Describes a technique based on the notion of a "bottom-up primacy" that is compatible with current learner-centered, task-based teaching. Makes a case for noticing as a method of improving listening ability by getting students to discover and then prioritize their own listening difficulties after constructing a text. (Author/VWL)

This study compared the speech-in-noise perception abilities of children with (n=63) and without (n=36) learning disabilities (LD) when either speaking style (conversational vs. clear) or signal-to-noise ratio was varied. Children with LD had poorer overall sentence-in-noise perception. The clear speech condition was sufficient to improve some LD…

Thirty adults either with or without traumatic brain injury (TBI) listened to narratives, made delayed predictions of recall, and took a delayed recall test. Narrative questions differed by salience and explicitness. Although TBI survivors recalled less than control participants regardless of question type, there were no differences in predictive…

Explores what children would talk about if adults encourage them to talk, avoid dictating the topic, and just listen. Concludes that children told mostly about events that had just happened, and they nearly always put themselves into their stories. (SG)

Discusses how to help English-as-a-Second-Language learners develop effective listening skills. Suggests a process for helping ESL learners develop their listening skills and makes suggestions for how this might be achieved with authentic materials. (VWL)

Suggests communication auditors should be thought of as skilled and committed listeners to and within organizational communication processes. Distinguishes between functionalism and interpretivism in organizational communication. Describes a project based on a collaboration between scholars in sociolinguistics and organizational communication.…

Explains that multicultural literature should be taught because it reflects genuine family, socioeconomic, philosophical, and geographical circumstances. Proposes that students should read to not only include but to affirm multicultural voices. Describes an encounter with two writers and their works in the author's charter school classroom. (PM)

Aims to identify listening comprehension strategies used by adult Japanese native speakers and monolingual Australian learners of the Japanese language. Investigates how two different listening contexts (audiovisual and audio-only) may influence listeners' choice of strategies and how the strategies chosen relate to learners' proficiency.…

Eighteen adult listeners assessed whether stuttering samples were authentic or simulated. Results support the concepts that the production of stuttered and nonstuttered speech disruptions are experienced as being qualitatively different; only stutterers can validly recognize the difference, and only when it occurs; stuttering is a…

Many teachers are creating learning environments where students' uses of reading and writing are inseparable and relevant to their daily lives. These teachers are supported by recent trends in language arts research, professionalizing trends in today's political climate, education programs modeling language unification, and enlightened educational…

Argues that listening is an integral part of composing by discussing the results of several listening/writing exercises (retellings of short stories or parts of novels). Notes that basic writers learned to hear the reader-voice in texts, thereby developing their internal writer's voice and better control of their writing. (RS)

Discusses the advantages of using video materials in teaching Spanish at an intermediate level, where there are typically several levels of language knowledge and ability. Such materials improve students' ability to understand language context, listening comprehension, discussion skills, and awareness of different uses of language. (CB)

Advocates reinforcing the connections among speaking, listening, reading, and writing in the English classroom. Discusses the author's frustrations experienced in integrating speaking and listening with reading and writing instruction, and suggests several ways to deal with these frustrations. (MM)

The study examined the preferences of listeners of both sexes in four age groups with regard to natural and computer generated synthetic speech in six different contexts. Children preferred to have computers produce synthesized speech, while adults preferred computers with more natural-sounding voices. (DB)

The comparison of listeners' evaluations of nonspeech characteristics of eight dysarthric (due to cerebral palsy) and eight normal speaking children (ages 6-11) found that dysarthric speech adversely affected listeners' perceptions of the dysarthric speakers' personality and physical appearance characteristics. (Author/DB)