Thematische Bibliographien / Luistelu

Auswahl der wissenschaftlichen Literatur zum Thema „Luistelu“

Autor: Grafiati
Veröffentlicht am 25. Juli 2024
Zuletzt aktualisiert am 27. Juli 2024

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Zeitschriftenartikel zum Thema "Luistelu"

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Groot, Annemarie. „Luister Alstublieft!“ T2-verwerving: Onderzoek ontmoet onderwijsparktijk 80 (01.01.2008): 75–85. http://dx.doi.org/10.1075/ttwia.80.08gro.

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L2 listening is important for both communication and language learning. In language courses, however, the focus on listening is minimal. Moreover, previous research has been inconclusive about the best approach to teach listening skills. Listening pedagogy focuses mainly on comprehension. This article presents a listening training experiment with a pretest-training-posttest design. Two intact groups of adult learners of Dutch were trained on either recognition or comprehension. The Recognition Group improved significantly more on listening and grammar tests than the Comprehension Group. The groups differed significantly in several crucial aspects though. Including these variables as covariates did not change the positive result. However, the number of informants was too low to draw final conclusions and further research is required to find further support the findings in this study.
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Vonk, Conny. „Je luistert niet“. Tijdschrift voor Klachtrecht 18, Nr. 4 (November 2023): 14–15. http://dx.doi.org/10.5553/tvk/1871-41022023019004005.

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Stoffelen, Joke, Jasmijn van de Pol, Hellen Houterman und Sjoerd Wiersma. „‘Hallo, luistert daar iemand?’“. Tijdschrift voor gezondheidswetenschappen 96, Nr. 8 (30.10.2018): 305–6. http://dx.doi.org/10.1007/s12508-018-0194-2.

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 . „Als ie maar echt luistert…“. Huisarts en Wetenschap 46, Nr. 4 (April 2003): 716. http://dx.doi.org/10.1007/bf03083493.

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Hageman, Alexia. „Luister mee met Nursing“. Nursing 28, Nr. 10 (Oktober 2022): 3. http://dx.doi.org/10.1007/s41193-022-0116-1.

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Meijer, Jolanda, und Arnt Mein. „Ga eropaf en luister!“ Tijdschrift voor Klachtrecht 18, Nr. 3 (August 2023): 14–16. http://dx.doi.org/10.5553/tvk/1871-41022023019003005.

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de Winter, Pierre. „Iris bandhoe: ‘Zorg dat je luistert’“. Lucide 3, Nr. 4 (Dezember 2014): 22–29. http://dx.doi.org/10.1007/s40408-014-0069-9.

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Umans, Susan. „Luister naar kind met eetstoornis“. Tijdschrift voor praktijkondersteuning 6, Nr. 2 (April 2011): 37. http://dx.doi.org/10.1007/s12503-011-0028-z.

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Van Olmen, Daniël. „Imperatives of visual versus auditory perception as pragmatic markers in English and Dutch“. English Text Construction 3, Nr. 1 (08.04.2010): 74–94. http://dx.doi.org/10.1075/etc.3.1.05van.

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This article examines the English and Dutch imperatives of intentional visual and auditory perception and in particular their use as pragmatic markers. Look, listen, kijk ‘look’ and luister ‘listen’ are compared with respect to frequency, distribution and usage. The difference between look and kijk, on the one hand, and listen and luister, on the other, is argued to be indicative of a more general cross-linguistic tendency. This tendency is explained in terms of the imperatives’ effectiveness in and likely recruitment for what has traditionally been called attention-getting and in terms of the common view of the nature of visual and auditory perception.
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Sillevis Smitt, Trudeke. „Mr. X belt, maar er luistert iemand mee“. Advocatenblad 98, Nr. 5 (Mai 2018): 49. http://dx.doi.org/10.5553/ab/0165-13312018098005021.

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Dissertationen zum Thema "Luistelu"

1

Redelinghuys, Willem Andries. „Luister as kommunikasievaardigheid van die skoolhoof / Willem Andries Redelinghuys“. Thesis, Potchefstroom University for Christian Higher Education, 1994. http://hdl.handle.net/10394/8942.

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Murrell, Gerlyn. „Escucha Nuestras Voces/Luister Naar Onze Stemmen: Afro-Caribbean Girlhood in the Dutch West Indies“. Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98819.

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The purpose of this project was to examine how Afro-Caribbean girls from the island of Sint Maarten narrate, navigate and negotiate their girlhood experiences. As a Black woman from Sint Maarten, this project is important due to the lack of sociological scholarship surrounding Black girls in the Dutch West Indies. This project utilized a qualitative approach that involved interview participant photography and semi-structured audio and video recorded interviews with 9 Afro-Caribbean girls who were 14-, 16- and 17-years old living in Sint Maarten. I analyzed the interview data and interpreted it using a combination of Black, Caribbean and transnational feminist frameworks which I named Afro-Caribbean transnational feminism. This framework specifically centers the lives and lived experiences of the girls. The findings show that Afro-Caribbean girls in Sint Maarten navigate their social worlds by negotiating different aspects of their lives, including their hair, appearance and food consumption to in various ways resist heteronormative ideas in Sint Maarten. This data serves as an important starting point and experiential reference to understand Afro-Caribbean girlhood in the Caribbean broadly, and specifically in the Dutch West Indies.
Master of Science
The purpose of this project was to examine how Afro-Caribbean girls from the island of Sint Maarten narrate, navigate and negotiate their girlhood experiences. As a Black woman from Sint Maarten, this project is important due to the lack of sociological scholarship surrounding Black girls in the Dutch West Indies. This project utilized a qualitative approach that involved interview participant photography and audio and video recorded interviews guided by a set of questions. There were 9 Afro-Caribbean girls who were 14-, 16- and 17-years old living in Sint Maarten who participated in the project. I analyzed and interpreted their responses using a combination of Black, Caribbean and transnational feminist frameworks which I named Afro-Caribbean transnational feminism. This framework specifically centers the lives and lived experiences of the girls. The findings show that Afro-Caribbean girls in Sint Maarten navigate their social worlds by negotiating different aspects of their lives including, hair, appearance, and food consumption to in various ways resist heteronormative views, which aligns biological sex, sexuality, gender identity and gender roles, in Sint Maarten. This data serves as an important starting point and experiential reference to understand Afro-Caribbean girlhood in the Caribbean broadly, and specifically in the Dutch West Indies.
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Luister, Alexandra Maria [Verfasser], und Ulrich [Akademischer Betreuer] Laufs. „Quantifikation pflanzlicher Sterole und ihrer Oxidationsprodukte im Plasma und in sklerosierten Aortenklappen / Alexandra Maria Luister. Betreuer: Ulrich Laufs“. Saarbrücken : Saarländische Universitäts- und Landesbibliothek, 2016. http://d-nb.info/1094661333/34.

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Pey, Engelina Blanca Faustinia. „Herstel in nieuwe luister : ideeën en praktijk van overheid, kerk en architecten bij de restauratie van het middeleeuwse katholieke kerkgebouw in Zuid-Nederland (1796-1940) /“. Nijmegen : Stichting Nijmeegse kunsthistorische studies, 1993. http://catalogue.bnf.fr/ark:/12148/cb35585011f.

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Van, den Heever Marisa. „'n Ondersoek na luistervaardighede en ouditiewe perseptuele vaardighede by graad R leerders / M. van den Heever“. Thesis, North-West University, 2013. http://hdl.handle.net/10394/9224.

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This study focuses on listening and auditory skills of Grade R learners. The researcher wanted to establish the state of these skills, and whether they influence the scholastic achievement of learners. Literature study was done, and literature indicates that listening skills are a prerequisite for language proficiency. Listening is a skill that has to be mastered before a child can learn to speak. Listening is essential for all learning, and also determines the success of learning in the formal school system. Cognitive development of the Grade R learner, which is a complex interaction among psychological, environmental and genetic factors, is also considered. Factors which influence auditory perception are emphasized and supported by the literature, as is the importance of good auditory skills. A literature study on brain development is also executed. The brain is the most complex organ in the human body and that cognitive development is seated in the brain. The study indicates the importance of correct stimulation and the acquisition of skills during the first eight years of a child’s life. School readiness, auditory perception and listening skills of the school entrant are considered. Listening skills as well as perceptual skills are skills needed for school readiness and will be discussed. The researcher utilised the mixed method for the empirical investigation, and data were interpreted from the Interpretivistic paradigm. Questionnaires to practising Grade R educators (n=20) determined the state of listening and auditory skills of current Grade R learners in the Kenneth Kaunda district in the Potchefstroom area. This was the qualitative part of the data collection. For quantitative data collection, school readiness tests (n=500) used during the past ten years from a specific pre-primary school in above mentioned district, were utilised. The test used in this study is the “Standardised School Readiness Test” of dr. S le Roux. By the statistical processing of the tests the researcher wanted to determine the state of listening and auditory skills of Grade R learners during the past ten years; whether a decrease is indicated by the statistics, and whether listening and auditory skills only make a difference according to year groups. This could, however, not be proven statistically. The educators who completed the questionnaires indicated significantly that listening and auditory skills of learners have decreased during the past few years. The researcher interprets the phenomenon as a result of the amount of learners in a class. Class ratio may have an influence, since only four to six learners are tested at a time with the school readiness test as opposed to 24 – 30 learners in a Grade R class. The researcher wanted to establish whether listening and auditory skills play a determining role in school readiness and scholastic achievement. According to literature and empirical research, listening and auditory skills do in fact play a determining role in scholastic achievement. If learners are unable to listen, they cannot learn to read and their reading comprehension is poor. All above factors contribute to learners not being ready for school when commencing Grade 1. If attention is given to the development of auditory perceptual skills as well as good listening skills of learners in the Grade R phase, the future Annual National Assessment (ANA) results of Grade 3 learners may be influenced positively.
Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.
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Bongers, Rudolf Jan. „Luister as kommunikasievaardigheid in skoolbestuur“. Thesis, 2014. http://hdl.handle.net/10210/9585.

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M.Ed. (Education)
The human body is, par excellence, a means of communication. Without communication man will not be able to express his emotions and needs. Much has been said and written about communication and everyone agrees that communication is important for man as a social being, as well as the part he plays in an organisation. Should problems arise within an organisation, the blame is put on poor communication. Too much time is spent, however, on training managers' communication skills in order to enable them to convey messages more effectively. On the other hand, no time is spent on improving the managers' listening skills, in order for them to understand others better. The educator is at the head of a school where people work with people. The staff, pupils and parents are all, at some time or another, in conversation with the educator. This gives them the opportunity to share their complaints, recommendations or feedback with him. It is therefore of the utmost importance that the educator has the necessary listening skills. He must be able to listen objectively and without prejudice. By listening the educator improves interpersonal relationships that produce a more effective school with satisfied staff and pupils. In order to improve his listening skills, the educator should be aware of the fact that he has a listening deficiency and should purposefully set about improving his listening skills - how difficult and time-consuming it might be.
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Aslett, Tamaryn Leigh. „Exploring lived experiences of music listening among rugby players : a hermeneutic phenomenology / Tamaryn Leigh Aslett“. Thesis, 2015. http://hdl.handle.net/10394/14115.

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This study is a hermeneutic-phenomenological investigation with the aim of understanding the meanings that the NWU-PUK Rugby Institute players attributed to their lived experience of listening to music before a game. In answering this central research question, two sub-questions were also explored to find out what the rugby players experienced while listening to music before a game and how they experienced listening to music in terms of the context, situation and conditions. Ten NWU-PUK Rugby Institute players participated, eight of whom played in the same team, and two who played in different teams. Reflective essays were collected with follow-up semi-structured interviews with the chosen participants. Using ATLAS.ti 7, the data were analysed. Codes were conceptualised into categories and themes, links were made and patterns were identified. The results revealed four broad themes: 1) Nothing can distract me; 2) Activate and deactivate; 3) Affect regulation and 4) Well-being. These themes formed the basis of what the participants experienced while listening to music, with all four themes resulting in preparation for a rugby game.
MA(Musicology), North-West University, Potchefstroom Campus, 2015
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Bücher zum Thema "Luistelu"

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Puromies, Anu. Tähtiä jäällä: Tarinoita taitoluistelusta. Helsinki]: Suomen taitoluisteluliitto, 2008.

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Lierde, Bart van. Luister niet naar Robert Blake. Amsterdam: L.J. Veen, 2005.

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M, Celis Marcel, Hrsg. Pieter Braecke: Als de ziele luistert. Brussel: Vlaamse Overheid, 2010.

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ter, Linden Nico, Hrsg. Het luistert nauw: De Nieuwe Bijbelvertaling nader bekeken. Amsterdam: Van Gennep, 2008.

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L, Burgers J. P., und Deben Léon, Hrsg. De luister van het gewone: Verhalen van Utrechters. Utrecht: J. van Arkel, 1994.

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Leerintveld, Ad. 't Liefste pad: Hofwijcks tuin in oude luister hersteld. Den Haag: Valerius Pers, 2005.

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Thomas, Leeflang, und Leeflang Thomas, Hrsg. Kijk! Luister!: Film en radio in Nederland onder Duitse dictatuur. Soesterberg: Uitgeverij Aspekt, 2013.

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Queck, Anitha. A room full of whispers: As ek fluister, sal jy luister? Durban: Just Done Productions Pub., 2007.

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Nijs, Piet. De luister van het luisteren: Essay over het gesprek als therapie. [Louvain]: Peeters, 1995.

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1517-1585, Dodoens Rembert, Cultureel Centrum Burgemeester Antoon Spinoy (Mechelen, Belgium) und Vlaams Cultureel Centrum de Brakke Grond., Hrsg. Tentoonstelling luister en rampspoed van Mechelen ten tijde van Rembert Doedoens 1585-1985. Brussel: Vlaamse Gemeenschap, 1985.

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Buchteile zum Thema "Luistelu"

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Grootendorst, Ingeborg, und Merel Smit. „Laten merken dat ik luister“. In Behandelmodule zelfbeeldversterking en sociale vaardigheid voor kinderen, 21–25. Houten: Bohn Stafleu van Loghum, 2016. http://dx.doi.org/10.1007/978-90-368-1064-7_1.

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Dhooge, I. „Mijn zoontje luistert niet goed meer“. In Keel-neus-oorheelkunde en hoofd-halschirurgie, 17–20. Houten: Bohn Stafleu van Loghum, 2008. http://dx.doi.org/10.1007/978-90-313-6539-5_5.

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„Als de ziele luistert“. In Poems of Guido Gezelle, 102–3. UCL Press, 2016. http://dx.doi.org/10.2307/j.ctt1hd189w.29.

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