Listening Pedagogy: Where do we go from Here?

Janusik, Laura A.

doi:10.1002/9781444314908.ch9

Cited by 17 publications

(5 citation statements)

References 82 publications

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“…Listening and speaking are vital to successful discourse; yet developing speaking skills is emphasized more than developing listening skills. Currently, the most focus on listening instruction is found in communication courses (see Janusik, 2002Janusik, , 2010, for a summary of the variety of strategies used over time). Some researchers have reported on strategies for teaching listening in management courses either as a separate topic (Pearce et al, 1995) or as an element connected to other concepts, such as facilitating productive dialogue (Ivancevich, Gilbert, & Konopaske, 2009;McCambridge, 2003), networking (Friar & Eddleston, 2007), coaching (Hunt & Weintraub, 2004), and forming and evaluating perceptions of others (Chavez, Ferris, & Gibson, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Teaching active listening can be more complicated than helping students learn other topics. Because active listening is so much more than just hearing, it includes both cognitive and behavioral activity (Janusik, 2010). Therefore, simply “knowing how” to actively listen is an insufficient learning outcome.…”

Section: Active Listening In Management Educationmentioning

confidence: 99%

“…Indeed, Brink and Costigan (2015) found that while employers view listening to be a critically important skill, it was included as a stated learning goal by fewer than 15% of AACSB-accredited schools, while 76% identified presenting. Despite employers’ desire for active listening skills and students’ need for skill development in this area, of the various forms of communication skills, listening is often comparatively neglected in not only formal management curricula, but in education in general (Janusik, 2010; Stone et al, 2013; Weger, Castle, & Emmett, 2010). This lack of focus on listening as a critical skill to be formally developed in university curricula seems contrary to its importance to management students and employers and to effective communication overall.…”

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confidence: 99%

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“Can You Repeat That?” Teaching Active Listening in Management Education

Spataro

Bloch

2017

Journal of Management Education

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Listening is a critical communication skill and therefore an essential element of management education. Active listening surpasses passive listening or simple hearing to establish a deeper connection between speaker and listener, as the listener gives the speaker full attention via inquiry, reflection, respect, and empathy. This article offers a method and tools for teaching active listening that can be implemented in online, hybrid, or face-to-face platforms. We begin by reviewing the great demand for listening skills, in light of how little time is spent on listening instruction compared with that on speaking instruction. We then present a set of learning materials and a procedure for using them that includes both pre-and posttests, multimedia learning materials, and exercises that enhance skill development. We follow the learning plan with analyses of both quantitative and qualitative data, showing support for the suggested method. These results fit with our personal experience of consistent success with the method across student levels (graduate and undergraduate) and platforms (online and face-toface). Finally, we conclude with a discussion of the presentation and some implications for teaching listening in management education.

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Section: Discussionmentioning

confidence: 99%

Section: Active Listening In Management Educationmentioning

confidence: 99%

mentioning

confidence: 99%

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“Can You Repeat That?” Teaching Active Listening in Management Education

Spataro

Bloch

2017

Journal of Management Education

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“…Se incluye aquí porque en este año aparecen otras publicaciones al respecto de la Pedagogía de la escucha, llamando a la renovación y la toma de aliento de esa nueva perspectiva. Así, aparecen los componentes para el currículo que se deberían tener en cuenta, como la enseñanza de la escucha a partir de investigaciones fundamentadas y su estado del arte (Janusik, 2010) o ligados a las problemáticas vigentes, como en el caso de Bertolini (2011) y su trabajo con la primera infancia, los procesos de subjetivación, autonomía y alteridad en el cuidado de sí y de otro. Este artículo hace parte de otro grupo de estudios que también se preguntan por la identidad y la subjetividad en relación con la escucha en la escuela.…”

Section: Fuente: Elaboración Propiaunclassified

La escucha en la educación

Suárez

2019

Lenguaje

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Este artículo presenta revisión y análisis exhaustivos sobre el campo de estudio de la escucha en la educación: ¿cuánto ha sido abordada como tema educativo, pedagógico y didáctico?; ¿cómo se ha configurado y problematizado desde las distintas áreas de conocimiento?; ¿por qué se ha generado un creciente interés en los últimos treinta años por indagarla, redefinirla, enseñarla y aprenderla en diversos contextos? y ¿qué motivaciones o propósitos se vinculan a esos planteamientos? Este rastreo da cuenta de las tendencias, metodologías y hallazgos más importantes a nivel local, regional y mundial mediante la clasificación y el estudio de 270 documentos de investigación sobre la escucha en contextos educativos. Concluye con un planteamiento sobre las necesidades, tendencias y perspectivas investigativas de la escucha como componente esencial de estudio en el panorama educativo actual.

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“…Despite its importance, listening skills are still rather challenging for many students (Owca et al, 2003), especially for non-native speakers (Janusik, 2010;Swanson, 1997) and students with language impairments (Hulme & Snowling, 2009), learning disabilities (Pulsifer, 1996) or hyperactivity disorders (McInnes, Humphries, Hogg-Johnson & Tannock, 2003).…”

Section: Introductionmentioning

confidence: 99%

Identifying student and classroom characteristics related to primary school students’ listening skills: A systematic review

Bourdeaud’hui

Aesaert

Keer

et al. 2018

Educational Research Review

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This study presents a systematic review of the empirical research on primary school students' first language listening skills. In total, 27 studies were selected and reviewed. The purpose of this review is twofold. First, outcome variables of listening skills were labeled according to the conceptual HURIER model of Brownell ( 2006). Results showed that most studies evaluated listening skills as the ability to remember, understand or interpret the auditory message. Second, important correlates according to the model of Palardy and Rumberger (2008) were related to primary school students' listening skills. At the classroom level, a significant relationship was found between students' listening skills and teaching practices (e.g. listening strategy instruction) as well as classroom features (e.g. classroom noise). At the student level, a significant relationship was found between students' listening skills and their cognitive skills (e.g. working memory) and background characteristics (e.g. socioeconomic status). Based on these results, suggestions for further research and practice are discussed.

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Listening Pedagogy: Where do we go from Here?

Cited by 17 publications

References 82 publications

“Can You Repeat That?” Teaching Active Listening in Management Education

“Can You Repeat That?” Teaching Active Listening in Management Education

La escucha en la educación

Identifying student and classroom characteristics related to primary school students’ listening skills: A systematic review

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