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Books on the topic 'Listening competence'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Ward, Mary E. What I believe 2: Listening and speaking about what really matters. White Plains, NY: Pearson Education, 2008.

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2

Böttcher, Elizabeth. What I believe 1: Listening and speaking about what really matters. White Plains, NY: Pearson Education, 2008.

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3

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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4

What I believe 1: Listening and speaking about what really matters. White Plains, NY: Pearson Education, 2008.

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5

What I believe 2: Listening and speaking about what really matters. White Plains, NY: Pearson Education, 2008.

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6

Steven, Hoffman, and National Center for Education Statistics., eds. The national assessment of college student learning: Identifying college graduates' essential skills in writing, speech and listening, and critical thinking : final project report. Washington, DC: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1995.

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7

E, Fitch-Hauser Margaret, ed. Listening: Processes, functions, and competency. Boston: Allyn & Bacon, 2012.

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8

Koplyakova, Ekaterina, and Yuriy Maksimov. German: Management in tourism. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/968121.

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As a result of the work on this textbook, students will get acquainted with the main language tools. The texts and the system of exercises are aimed at preparing highly qualified specialists for such types of speech activity as reading, speaking, listening and writing in German. Most of the exercises are of a communicative nature. In the tutorial there are keys to individual exercises, before which a sign is indicated . The subject of the lessons takes into account the requirements of the discipline "Foreign language" for bachelors of non-linguistic universities. It meets the modern requirements of domestic and foreign methods and psychology of teaching foreign languages in non-linguistic universities. It is intended for bachelors of non-linguistic universities who study German as a second foreign language in the context of a competence-based approach.

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9

Listening to young writers: Developing writing competency through conversation, engagement, and assessment. Gainesville, FL: Maupin House Pub., 2005.

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10

Delamain, Catherine, and Jill Spring. Speaking, Listening and Understanding. Speechmark Publishing Ltd, 2003.

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11

Arter, J. Assessing Communication Competence in Speaking and Listening a Consumers Guide. Northwest Regional Education, 1990.

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12

Delamain, Catherine, and Jill Spring. Speaking, Listening and Understanding: Games and Activities for 5-7 Year Olds. Taylor & Francis Group, 2018.

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13

(Editor), Sally Featherstone, and Julia Oliver (Illustrator), eds. The Little Book of Listening. Featherstone Education Ltd, 2003.

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14

Delamain, Catherine, and Jill Spring. Speaking, Listening and Understanding: Games for Young Children. Taylor & Francis Group, 2021.

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15

Delamain, Catherine, and Jill Spring. Speaking, Listening and Understanding: Games for Young Children. Taylor & Francis Group, 2021.

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16

Delamain, Catherine, and Jill Spring. Speaking, Listening and Understanding: Games for Young Children. Taylor & Francis Group, 2021.

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17

Delamain, Catherine, and Jill Spring. Speaking, Listening and Understanding: Games for Young Children. Taylor & Francis Group, 2017.

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18

Delamain, Catherine, and Jill Spring. Speaking, Listening and Understanding: Games for Young Children. Taylor & Francis Group, 2021.

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19

Wang, Haiping. Testing Lecture Comprehension Through Listening-to-summarize Cloze Tasks: The Trio of Task Demands, Cognitive Processes and Language Competence. Springer, 2017.

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20

Delamain, Catherine, and Jill Spring. Speaking, Listening and Understanding: Games and Activities for 5-7 Year Olds. Taylor & Francis Group, 2018.

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21

Delamain, Catherine, and Jill Spring. Speaking, Listening and Understanding: Games and Activities for 5-7 Year Olds. Taylor & Francis Group, 2018.

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22

Delamain, Catherine, and Jill Spring. Speaking, Listening and Understanding: Games and Activities for 5-7 Year Olds. Taylor & Francis Group, 2018.

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23

Delamain, Catherine, and Jill Spring. Speaking, Listening and Understanding: Games and Activities for 5-7 Year Olds. Taylor & Francis Group, 2018.

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24

Wang, Haiping. Testing Lecture Comprehension Through Listening-to-summarize Cloze Tasks: The Trio of Task Demands, Cognitive Processes and Language Competence. Springer, 2018.

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25

Fostering listening skills and initial intercultural communicative competence in EFL pre-service teachers through the use of ICT. Universidad Pedagógica Nacional, 2015.

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26

Arias Soto, Luz Dary, Luis Fernando Gómez Rodríguez, and Esperanza Vera Rodríguez. Fostering Listening skills and Initial Intercultural Communicative Competence in EFL pre-service Teachers Through the Use of ICT. Grupo Interno de Trabajo Editorial, 2015. http://dx.doi.org/10.17227/ltlr.2015.8373.

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27

W, Wagner Roland, Brunner Andrea, Voigt-Zimmermann Susanne, and Barthel Henner, eds. Hören, lesen, sprechen. München: Ernst Reinhardt, 2006.

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28

Worthington, Debra L., and Margaret E. Fitch-Hauser. Listening: Processes, Functioning, and Competency. Taylor & Francis Group, 2018.

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29

Listening: Processes, Functioning, and Competency. Taylor & Francis Group, 2018.

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30

Worthington, Debra, and Margaret Fitch-Hauser. Listening: Processes, Functions and Competency. Taylor & Francis Group, 2015.

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31

Worthington, Debra, and Margaret Fitch-Hauser. Listening: Processes, Functions and Competency. Taylor & Francis Group, 2015.

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32

Worthington, Debra, and Margaret Fitch-Hauser. Listening: Processes, Functions and Competency. Taylor & Francis Group, 2015.

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33

Worthington, Debra, and Margaret Fitch-Hauser. Listening: Processes, Functions and Competency. Taylor & Francis Group, 2015.

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34

Worthington, Debra L., and Margaret E. Fitch-Hauser. Listening: Processes, Functions, and Competency. Taylor & Francis Group, 2018.

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35

Worthington, Debra L., and Margaret E. Fitch-Hauser. Listening: Processes, Functions, and Competency. Taylor & Francis Group, 2018.

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36

Worthington, Debra L., and Margaret E. Fitch-Hauser. Listening: Processes, Functions, and Competency. Taylor & Francis Group, 2018.

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37

Worthington, Debra L., and Margaret E. Fitch-Hauser. Listening: Processes, Functions, and Competency. Taylor & Francis Group, 2018.

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38

The Etc Program: A Competency-Based Listening/Speaking Book. Random House Inc (T), 1988.

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39

The ETC program: A competency-based listening/speaking book. Random House, 1989.

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40

Kirn, Elaine. Cross-Cultural Communication: A Competency-Based Listening/Speaking Book. McGraw-Hill Companies, 1998.

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41

The Etc Program: A Competency-Based Listening/Speaking Book. Random House Trade, 1988.

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42

Bloch, Bernice M., and Elaine Kirn. An Immigration Story: A Competency-Based Listening/Speaking Book. McGraw-Hill Companies, 1988.

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43

Vincent, Mark L. Listening Helping Learning: Core Competencies of Process Consulting. Tenth Power Publishing, 2022.

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44

Bitzer, Johannes. Teaching psychosomatic obstetrics and gynaecology. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749547.003.0002.

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Gynaecologists and obstetricians are confronted with many tasks that require biopsychosocial competence, as explained in Chapter 2. Care for patients with unexplained physical symptoms, and patients with chronic incurable diseases, in various phases of their lives, require patient education, health promotion, counselling, and management of psychosocial problems. To obtain this competency, a curriculum is needed, which, besides gynaecology and obstetrics, includes elements of psychology, psycho-social medicine, and psychiatry, adapted to the specific needs of gynaecologists and obstetricians in their everyday work. A basic part of Chapter 2 shows the curriculum consists of teaching the knowledge, and skills derived from communication theory and practice including physician, and patient-centred communication with active listening, responding to emotions and information exchange as well as breaking bad news, risk-counselling, and shared decision-making. Building on these skills, trainees are introduced into the biopsychosocial process of diagnosis, establishing a 9-field comprehensive work-up using the ABCDEFG guideline (Affect, Behaviour, Conflict, Distress, Early life Experiences, False beliefs, Generalised frustration). The therapeutic interventions are based on a working alliance between the physician and the patient, and are taught as basic elements, which have to be combined according to the individual patient and the presenting situation. The overall technique for gynaecologists and obstetricians can be summarised as supportive counselling/psychotherapy. This includes elements such as catharsis, clarifying conflicts and conflict resolution, cognitive reframing, insight and understanding, stress reduction techniques, and helping in behavioural change (CCRISH).

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45

Boudreau, J. Donald, Eric J. Cassell, and Abraham Fuks. Teaching a Clinical Method Adapted to Contemporary Medicine. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.003.0011.

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A truly person-centered curriculum requires important changes to how the clinical method is taught. Medical interviewing demands explicit instruction in how the spoken language works and specific strategies that elevate the status of attentive listening so that this aspect is seen as important as the more mechanical aspects of traditional communication skills training. The term chief complaint is declared outdated and suggestions for its replacement are offered. The medical record is considered an important educational instrument, and recommendations are made so that it is in service of functional assessment and better aligned to a person-centered approach. Modifications to the physical examination, particularly a renewed emphasis on clinical observation, are outlined. The chapter concludes with a discussion of clinical thinking and judgment. A plea is made for inculcating a receptiveness toward a narrative competence within medicine.

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46

Kirn, E. Etc 6 Issues and Answers a Competency Based Listening Speaking Book. McGraw-Hill Companies, 1988.

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47

Quianthy, Richard. Communication Is Life: Essential College Sophomore Speaking and Listening Competencies. Natl Communication Assn, 1990.

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48

Kirn, Elaine. Etc Level 3: An Immigration Story, a Competency Based Listening/Speaking Book. Mcgraw-Hill College, 1988.

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49

Etc 2 English in Everyday Life: A Competency Based Listening - Speaking Book. Mcgraw-Hill College, 1988.

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50

Kirn, Elaine. Etc Level 4: Cross-Cultural Communication, a Competency Based Listening/Speaking Book. Mcgraw-Hill College, 1989.

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