DOUTORADO SANDUÍCHE NO EXTERIOR<br>Este trabalho consiste em um estudo da experiência musical em grupo e as repercussões sobre a dinâmica psíquica, bem como a capacidade de transformar o sofrimento decorrente de injustiças sociais. O estudo toma por base a assistência psicológica no projeto Ação Social pela Música do Brasil – núcleo Dona Marta,

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Carter, Jennifer. "Assessment Practice in Year 10 Elective Music in New South Wales Secondary Schoolse." Thesis, The University of Sydney, 2012. http://hdl.handle.net/2123/9243.

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This research project investigates and analyses the implementation of the New South Wales Music Years 7 – 10 Syllabus assessment requirements in three specifically selected schools. At present, no research focusing on classroom approaches to developing and implementing a school-based assessment program has been undertaken in Music in Stage 5 (Year 10) in NSW classrooms. Therefore, this research project will add to the international body of knowledge regarding school- based music assessment. The research project focuses on Year 10 in the NSW Curriculum. Research has shown that this is a time wh

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Mietola, Matti. "Practicing is listening : practicing viola with the help of self-recording." Thesis, Kungl. Musikhögskolan, Institutionen för klassisk musik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-2239.

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In this thesis I have examined the benefits of working with a help of self-recording. I wanted to experiment self-monitoring with different working methods to improve my practicing skills as well my performing skills as I prepared for my examination concert. This process consisted of a lot of recording, listening and practicing and repeating this cycle numerous times. I wanted to implement different practice methods and reflect on different aspects of playing the viola. This thesis is written from a violist point of view. The main focus of this work is audio recording as a tool in self-monitor

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Books on the topic "Listening practice"

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Claire, Cunningham, ed. Listening comprehension: Spanish : practice tests. Authentik Language Learning resources Ltd, 1995.

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Etherton, Peter. Practice for Paper III. Oxford University Press, 1995.

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Marsden, Richard. Pa mal auf!: Intermediate listening practice. John Murray, 1996.

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Dunkel, Patricia. Start with listening: Beginning comprehension practice. Newbury House Publishers, 1987.

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Lindsay, Miller, ed. Second language listening: Theory and practice. Cambridge University Press, 2005.

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Rasmussen, Greta. Play by the rules: Creative practice in direction-following. Tin Man Press, 1990.

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Gilogley, A. C. German practice tests: Reading, listening, speaking, writing. Blackie, 1991.

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Barbara, Sudrow, ed. AS Level/ A Level listening comprehension practice tests. Authentik Language Learning Resources, 2002.

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Cocksedge, Simon. Listening as work in primary care. Radcliffe Publ., 2005.

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Publishing, Kaplan. TOEFL Listening Practice. Kaplan Publishing, 2004.

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Book chapters on the topic "Listening practice"

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Trevelyan, James P. "Listening." In Learning Engineering Practice. CRC Press, 2020. http://dx.doi.org/10.1201/b22622-6.

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Longhofer, Jeffrey. "Listening." In A-Z of Psychodynamic Practice. Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-03387-1_41.

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Benvenuto, Sergio. "Listening to perversion." In Lacanian Psychoanalysis in Practice. Routledge, 2021. http://dx.doi.org/10.4324/9780429432064-20.

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Kato, Kumi. "Listening." In Manifesto for Living in the Anthropocene. punctum books, 2015. https://doi.org/10.21983/p3.0100.1.20.

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Listening is a critical practice for allowing our senses to awaken and become receptive to Earth Others (Plumwood’s term, 2002). All our senses are interrelated, but listening is the practice which has become central to my research. I offer a personal account of the creation of a listening garden, the centerpiece of which is the Japanese “waterharp” sui-kin-kutsu. My specific example concerns my experience of shar-ing joy, passion and often outrage with a group of people committed to a forest in Tasmania. Many of them are crea-tive thinkers and activists who work to save the forest and to expr

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Østergaard, Charlotte. "Listening with Costume – A Material-Discursive Listening Practice." In Insubordinate Costume. Focal Press, 2024. http://dx.doi.org/10.4324/9781003341000-10.

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Kennedy, Sue. "White woman listening." In Anti-racism in Social Work practice. Routledge, 2025. https://doi.org/10.4324/9781041054269-6.

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Dakin-Neal, Kymberly. "Obstacles to Listening." In Head, Heart, and Hands Listening in Coach Practice. Routledge, 2023. http://dx.doi.org/10.4324/9781003296027-3.

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Hedges, Fran. "Listening to our Bodily Responses." In Reflexivity in Therapeutic Practice. Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-12293-3_7.

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Halpenny, Ann Marie. "Ways of listening." In Capturing Children’s Meanings in Early Childhood Research and Practice. Routledge, 2020. http://dx.doi.org/10.4324/9781351163965-5.

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Benjamin, Adam. "Listening Through Touch." In Making an EntranceDancing Out The Message Behind Inclusive Practice, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003015291-19.

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Conference papers on the topic "Listening practice"

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Matsusaka, Ryuto, Masahiro Shiomi, and Tetsuya Takiguchi. "Effects of Listening Behaviors of a Social Robot on Adult’s Motivation and Performance in Piano Practice." In 2024 33rd IEEE International Conference on Robot and Human Interactive Communication (ROMAN). IEEE, 2024. http://dx.doi.org/10.1109/ro-man60168.2024.10731275.

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Ramakrishnan, Sharath Chandra. "Temporal Imagery for Aural Diversity: Auditory Displays as Artifacts of Sonic Art Encounters Between Unaided and Cochlear Implant Listeners." In ICAD 2024: The 29th International Conference on Auditory Display. International Community for Auditory Display, 2024. http://dx.doi.org/10.21785/icad2024.035.

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This paper advocates for the position that aurally diverse methodologies for designing auditory displays are needed, that not only take into account varied hearing capacities, but also conceive of a participatory and trans-disciplinary approach for collectively engaging diverse forms and conversations about listening, and shared associations with auditory imagery. Further, in light of the complex history that the notion of hearing disability and the evolution of commercial sound technology has had within the normalizing agenda of medical institutions, a call for methods of engagement that nece

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Pamuji, Kukuh Dwi, and Sri Setyarini. "Technology for Extensive Listening Practice." In ICFET 2020: 2020 The 6th International Conference on Frontiers of Educational Technologies. ACM, 2020. http://dx.doi.org/10.1145/3404709.3404712.

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Jiang, Qian. "The Practice of English Listening Comprehension Teaching." In 2018 3rd International Conference on Humanities Science, Management and Education Technology (HSMET 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/hsmet-18.2018.108.

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He, Weiwei. "Exploration and Practice of Listening Teaching for English Majors." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.264.

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Thammasan, Nattapong, Ken-ichi Fukui, Koichi Moriyama, and Masayuki Numao. "DYNAMIC AND INDIVIDUAL EMOTION RECOGNITION BASED ON EEG DURING MUSIC LISTENING." In WCTP2014 — Workshop on Computing: Theory and Practice. WORLD SCIENTIFIC, 2015. http://dx.doi.org/10.1142/9789814730464_0008.

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Xie, Huiying. "Teaching Practice of News English Listening Based on Digital Resources." In 2017 World Conference on Management Science and Human Social Development (MSHSD 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/mshsd-17.2018.26.

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Zhan, Lili. "Application of Cool Edit Pro in English Listening Teaching Practice." In 2013 Fifth International Conference on Computational and Information Sciences (ICCIS). IEEE, 2013. http://dx.doi.org/10.1109/iccis.2013.465.

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Motschnig, Renate. "Facilitating Active Listening Using Video-Conferencing: Success Factors, Challenges and Implications for Soft-Skills Training." In 10th International Conference on Human Interaction and Emerging Technologies (IHIET 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004093.

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While active listening as a basic attitude and practice has been broadly applied and researched in face-to-face settings, its practice in video-conference mediated format is far less investigated. To fill this gap, this paper investigates online active listening and open sharing in an academic course on Communication and Teamwork. The research objective is to find out, how active listening can be acquired in online settings and which features are perceived as most valuable from the perspective of the participants and the facilitator. This paper takes a participatory research approach including

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Kumpan, Natalia Alexandrovna, and Valeria Igorevna Derkach. "Listening as a goal and a means of learning during a foreign language lesson." In XII International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113255.

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Reports on the topic "Listening practice"

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Petti, Amy. Comprehensive School Reform Influence on Teacher Practice: Listening in the Classroom: An Examination of Powerful Learning Labs within the Accelerated Schools Project. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.614.

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Mayas, Magda. Creating with timbre. Norges Musikkhøgskole, 2018. http://dx.doi.org/10.22501/nmh-ar.686088.

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Unfolding processes of timbre and memory in improvisational piano performance This exposition is an introduction to my research and practice as a pianist, in which I unfold processes of timbre and memory in improvised music from a performer’s perspective. Timbre is often understood as a purely sonic perceptual phenomenon. However, this is not in accordance with a site-specific improvisational practice with changing spatial circumstances impacting the listening experience, nor does it take into account the agency of the instrument and objects used or the performer’s movements and gestures. In m

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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical

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Schank, Patti, Christopher Barth, Valerie Crawford, London Jenks, Kelly Powers, and Judi Fusco. Classroom Discourse. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/250.

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This primer explores student-centered classroom discourse, examining its benefits and challenges and providing strategies for effective implementation. It emphasizes the shift from traditional "Initiation-Response-Evaluation" patterns to interactive approaches that enhance engagement, deeper processing, reasoning skills, and active listening. The primer discusses many social and cognitive advantages of discourse, methods to motivate participation, and the importance of establishing a safe environment where all students feel valued. The document discusses various methods like "accountable talk"

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Goodwin, Sarah, Yigal Attali, Geoffrey LaFlair, et al. Duolingo English Test - Writing Construct. Duolingo, 2023. http://dx.doi.org/10.46999/arxn5612.

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Assessments, especially those used for high-stakes decision making, draw on evidence-based frameworks. Such frameworks inform every aspect of the testing process, from development to results reporting. The frameworks that language assessment professionals use draw on theory in language learning, assessment design, and measurement and psychometrics in order to provide underpinnings for the evaluation of language skills including speaking, writing, reading, and listening. This paper focuses on the construct, or underlying trait, of writing ability. The paper conceptualizes the writing construct

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Goh, Ailsa Ee Ping, Carol Soo Ching Tan, and Cher Chong Tan. Positive teacher language: Improving teacher-student relationships and engaging low progress students. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22613.

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Teachers need to create a safe and nurturing environment, and build strong relationships with students, as these are critical enablers for ensuring that students rediscover the joy of learning in school. Low progress students who perceive high emotional support from teachers are more likely to be engaged in class (Chong, Huan, Quek, Yeo, & Ang, 2010; Martin & Rimm-Kaufman, 2015). Strong teacher-student relationships have also been associated with increased academic achievement and reduced school dropout (Croninger & Lee, 2001; Murray & Malmgren, 2005). The Responsive Classroom

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Creative Praxis and Working with Children and Young People. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/rejuvenate.2022.002.

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The series of Rejuvenate dialogues are intended to foster discussion and debate across a community of practitioners working on child and youth rights. Dialogue three explored the transformative capacity of creative praxis and how it can strengthen rights and participation for children and young people. During the dialogue, we highlighted the importance of moving from the UNCRC’s 3Ps (protection, provision, participation) to the 3Ss (space, support, system change). Safe spaces can build confidence and decision-making capacity. Support and active listening fosters inter-generational community bu

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Creative Praxis and Working with Children and Young People. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/rejuvenate.2022.002.

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The series of Rejuvenate dialogues are intended to foster discussion and debate across a community of practitioners working on child and youth rights. Dialogue three explored the transformative capacity of creative praxis and how it can strengthen rights and participation for children and young people. During the dialogue, we highlighted the importance of moving from the UNCRC’s 3Ps (protection, provision, participation) to the 3Ss (space, support, system change). Safe spaces can build confidence and decision-making capacity. Support and active listening fosters inter-generational community bu

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