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2011 - International Communication Association Pages: unavailable || Words: 13100 words || 
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1. Bodie, Graham., Rold, Michael., Pence, Michelle., St. Cyr, Kellie. and Honeycutt, James. "Listening Competence in Initial Interactions I: Distinguishing Between What Listening Is and What Listeners Do" Paper presented at the annual meeting of the International Communication Association, TBA, Boston, MA, May 25, 2011 Online <APPLICATION/PDF>. 2020-02-22 <http://citation.allacademic.com/meta/p485417_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The impressions we form of others during initial interactions are powerful. These impressions are a product of various implicit theories - mental representations of people and actions. This article investigates the structure of implicit theories of listening used when forming impressions of others after an initial encounter. Specifically, three studies are reported that, together, iteratively build an empirical database of the attributes (what competent listening is) and behaviors (what competent listeners do) associated with effective listening in initial interactions. The results help construct an evidence-based, preliminary model that can be used to investigate the role and structure of implicit theories of listening.

2014 - AAAL Annual Conference Words: 47 words || 
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2. Morrill, Tuuli. "Can Listening to Fluent Speech Facilitate L2 Acquisition? Effects of Native Language Prosody in a Fluent Speech Listening Task" Paper presented at the annual meeting of the AAAL Annual Conference, Portland Marriott Downtown Waterfront, Portland, OR, Mar 22, 2014 <Not Available>. 2020-02-22 <http://citation.allacademic.com/meta/p699751_index.html>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: Two experiments investigate the extent to which non-native listeners extract words from fluent L2 speech, and whether exposure to fluent speech aids L2 acquisition. Rhythmically distinct languages and different L2 exposure tasks were used to examine effects of different training conditions and effects of language-specific prosodic characteristics.

2014 - ISME Words: 314 words || 
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3. Gault, Brent. "Engaged Listening: Listening as a Gateway to Active Musicianship" Paper presented at the annual meeting of the ISME, Pontifical Catholic University of Rio Grande do Sul, Porto Alegre, Brazil, Jul 20, 2014 <Not Available>. 2020-02-22 <http://citation.allacademic.com/meta/p712129_index.html>
Publication Type: Workshop/Demonstration
Review Method: Peer Reviewed
Abstract: Listening is one of the primary channels that we use to experience music on a daily basis. Because music listening is such a major component of how individuals interact with the music around them, it can also serve as a springboard for other active musical behaviors that can develop multiple aspects of musicianship while heightening the music listening experience.

The purpose of this workshop will be to investigate how listening can serve as a gateway for musical development. Session attendees will participate in sample experiences that provide opportunities for learners to sing, move, and create as they listen to selected musical excerpts. Through these active musical behaviors, students can experience a variety of music while also reinforcing other musical behaviors and ideas. The format of the workshop will be as follows:

I. Introduction: The need for active listening experiences in music learning settings as a way to:

~Introduce diverse genres and styles of music in a way that engages students immediately;

~Actively highlight musical concepts and ideas found within given pieces of music (form, rhythmic elements, meter); and

~Provide an outlet for active aesthetic responses during the listening experience.


II. Sample experiences involving meter, rhythm, and form


III. Sample experiences involving melody and harmony

IV.Closing thoughts and questions

Presenter:

Brent Gault is currently Associate Professor and Chair of Music Education at the Indiana University Jacobs School of Music. He specializes in elementary general music education, early childhood music education, and Kodály-inspired methodology. Gault also has training in both the Orff and Dalcroze approaches to music education. He has presented sessions and research at conferences of the American Orff-Schulwerk Association, the Dalcroze Society of America, the International Kodály Society, the International Society for Music Education, the Organization of American Kodály Educators, and The National Association for Music Education (NAfME). In addition, he has served as a presenter and guest lecturer for colleges and music education organizations in the United States, Canada, China, and Ireland.

2014 - AAAL Annual Conference Words: 50 words || 
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4. Yamauchi, Yuka. "A Closer Look at the Sources of EFL Learners’ Listening Anxiety: Utilizing the Revised Version of the Listening Anxiety Scale" Paper presented at the annual meeting of the AAAL Annual Conference, Portland Marriott Downtown Waterfront, Portland, OR, Mar 22, 2014 <Not Available>. 2020-02-22 <http://citation.allacademic.com/meta/p700870_index.html>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: This study investigated listening anxiety EFL university students have with regard to sources of anxiety, using the revised version of questionnaire, English Listening Anxiety Scale (Yamauchi, 2013). The results revealed precise pictures of learners’ anxiety from various aspects. For example, they feel low anxiety when listening to English in class.

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