Relevant bibliographies by topics / Factors that hamper listening

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Factors that hamper listening'

Author: Grafiati
Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Factors that hamper listening"

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Ghani, Norsahirah, Abdul Rasid Jamian, and Norfaizah Abdul Jobar. "Environmental Impact of Reading Literacy Development." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 4 (April 10, 2022): e001425. http://dx.doi.org/10.47405/mjssh.v7i4.1425.

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Reading literacy is a basic requirement in the process of teaching and learning. It is one of the important skills needed to be mastered, along with writing skills, speaking skills, and listening skills. The term literacy is not a foreign thing in today’s world of education. In this paper, researchers will focus on reading literacy and the relation of environmental factors based on Bronfenbrenner’s Ecological Theory and literacy development. This theory introduces five systems in the ecology of human development, which are microsystem, mesosystem, exosystem, macrosystem and chronosystem. Through this paper, the researcher will try to understand how the environment surrounding the students’ lives will affect their psychological, personality and intellectual development. A good relationship between students and individuals around their surrounding will also make them psychologically balanced human beings. It can also help students to improve their academic performance. In conclusion, a positive environment will help students to achieve excellence, while a negative environment will hamper all such efforts.
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Tenakwah, Emmanuel Senior. "What do employees want? Halting record-setting turnovers globally." Strategic HR Review 20, no. 6 (October 4, 2021): 206–10. http://dx.doi.org/10.1108/shr-08-2021-0040.

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Purpose Retaining talents has been a significant issue for companies globally. Recent statistics suggest that the trend is rising at an alarming rate. This paper aims at examining these statistics, the driving factors, and how organisations can deal with this issue to retain current employees and to attract prospective employees. Design/methodology/approach This paper discusses the drivers of these high turnover rates and the associated costs. Based on these, suggestions on how to retain and attract talents are offered. Findings The evidence available illustrates that employee turnover continues to hamper the growth of companies and can pose existential threats to these companies. It also suggests that listening to concerns or reasons accounting for the exit of employees can go a long way to reduce the current trends. Practical implications The suggestions presented in this paper highlight the possibility of curbing the high rate of turnover. By taking these suggestions, organisations can avoid the enormous costs associated with employee turnover while building a healthy organisation for their employees. Originality/value This work is timely given the high rate of turnover recorded worldwide, even during the pandemic.
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Li, Xuemei. "Factors Affecting Students’ Listening Capability." International Journal of English Literature and Social Sciences 5, no. 1 (2019): 21–22. http://dx.doi.org/10.22161/ijels.51.4.

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Bouzar Fodil-Cherif, Siham. "Factors Standing Against Listening Success." Education and Linguistics Research 3, no. 2 (October 9, 2017): 102. http://dx.doi.org/10.5296/elr.v3i2.11781.

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The largest part of the time spent in the communication process is devoted to listening. This skill is in fact very important for developing any language learning proficiency. However, it sometimes constitutes a source of trouble and frustration for learners of English as a foreign language (EFL) who find themselves unable to comprehend the spoken message transmitted to them in the target language. Therefore, this article explores the factors standing against the comprehension of the oral input in a way to open the path for thinking about measures to overcome listening difficulties.
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Kutlu, Ömer, and Aslıhan Erman Aslanoğlu. "Factors affecting the listening skill." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 2013–22. http://dx.doi.org/10.1016/j.sbspro.2009.01.354.

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Xuan, Kan, and Debora Chaterin Simanjuntak. "Students’ Perspective of Factors Affecting Listening." Acuity : Journal of English Language Pedagogy, Literature and Culture 2, no. 1 (January 1, 2017): 1–11. http://dx.doi.org/10.35974/acuity.v2i1.584.

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The teaching of listening in Indonesia is essential, a process that is considered to be indispensable. This paper explores several factors that affect students’ listening comprehension ability; which are: Limitation of Vocabulary, Teaching Strategy, Limitation of Materials and Equipment, Student’s Listening Anxiety, Exposure towards American English and culture. The main purpose of this research is to determine which factor that significantly affects students’ listening comprehension ability. After going through factor analysis, it is found that the most dominant factor that affects listening comprehension ability is Limitation of Listening Materials and Equipment. This study was conducted in three schools: SMP Negeri 1 Cisarua, Bandung, SMP Negeri III Cisarua, Bandung, SMP Negeri I Parongpong, Bandung.  Key Words: Listening Comprehension Ability, Exposure towards American English and Culture    Â
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Pratiwi, Kartika, and Erna Andriyanti. "External Factors Causing Students’ Difficulties in Listening." Journal of English Language Teaching and Linguistics 4, no. 2 (July 20, 2019): 227. http://dx.doi.org/10.21462/jeltl.v4i2.282.

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<p><em>To become a good speaker, one has to be a good listener because naturally people cannot speak properly before listening first. Listening is an important requirement, and also a basic competence to be a good speaker in English. Listening is not an easy process since one who listens must be able to distinguish between sounds, understand the vocabulary and grammatical structures, as well as interpret the meaning at the same time. Listening in English requires focus and attention yet, in fact, many students tend to have several difficulties to focus in listening practice. The article aims to show the external factors affecting the students’ difficulty within each process of listening comprehension. </em><em>The external factors include the speaker, the context of material, and the physical setting. By adopting qualitative design, it is found that the external factors have the higher potential to influence the students’ focus negatively than the students’ physical condition and behavior which are known as internal factors. Moreover, through several findings based on the library research, it is revealed that the external factors are linked to each process of listening. Suggestions with the effective ways to resolve the difficulties in listening are provided. </em><strong><em></em></strong></p>
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Nurkhamidah, Neni. "EXPLORING FACTORS CAUSING LISTENING ANXIETY ON GENERATION Z STUDENTS." ACITYA Journal of Teaching & Education 2, no. 2 (July 21, 2020): 141–51. http://dx.doi.org/10.30650/ajte.v2i2.1386.

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Listening is a complex process because listeners do not only listen to the words, but they also interpret speakers' utterances. This complexity and difficulty triggers student’s anxiety. Many researches find out that listening anxiety affect students’ performance. Therefore, study on listening anxiety is crucial to be carried out. This study is conducted to find out the factors causing listening anxiety on generation Z students that raised with technology and have more opportunity to listen English from many sources than the previous generation. This is a qualitative study that is conducted in English Department of STKIP MNC by involving 20 participants from Basic Listening class. The finding shows that there are some factors causing students listening anxiety. The factor is categorized in two sources; students and technological factors. The internal factors trigger students listening anxiety are rate of speech, vocabulary and accent, and concentration. On the other hand, technological factor causing listening anxiety comes from the poor quality of audio sounds from speaker used in the class.
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Wang, Shu-Yan, and Kyung-Whan Cha. "Foreign Language Listening Anxiety Factors Affecting Listening Performance of Chinese EFL Learners." Journal of AsiaTEFL 16, no. 1 (March 31, 2019): 121–34. http://dx.doi.org/10.18823/asiatefl.2019.16.1.8.121.

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Kourmousi, Ntina, Kalliope Kounenou, Vasiliki Yotsidi, Vasiliki Xythali, Kyriakoula Merakou, Anastasia Barbouni, and Vasilios Koutras. "Personal and Job Factors Associated with Teachers’ Active Listening and Active Empathic Listening." Social Sciences 7, no. 7 (July 21, 2018): 117. http://dx.doi.org/10.3390/socsci7070117.

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Active listening is important for effective interpersonal communication, a prerequisite for successful teaching. The presented cross-sectional study examined personal and work factors associated to active listening in 3.995 Greek schools’ educators of all teaching levels and specialties. The study questionnaire posted on official and main teachers’ portals included personal and working data items, the Active Empathic Listening Scale (AELS), and the Active Listening Attitude Scale (ALAS). Multiple linear regression was used to identify independently associated factors with AELS and ALAS dimensions, and standardized regression coefficients were performed to measure the effect of independent variables. Regarding AELS, gender had the greatest effect on the Sensing subscale, followed by age and mental health promotion training. Years of teaching had the greatest effect on Processing subscale, followed by higher studies. Gender had the greatest effect on Responding subscale, followed by age, higher studies, and mental health promotion training. Concerning ALAS, mental health promotion training and support from colleagues had the greatest effect on Listening attitude subscale, gender and mental health promotion training had the greatest effect on Listening skill subscale, and gender, age, and years of teaching had the greatest effect on Conversation opportunity subscale. The identification of enhancing factors like training in mental health promotion could significantly contribute in designing training that can simultaneously benefit teachers’ skills and students’ psychosocial well-being.
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Dissertations / Theses on the topic "Factors that hamper listening"

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Delgado, Adam. "Factors contributing to the perception of physicians' listening." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1585634.

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This study analyzes different demographic groups and the ability to understand a physician and how this contributes to feeling carefully listened to. There are four hypotheses being tested, each predicting a different group within each variable will feel the most carefully listened to. The Statistical Package for Social Services (SPSS) was used to analyze data from the California Health Interview Survey (CHIS). The portion of the survey that focused on adults was utilized in this study. Data was analyzed using t-tests and ANOVA tests. The results of the study determined that the elderly, males, and participants that could understand their physician felt the most carefully listened to for each variable. As for race, Whites, African American, and participants that identified as more than one race felt more carefully listened to when compared to Asians and participants that identified as a race not specified. These finding only supported one hypothesis, participants that understood their physician would feel that most carefully listened to. Theses result are a valuable tool that can be used to being quality improvement efforts focused on patient centered communication.

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Aotani, Masayasu. "FACTORS AFFECTING THE HOLISTIC LISTENING OF JAPANESE LEARNERS OF ENGLISH." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/137835.

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CITE/Language Arts
Ed.D.
The holistic listening comprehension of 112 Kyoto University students, operationalized as TOEFL iBT listening (long listening), was investigated with a battery of 12 tests, including a phoneme and word recognition test, a test of short 10-second listening, a test of long 3- to 5-minute listening, a reading comprehension of listening scripts test, listening and reading cloze tests, a gap-filling test designed to assess syntactic awareness, a grammatical error detection test, and the Vocabulary Size Test. Rasch analyses were employed to yield person ability measures; these measures were used for correlation studies, a series of linear regression analyses, principal components analysis, and structural equation modeling. Long listening correlated most strongly with the reading comprehension test (.756) and the listening cloze test (.705), and these two variables explained as much variance in long listening as all the variables combined in a linear regression (68%). Of the two prominent components yielded by a principal components analysis, capturing sounds and processing for meaning, long listening loaded significantly only on processing for meaning (.727) and showed no notable loading on capturing sounds. When long listening comprehension was viewed as a two-stage activity consisting of capturing input and processing that input for meaning, the participants were found to rely mainly on processing for meaning. As a result, long/holistic listening had more in common with reading comprehension than with short listening, for which the first stage of input capture was more important. As a part of this study, long listening was expressed as a product of aural word recognition and processing for meaning as in the Simple View of Reading, where reading comprehension is regarded as a product of decoding and linguistic comprehension. While the Simple View of Reading typically accounts for 48% of the variance in reading comprehension, its listening counterpart in this study explained up to 58% of the variance; as much as an improved version of the Simple View of Reading named the Component Model of Reading. The identification of the structural equation models required an additional component for a total of three latent variables; availability of written text, aural activities, and processing for meaning. The three-latent-variable model for long listening incorporated all the variables as indicators except for the grammatical error detection due to its insignificant contribution to holistic understanding. Generally speaking, structural equation approach produced models which were in good qualitative agreements with correlation studies, principal components analysis, and multiple regression; thus, providing an integrative view and a unified treatment of the participants' proficiency with a focus on long listening. Overall, the results highlighted the importance of processing for meaning, a skill largely shared with reading comprehension, for the long listening comprehension of Kyoto University students. This finding indicates a transfer of meaning formation skill from L1 and L2 reading to L2 listening.
Temple University--Theses
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Higgins, Janet M. D. "Facilitating listening in second language classrooms through the manipulation of temporal variables." Thesis, University of Kent, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282589.

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Arizmendi, Gonzalez Graciela. "Exploring the factors that affect the otucomes of a genre-based approach to listening." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/422125/.

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The aim of this research is to explore the factors that affect listeners when they are introduced to the generic features of texts. In this intervention study, learners in a Mexican university are introduced to the linguistic features, generic structure and context of spoken narrative texts about a film, in the first and foreign language (L1) and (L2), in order to better understand the development of L2 listening skills. On the basis of participants’ stimulated recalls (SR) and semi-structured interviews, I analysed the listeners’ thought processes and listening strategies, after they are introduced to the generic features of narratives. While initially set up as experimental study with an experimental (EG) and a control group (CG), the qualitative data reveals that different listeners’ in both groups used different listening cognitive, metacognitive, affective and sociocultural strategies, during the intervention. The participants in this study are 34 undergraduates studying for an English language teaching degree. Seventeen students are enrolled in the fourth semester and take part in the CG and another seventeen in the EG. The CG attended a regular class, whereas the EG received instruction from a genre-based approach for listening purposes in a scaffolded way, going from guided deconstruction to independent reconstruction of spoken narratives. Participants analyse the texts’ social and textual elements including the context, language used, variations and organisation. The findings show that listening at a discourse level is multidimensional. Participants in the EG elaborate and incorporate different types of prior knowledge. While listening, they attempt to identify and contextualize social situations as well as structural elements based on knowledge gained through a genre-based approach. Findings unveil aspects affecting the outcomes of a genre based approach in listening and can help researchers appreciate the practicality of these findings for the understanding of listening from a genre-based perspective.
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Banks, Briony. "Perceptual plasticity in adverse listening conditions : factors affecting adaptation to accented and noise-vocoded speech." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/perceptual-plasticity-in-adverse-listening-conditions-factors-affecting-adaptation-to-accented-and-noisevocoded-speech(c5227984-13b8-4e33-9233-5e1715cf8516).html.

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Adverse listening conditions can be a hindrance to communication, but humans are remarkably adept at overcoming them. Research has begun to uncover the cognitive and behavioural mechanisms behind this perceptual plasticity, but we still do not fully understand the reasons for variability in individual responses. The research reported in this thesis addressed several factors which would further this understanding. Study 1 examined the role of cognitive ability in recognition of, and perceptual adaptation to, accented speech. A measure of executive function predicted greater and more rapid perceptual adaptation. Vocabulary knowledge predicted overall recognition of the accented speech, and mediated the relationship between working memory and recognition accuracy. Study 2 compared recognition of, and perceptual adaptation to, accented speech with and without audiovisual cues. The presence of audiovisual cues improved recognition of the accented speech in noise, but not perceptual adaptation. Study 3 investigated when perceivers make use of visual speech cues during recognition of, and perceptual adaptation to, audiovisual noise-vocoded speech. Listeners’ eye gaze was analysed over time and related to their performance. The percentage and length of fixations on the speaker’s mouth increased during recognition of individual sentences, while the length of fixations on the mouth decreased as perceivers adapted to the noise-vocoded speech over the course of the experiment. Longer fixations on the speaker’s mouth were related to better speech recognition. Results demonstrate that perceptual plasticity of unfamiliar speech is driven by cognitive processes, but can also be modified by the modality of speech (audiovisual or audio-only). Behavioural responses, such as eye gaze, are also related to our ability to respond to adverse conditions. Speech recognition and perceptual adaptation were differentially related to the factors in each study and therefore likely reflect different processes; these measures should therefore both be considered in studies investigating listeners’ response to adverse conditions. Overall, the research adds to our understanding of the mechanisms and behaviours involved in perceptual plasticity in adverse listening conditions.
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Malott, Lindsey N. "Gender Factors that Affect Health and Hearing Acuity among Personal Listening Device Users and Non-Users." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430498210.

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Cramer, Ian M. "Effects of Health Factors and Personal Listening Behaviors on Hearing Acuity in College-Aged students who use Earbud style Headphones." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1335809472.

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Burns, Kimberly Jo. "The effect of two methods of music instruction on factors in the listening experience and musical preference of fourth- and fifth-grade students." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187228.

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The purpose of this study was to examine the effects of two methods of music instruction on two factors in the musical listening experience, identified as music description and music identification, and musical preference of fourth- and fifth-grade students. The listening experiences consisted of one which utilized descriptive writing in the music lesson and one which utilized participatory listening activities such as maps for guided listening, worksheets, and call charts. Also examined were the interactions of gender, grade level, and degree of writing presence in the regular classroom. Seven-hundred and eleven students from thirty-six intact classes in six elementary schools of three school districts were chosen for the study. The intact classes were randomly assigned to one of the two methods of instruction for a seven week experiment. The study utilized a pretest/posttest two group experimental design to answer 10 research questions. Repeated measures MANOVAS, t-test of independent samples, and two-variable correlation tests were conducted to measure mean differences, interactions, and possible relationships in the data. Results of the study indicated significant differences between method of instruction and the variables of music description and music identification. Method of instruction did not influence musical preference. Also significantly different were students' scores for music description, music identification, and musical preference between the participating 23 classroom teachers. Method of instruction, grade level, degree of writing presence, and gender did not significantly interact collectively with music description, identification, or musical preference although some areas interacted with these variables individually. Significant interactions were found between music teacher and method with regard to students' scores on tests of music description, music identification, and musical preference. Two correlational tests resulted in values that indicated no relationship between the variables of musical preference and description and musical preference and identification. However, the non-relationship of music description and musical preference was non-significant while music identification and musical preference were significantly non-related.
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Dagfalk, Johanna, and Ellen Kyhle. "Listening in on Productivity : Applying the Four Key Metrics to measure productivity in a software development company." Thesis, Uppsala universitet, Avdelningen för datalogi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-440147.

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Software development is an area in which companies not only need to keep up with the latest technology, but they additionally need to continuously increase their productivity to stay competitive in the industry. One company currently facing these challenges is Storytel - one of the strongest players on the Swedish audiobook market - with about a fourth of all employees involved with software development, and a rapidly growing workforce. With the purpose of understanding how the Storytel Tech Department is performing, this thesis maps Storytel’s productivity defined through the Four Key Metrics - Deployment Frequency, Delivery Lead Time, Mean Time To Restore and Change Fail Rate. A classification is made into which performance category (Low, Medium, High, Elite) the Storytel Tech Department belongs to through a deep-dive into the raw system data existing at Storytel, mainly focusing on the case management system Jira. A survey of the Tech Department was conducted, to give insights into the connection between human and technical factors influencing productivity (categorized into Culture, Environment, and Process) and estimated productivity. Along with these data collections, interviews with Storytel employees were performed to gather further knowledge about the Tech Department, and to understand potential bottlenecks and obstacles. All Four Key Metrics could be determined based on raw system data, except the metric Mean Time To Restore which was complemented by survey estimates. The generalized findings of the Four Key Metrics conclude that Storytel can be minimally classified as a ‘medium’ performer. The factors, validated through factor analysis, found to have an impact on the Four Key Metrics were Generative Culture, Efficiency (Automation and Shared Responsibility) and Number of Projects. Lastly, the major bottlenecks found were related to Architecture, Automation, Time Fragmentation and Communication. The thesis contributes with interesting findings from an expanding, middle-sized, healthy company in the audiobook streaming industry - but the results can be beneficial for other software development companies to learn from as well. Performing a similar study with a greater sample size, and additionally enabling comparisons between teams, is suggested for future research.
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Cheong, Sung Hui. "The role of listener affiliated socio-cultural factors in perceiving native accented versus foreign accented speech." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180456503.

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Books on the topic "Factors that hamper listening"

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Nissan, Susan. An analysis of factors affecting the difficulty of dialogue items in TOEFL listening comprehension. Princeton, N.J: Educational Testing Service, 1996.

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Hall, Lesley Ann. Listening to clinicians: Using a qualitative approach to explore factors which influence the uptake of new evidence by health care professionals. Newcastle upon Tyne: University of Newcastle upon Tyne, Centre for Health Services Research, 1999.

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Listening to your own body: A guide to the neurological problems that afflict us as we grow older. Bethesda, Md: Adler & Adler, 1987.

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Bashford, Christina. Concert Listening the British Way? Edited by Christian Thorau and Hansjakob Ziemer. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190466961.013.8.

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It is a well-known fact that the provision of printed program notes at concerts of classical music was a nineteenth-century phenomenon aimed at guiding listener experiences. This chapter discusses why those notes first proliferated in Britain and whether there was anything peculiarly British about them. Program notes took root in 1840s Britain, initially at highly serious chamber concerts. They explained the formal structure by aural sign-postings and embodied a significant attempt to shape listening practices in Victorian Britain in a distinctive way. Underpinning their successful spread were several interlocking economic, cultural, and musical factors. These included the rapid development of a sizeable public concert culture, the growth of audiences eager for the elucidation of high art, the Victorian desire to educate and guide (related to notions of tourism, industry, rationality, progress, and religious reverence), and the absence of a tradition of publishing in-depth reviews of music in British journals.
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A, Goodman Lisa, Epstein Deborah 1962-, and American Psychological Association, eds. Listening to battered women: A survivor-centered approach to advocacy, mental health, and justice. Washington, DC: American Psychological Association, 2008.

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(Foreword), Judith L. Herman, ed. Listening to Battered Women: A Survivor-Centered Approach to Advocacy, Mental Health, and Justice (Psychology of Women). American Psychological Association (APA), 2007.

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Razo, Armando. Integration of Contextual Data. Edited by Lonna Rae Atkeson and R. Michael Alvarez. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190213299.013.20.

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This chapter discusses a conceptual framework that clarifies the nature and importance of context in social scientific research. It first explains how context fits into survey analysis, then addresses major problems that hamper use and collection of contextual data: vague or incomplete conceptual definitions of “context” and lack of methodological guidance to collect and analyze contextual data. It suggests that systematic research and cumulative knowledge on contextual effects are constrained by two factors: the lack of standardized contextual variables across surveys and sporadic empirical inquiries. Finally, it outlines directions for future research with an eye toward advancing contextual data collection and analysis as well as ascertaining the impact of context on public opinion and political behavior. It presents statistical approaches to provide a blueprint for explicit measurements and analysis of contextual data and considers the need to modify conventional sampling techniques to capture relevant contextual variability.
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McGuire, Charles Edward. Amateurs and Auditors. Edited by Christian Thorau and Hansjakob Ziemer. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190466961.013.10.

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Between 1810 and 1835 the British musical audience expanded from the nobility and the gentry to include members of the middle classes. Using the contemporary musical festival as a case study, this chapter examines how the accommodation of this larger, more intellectually diverse audience led to an early manifestation of the modern concert-listener. This development is explored in terms of factors that aided in the creation of a physical or intellectual “listening space.” These aspects include physical structures (stages, galleries), educational structures (histories of musical festivals, commentaries for training listeners), and linguistic structures (new terms to describe listening processes). As this chapter reveals, these structures solidified a common listening experience for the larger audience, while reinforcing class distinctions within it.
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Nagel, Jennifer. 6. Testimony. Oxford University Press, 2014. http://dx.doi.org/10.1093/actrade/9780199661268.003.0006.

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Does listening to other people—or reading what they have written—supply us with knowledge in a unique or distinctive way? Do we need special reasons to trust people in order to gain knowledge from them? Some philosophers argue that testimony never actually provides knowledge. At the other extreme, some philosophers argue that testimony provides knowledge, and in a distinctive way. In this view, testimony is a special channel for receiving knowledge, a channel with the same basic status as sensory perception and reasoning. ‘Testimony’ explores both extremes, as well as the middle ground of reductionism, to identify the factors that matter most to how we absorb what people say.
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Sahlén, Birgitta, Kristina Hansson, Viveka Lyberg-Åhlander, and Jonas Brännström. Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0006.

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Despite medical, technical, and pedagogical advances, the risk for language impairment is still much higher in deaf and hard-of-hearing (DHH) children than in hearing peers. Research on linguistic, cognitive, and communicative development in DHH children has found a range of basic spoken language deficits. Twenty percent to 50% of deaf children still meet criteria for language impairment. Tests of nonword repetition and verb inflection are markers that improve early identification of children at risk for persistent language problems. DHH children are typically mainstreamed today, and poor listening conditions in the classroom severely jeopardize learning in children with weak perceptual and cognitive skills. In this chapter we report on our own and others’ studies exploring the interaction of factors, both external and internal to the child, that influence spoken language and communication. The focus is on intervention projects aiming to improve language learning environments through teacher education.
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Book chapters on the topic "Factors that hamper listening"

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Goh, Christine C. M., and Larry Vandergrift. "Factors That Influence Listening Success." In Teaching and Learning Second Language Listening, 57–82. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429287749-5.

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Holzknecht, Franz, and Tineke Brunfaut. "Individual Difference Factors for Second Language Listening." In The Routledge Handbook of Second Language Acquisition and Individual Differences, 331–46. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003270546-27.

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Van Loey, Nancy E. E. "Psychological Impact of Living with Scars Following Burn Injury." In Textbook on Scar Management, 429–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44766-3_48.

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AbstractLiving with scars in a society that highly values beauty can be challenging for a burn survivor. Particularly in the current society in which there are signals that increasing demands of beauty are becoming normalized, health care providers should be aware of this changing notion of normality that may increase the call for cosmetic and plastic surgery interventions and, at the same time, may decrease the acceptance of visible differences. This chapter describes psychological problems that may occur in burn survivors with visible differences. The adjustment process that follows after burn injury is complex and multifactorial. A changed appearance can elicit diminished self- and body-esteem and can hamper encounters with others. Knowledge on most frequent psychological disorders and its symptoms are reviewed and the multifaceted process of adjusting to visible differences involving personal and societal factors is described. It outlines risk factors for psychological problems associated with burn scars and how psychological problems can influence the perception of the scars. It also briefly describes psychological interventions that can be applied in this field.
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Migliaccio, M., F. Nunziata, A. Marino, C. Brekke, and S. Skrunes. "Ocean Applications." In Polarimetric Synthetic Aperture Radar, 255–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56504-6_6.

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AbstractIn this chapter, the most promising techniques to observe oil slicks and to detect metallic targets at sea using polarimetric synthetic aperture radar (SAR) data are reviewed and critically analysed. The detection of oil slicks in SAR data is made difficult not only by the presence of speckle but also by the presence of, e.g. biogenic films, low-wind areas, rain cells, currents, etc., which increase the false alarm probability. The use of polarimetric features has been shown to both observe oil slicks and distinguish them from weak-damping look-alikes but also to extract some of their properties. Similarly to oil slicks, the same factors can hamper the detection of metallic targets at sea. The radiometric information provided by traditional single-channel SAR is not generally sufficient to unambiguously detect man-made metallic targets over the sea surface. This shortcoming is overcome by employing polarimetry, which allows to fully characterize the scattering mechanism of such targets.
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Giagnoni, Laura, Tania Martellini, Roberto Scodellini, Alessandra Cincinelli, and Giancarlo Renella. "Co-composting: An Opportunity to Produce Compost with Designated Tailor-Made Properties." In Organic Waste Composting through Nexus Thinking, 185–211. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36283-6_9.

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AbstractCo-composting is a technique that allows the aerobic degradation of organic waste mixtures, primarily aiming at obtaining compost that can be used as fertiliser or soil amendment. As compared to the typical composting activity, the main difference is not merely the use of more than one feedstock to start and sustain the biodegradation process, but also the possibility of combining various kinds of waste to obtain ‘tailored’ products with designed properties, or to reclaim and valorise natural resources, such as degraded soils or polluted soils and sediments. Set up of appropriate co-composting protocols can be a way to optimise the management of waste produced by different sectors of agriculture and industry and also from human settlements. Different formulations can not only optimise the biodegradation process through the adjustment of nutrient ratios, but also lead to the formation of products with innovative properties. Moreover, co-composting can be a technique of choice for the reclamation of soils degraded by intensive agriculture or contaminated soils and sediments. In fact, an appropriate mix of organic waste and soils can restore the soil structure and induce fertility in nutrient-depleted soils, and also remediate polluted soils and sediments through degradation of organic pollutants and stabilisation of heavy metals. While the selection of different mixes of organic waste may lead to the design of composts with specific properties and the potential valorisation of selected waste materials, there are still several factors that hamper the development of co-composting platforms, mainly insufficient knowledge of some chemical and microbiological processes, but also some legislative aspects. This chapter illustrates the progress achieved in co-composting technology worldwide, some key legislative aspects related to the co-composting process, the main scientific and technical aspects that deserve research attention to further develop co-composting technology, and successful applications of co-composting for the reclamation of soils and sediments, allowing their use for cultivation or as growing media in plant nurseries. A specific case study of the production of fertile plant-growing media from sediment co-composting with green waste is also illustrated.
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Lathrop, Breanna, Marcia Mercy R. Kasambira-Emerson, Veronica Squires, and Scott Santibañez. "Empowering Communities That Experience Marginalization Through Narrative." In Public Health Ethics Analysis, 35–45. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92080-7_3.

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AbstractResolving to share one’s narrative may empower a person to own and appreciate their personal experiences and encourage fellow marginalized community members to become empowered by owning their own narratives. Respecting people, hearing their stories, and inviting them to share their stories with people with similar lived experiences can become both a reflector of, and contributor to, community empowerment. In this paper, we present a narrative from a woman experiencing major depressive disorder and Type 2 Diabetes. Her personal reflection describes how she came to understand her lived experience and the ways in which social factors impacted her health, and how this understanding contributed to her ongoing healing process. Her work as a Certified Peer Specialist illustrates the ability of her narrative to empower other marginalized community members and inform health interventions. Rather than imposing solutions without community engagement, public health interventions should resonate with the values and voices of community members and stakeholders. When both speaker empowerment and listening are taken into account, public health can avoid harm, maximize positive outcomes, and treat storytellers fairly, as autonomous partners in their own health and the health of their community.
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Turel, Vehbi. "Factors Affecting Listening." In Advances in Public Policy and Administration, 310–31. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6248-3.ch018.

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In this chapter, the author looks at the difficulties that stem from listening materials in terms of affecting listening. To be able to select or create effective listening materials, some of the vital points that need to be known are the difficulties that stem from listening materials. Providing that we know what and how they affect listening, adequate listening materials can then be selected or created. To this purpose, first, the author looks at them in detail to see clearly from what components listening materials might consist. Afterwards, they focus on and diagnose the problematic features, find out what difficulties these elements cause in listening, and show how such problems can be overcome.
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Moore, Brian C. J. "Factors Affecting Speech Intelligibility for People With Cochlear Hearing Loss." In Listening to Speech, 273–87. Psychology Press, 2012. http://dx.doi.org/10.4324/9780203933107-17.

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Sterling, Leon, Rachel Burrows, Belinda Barnet, Simone Taffe, and Rachael McDonald. "Emotional Factors for Teleaudiology." In Advances in Medical Technologies and Clinical Practice, 1–18. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8191-8.ch001.

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The internet has created new possibilities for health practitioners to deliver services remotely. The potential for telemedicine is yet to be fully realized. Many factors hamper the uptake of telemedicine, including funding models and the availability of technology. This chapter concerns one important area often neglected by technology developers: considering the emotions of users interacting with systems and services. The authors believe that consideration of emotions is essential for the advocacy, adoption, and appropriation of telemedicine services by a wide range of stakeholders, who have diverse abilities and motivations. They consider one area of telemedicine: teleaudiology. The authors outline emotional factors that need to be considered in providing teleaudiology services drawing on research from software engineering developing agent-oriented models of socio-technical systems, as well as knowledge of assistive technology frameworks. They consider how emotional factors can be taken into consideration with respect to a specific teleaudiology service provided by a successful company.
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Sterling, Leon, Rachel Burrows, Belinda Barnet, Simone Taffe, and Rachael McDonald. "Emotional Factors for Teleaudiology." In Research Anthology on Telemedicine Efficacy, Adoption, and Impact on Healthcare Delivery, 89–103. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8052-3.ch006.

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The internet has created new possibilities for health practitioners to deliver services remotely. The potential for telemedicine is yet to be fully realized. Many factors hamper the uptake of telemedicine, including funding models and the availability of technology. This chapter concerns one important area often neglected by technology developers: considering the emotions of users interacting with systems and services. The authors believe that consideration of emotions is essential for the advocacy, adoption, and appropriation of telemedicine services by a wide range of stakeholders, who have diverse abilities and motivations. They consider one area of telemedicine: teleaudiology. The authors outline emotional factors that need to be considered in providing teleaudiology services drawing on research from software engineering developing agent-oriented models of socio-technical systems, as well as knowledge of assistive technology frameworks. They consider how emotional factors can be taken into consideration with respect to a specific teleaudiology service provided by a successful company.
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Conference papers on the topic "Factors that hamper listening"

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Baur, Dominikus, Jennifer Büttgen, and Andreas Butz. "Listening factors." In the 2012 ACM annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2207676.2208581.

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Rasskazova, Tatiana, and Natalya Glukhanyuk. "FACTORS AFFECTING LISTENING IN L2 LEARNING." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1117.

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Weller, Tobias, Virginia Best, and Jorg M. Buchholz. "Factors influencing target detectability in realistic listening scenarios." In ICA 2013 Montreal. ASA, 2013. http://dx.doi.org/10.1121/1.4799977.

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Chen, Yunan, Karen Cheng, Charlotte Tang, Katie A. Siek, and Jakob E. Bardram. "Is my doctor listening to me?" In CHI '13 Extended Abstracts on Human Factors in Computing Systems. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2468356.2468791.

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Moran, Stuart, Nadia Pantidi, Tom Rodden, Alan Chamberlain, Chloe Griffiths, Davide Zilli, Geoff Merrett, and Alex Rogers. "Listening to the forest and its curators." In CHI '14: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2556288.2557022.

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Chen, Grace, Varun Mishra, and Ching-Hua Chen. "Temporal factors of listening to music on stress reduction." In UbiComp '19: The 2019 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3341162.3346272.

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Bragg, Danielle, Cynthia Bennett, Katharina Reinecke, and Richard Ladner. "A Large Inclusive Study of Human Listening Rates." In CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3173574.3174018.

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Schneegass, Christina, Thomas Kosch, Andrea Baumann, Marius Rusu, Mariam Hassib, and Heinrich Hussmann. "BrainCoDe: Electroencephalography-based Comprehension Detection during Reading and Listening." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376707.

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Huang, Ping. "The Empirical Research on Affecting Factors of EFL Listening Test Result." In 3rd International Conference on Science and Social Research (ICSSR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icssr-14.2014.182.

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Wirfs-Brock, Jordan, Sarah Mennicken, and Jennifer Thom. "Giving Voice to Silent Data: Designing with Personal Music Listening History." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376493.

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Reports on the topic "Factors that hamper listening"

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Bloomfield, Amber, Sarah C. Wayland, Elizabeth Rhoades, Allison Blodgett, Jared Linck, and Steven Ross. What makes listening difficult? Factors affecting second language listening comprehension. Fort Belvoir, VA: Defense Technical Information Center, April 2010. http://dx.doi.org/10.21236/ada550176.

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Kadlec, Amanda. Still Kicking: the Survivability of the Islamic State in Libya. RESOLVE Network, December 2020. http://dx.doi.org/10.37805/pn2020.10.ssa.

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Since emerging in eastern Libya in 2014, ISIS laid claim to wilayat within Libya’s three regional provinces—Tripolitania, Barqa, and Fezzan—moving fast to establish a quasi-state in the coastal city of Sirte and amassing just a few thousand fighters at its peak strength. Yet, just as ISIS core’s territorial hold in Syria and Iraq withered, its strength in Libya also soon diminished. Sustained domestic and international counterterrorism efforts have severely depleted ISIS in Libya’s (ISIS-L) numbers, operational capacity, and opportunity for safe haven. However, while weakened, ISIS-L’s survivability is driven by a far more complex range of factors than just Libya’s domestic unrest. The apex of ISIS-L’s power from 2014 to 2016 may have been brief, and its current threat low, but the group’s damage to Libya lingers, and the potential for its continued periodic revival should not be understated. For those seeking to counter and address ISIS-L’s continued presence in Libya, understanding the factors that simultaneously facilitate and hamper the group’s operations and growth is paramount to crafting appropriate interventions.
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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
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Butler, Nadia, and Soha Karam. Evidence Review: COVID-19 Vaccine Acceptance by Key Influencers in the MENA Region - Teachers and Healthworkers. Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/sshap.2021.039.

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As COVID-19 vaccines have been deployed and scaled, concerns about vaccine acceptance have emerged. Effective management of the virus requires that communities everywhere buy into the public health measures designed to protect them, including vaccines. Low acceptance presents a serious challenge for achieving sufficient coverage to reduce circulation of the virus and the risk of new variants emerging. Surveys conducted early in the pandemic showed that the Middle East region had one of the lowest COVID-19 vaccine acceptance rates globally. The low acceptance is driven by specific factors in the region and its different countries and populations; these factors need to be taken into account when formulating policy, programmes and interventions. This review synthesises evidence on vaccine acceptance among two key groups in the Middle East and North Africa (MENA) region: teachers and health workers. It draws from academic studies most of which were cross-sectional studies, largely conducted between February 2020 and June 2021, and grey literature reports, including social listening reports. This review is intended to inform strategies for risk communications and community engagement (RCCE) relating to COVID-19 vaccine uptake, with the aim of boosting confidence in and acceptance of the vaccines among these groups across the region. It is part of the Social Science in Humanitarian Action Platform (SSHAP) series on social science considerations relating to COVID-19 vaccines and was developed for SSHAP by Anthrologica (Nadia Butler and Soha Karam) at the request of the UNICEF MENA Regional Office. It was reviewed by Rose Aynsley (WHO) Amaya Gillespie (UNICEF) and Olivia Tulloch (Anthrologica). The evidence review is the responsibility of SSHAP.
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