Listening to Inner Speech: Can Students Listen to Themselves Think?

Robson, Deborah C.; Young, Raymond W.

doi:10.1080/10904010709336842

Cited by 3 publications

(3 citation statements)

References 16 publications

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“…They do so in two ways: "(1) A report of a person's thoughts discloses the process by which selective memory defines and redefines personal history. (2) A journal or memoir reveals habitual thoughts which are basic to self-identity" (Jensen, 1984, p.238) (Tovares, 2010;Macke, 2008;Robson & Young, 2007), and personal constructions of meaning (Pederson, 2012;Macke, 2008). Through narrative I am able to perform, and reconstruct my lived experience.…”

Section: You Have No Idea -I Think To Myselfmentioning

confidence: 99%

We to Me: An Autoethnographic Discovery of Self, In and Out of Domestic Abuse

Fletcher

2018

Women's Studies in Communication

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Section: You Have No Idea -I Think To Myselfmentioning

confidence: 99%

We to Me: An Autoethnographic Discovery of Self, In and Out of Domestic Abuse

Fletcher

2018

Women's Studies in Communication

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“…Üstbiliş stratejileri, dinleme sürecinde öğrenicinin istenilen farkındalığa ulaşmasına yardımcı olur, denilebilir. İkinci ya da yabancı dil öğretiminde dinleme ve üstbiliş stratejilerinin ele alındığı pek çok çalışma bulunmaktadır (Özbilgin, 1993;Thompson ve Rubin, 1996;Goh, 1996;Imhof, 2000;Yeşilbursa, 2002;Vandergrift, 2005;Abdelhafez, 2006;Goh ve Taib, 2006;Robson ve Young, 2007). Yapılan çalışmalar incelendiğinde üstbiliş stratejilerinin dinleme eğitimini desteklediği vurgulanmaktadır.…”

Section: Tartişma Ve Sonuçunclassified

Yabanci Öğreni̇ci̇ler İçi̇n Di̇nleme Beceri̇si̇ne Yöneli̇k Üstbi̇li̇şsel Dereceli̇ Puanlama Anahtari

Melanlıoğlu¹

2016

EEF DERGI

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Extended SummaryThe assessment of listening skills is a difficult and complicated process. This is a factor that makes listening difficult and results in non-listening or deficient listening. General texts are used to measure learners' levels of listening proficiency. Assessment usually takes the form of a text read aloud by the teacher or listening to an audiovisual recording, followed by answering a set of questions on the text. This type of assessment and evaluation can be described as results-oriented. For more effective listening training, process-oriented assessment needs to be done. Since the skill in question is abstract, learners need to be active participants in the process of assessment. Assessments that involve learners in the process, and that are led by students when necessary, should be used. A variety of measurement tools can be used in these assessments, such as graded scoring keys. Graded scoring keys are documents that list the criteria to be taken into account for any practice, and provide detailed explanations for each criterion, from the best performance to the worst.

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“…For example, in a study of inner speech by Robson and Young (2007) in the International Journal of Listening, the authors state: "Thus current music trends may help explain the preference for quiet study environments reported by students in the higher GPA group" (p. 12). This is an interpretation that strictly speaking is not represented in the data but is added from the author's personal experience.…”

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confidence: 95%

Grounding Listening: The Limitations of Theory

Purdy

2011

International Journal of Listening

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The role and limitations of scientific theory in listening research is explored. The researcher as person is found to be intricately involved as creative, interpretive author of concepts, hypotheses, arguments and conclusions. Nor can the researcher ignore their own social and cultural life-world origins. Consequently the importance of the social context and culture assumed by the researcher is detailed. Theory is discussed and its general limitations explicated. Overall, research in social sciences, such as listening, is at base social. This essay is a discussion of the role and limitations of (scientific) theory in listening research. The general points to be addressed include, first, the role of the researcher as creative, interpretive author of concepts, hypotheses, arguments and conclusions, and their origin in the social and cultural life-world, and, second, the importance of the social context and culture assumed by the researcher, not only in a specific study but also globally and generally by theoretical social science. Theory is the use of one particular scientific mode of research that is driven by clear, accurate, and testable relationships about why we listen as we do. Bodie is arguing for the strength of theory-driven research studies 1 for organizing and grounding the field of listening; Purdy is setting out the limitations.Theory plays a special role in listening research but only exists as part of a larger research (ad)venture. As Bodie (2009) so clearly argues, a coherent theoretical approach is critical for understanding and making effective use of the study of listening. Yet as important as theory may be in the organizing strategies for

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Listening to Inner Speech: Can Students Listen to Themselves Think?

Cited by 3 publications

References 16 publications

We to Me: An Autoethnographic Discovery of Self, In and Out of Domestic Abuse

We to Me: An Autoethnographic Discovery of Self, In and Out of Domestic Abuse

Yabanci Öğreni̇ci̇ler İçi̇n Di̇nleme Beceri̇si̇ne Yöneli̇k Üstbi̇li̇şsel Dereceli̇ Puanlama Anahtari

Grounding Listening: The Limitations of Theory

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