Relevant bibliographies by topics / Listening style

Academic literature on the topic 'Listening style'

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Published: 25 July 2024

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Journal articles on the topic "Listening style"

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Lim, Soo-min, Hyejin Lee, and Youngshin Kim. "Relationship between class concentration, class satisfaction, and academic achievement according to listening type of middle school students in photosynthesis learning." Brain, Digital, & Learning 14, no. 2 (June 30, 2024): 213–25. http://dx.doi.org/10.31216/bdl.20240013.

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The purpose of this study is to analyze the relationship between class concentration, class satisfaction, and academic achievement according to middle school students’ listening style. For this, a study was conducted on 156 8th grade students attending two middle schools in K province who agreed to data collection. At this time, 130 students (66 male students, 64 female students) were used for analysis, excluding cases where some of the tests were not performed or had missing values. The research results are as follows. First, there was no difference in academic achievement according to listening style level. Second, there was no difference in class satisfaction according to listening style. However, in the case of relational and analytical listening styles, there was a correlation with satisfaction with the teaching method. Third, among listening styles, only relational and analytical listening styles had a positive correlation with class concentration. Through this, there is a need to teach science classes to utilize relational and analytical listening styles, and to improve academic performance, teach in a direction that can improve class concentration rather than listening style. In future research, it is expected that comparative analysis will be conducted by dividing schools by level.
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Pikri, Vyvie Nurul, Aderlaepe Aderlaepe, and Siam Siam. "THE CORRELATION BETWEEN STUDENTS’ LEARNING STYLE PREFERENCE AND LISTENING ACHIEVEMENT OF ENGLISH DEPARTMENT STUDENTS." Journal of Teaching English 5, no. 1 (March 30, 2020): 87. http://dx.doi.org/10.36709/jte.v5i1.13599.

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This research focused on the correlation between students’ learning styles and their listening achievement. The design was quantitative research. The research conducted in Halu Oleo University, English Department at academic year 2018/2019 that had passed Listening II to see their learning style and listening achievement. There were 76 students taken as samples. The data of the research were collected through a close-ended questionnaire adapted from Reid’s (1986) consisted of 30 statements and who had developed the perceptual learning style preference questionnaire to get the data of students’ learning style especially in listening II. To analyze the data, the researcher used descriptive statistics to find out the students’ listening achievement and their learning style based on the five categories; very good, good, moderate, low and failed. The researcher used the SPSS 16 program as the statistical program to analyze the data. The finding of the research showed that students’ listening achievement was mostly categorized as a good category and students were minor learning styles. Based on the discussion findings of this study that covered the score of students’ listening achievement and their learning style, the descriptive and inferential statistic analysis by using SPSS 16 program the researcher concluded that: Firstly, students the most preferred learning styles were Auditory Learning Style and Kinesthetic Learning Style. Secondly, based on the result above there were 2 learning style that correlate with listening achievement there were kinesthetic learning style showed that the coefficient correlate was -.317 and sig (2-tailed) was 0.038 ≤ 0.05 and group learning style showed that the coefficient correlates was -.0.366 and sig (2-tailed) was 0.01 ≤ 0.05. Also, the result of the correlation between students’ learning style and students' listening score showed that the coefficient correlation was -.349 and sig (2-tailed) was .022 it means that sig (2-tailed) ≤ 0.05 it means H1 was accepted so there was signifi couldt correlation. Meanwhile, coefficient correlates was negative correlate because the coefficient correlation was -.349. In addition, the researcher could conclude that there was a negative signifi couldt correlation between students’ learning style and their listening achievement of English Department Students at Halu Oleo University.
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Gholam-Shahbazi, Hassti. "The Relationship between Spatial and Musical Intelligences and EFL Learners’ Learning Styles and Vocabulary Knowledge." Journal of Language Teaching and Research 10, no. 4 (July 1, 2019): 747. http://dx.doi.org/10.17507/jltr.1004.09.

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This study investigated the relationship between spatial and musical intelligences and learning styles of EFL learners and their vocabulary knowledge. Accordingly, relationship between spatial intelligence, musical intelligence and vocabulary knowledge, visual learning style, auditory learning style, and kinesthetic learning style with vocabulary knowledge, listening and vocabulary knowledge, and finally spatial, musical intelligence, visual, auditory kinesthetic learning style as independent variables and vocabulary knowledge s dependent variable was examined. This study is an experimental and applied research using four texts to specify participants intelligence their learning styles, vocabulary knowledge and listening knowledge. For this reason, four texts including MIDAS Test of Shearer (1996) the Persian of Spatial, and Musical Intelligence VAK Learning Style Test (Visual, Auditory, Kinesthetic), Vocabulary Levels Test of Nation (2001) One listening Test from the IELTS 5 book were applied. In this study, 200 Iranian senior BA EFL learners from Islamic Azad Universities of Tehran, Male and Female, 22 to 30 years old, majoring in TEFL were examined. Result of data analysis showed that there is a significant relationship between spatial and musical intelligences and learning styles of Iranian EFL learners and their vocabulary knowledge. Also, multiple intelligence plays a significant role in learning vocabulary, as the nature of intelligence represents this issue and shows that learning is a psychological issue and human’s different aspects of learning depends of different aspect of intelligence.
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Frederico, Margarita. "Book Review: Listening: A Pastoral Style." Pacifica: Australasian Theological Studies 12, no. 3 (October 1999): 363–66. http://dx.doi.org/10.1177/1030570x9901200320.

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Arief, Mardhatillah, Eny Syatriana, and Sitti Maryam Hamid. "AN ANALYSIS ON EMPHATIC LISTENING STYLE IN EFL CLASSROOM." English Language Teaching Methodology 3, no. 3 (December 30, 2023): 317–27. http://dx.doi.org/10.56983/eltm.v3i3.553.

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The objectives of this research are: (1) To explore the styles of empathic listening skill used by EFL teacher in the classroom at SMP Negeri 4 Majauleng; (2) To determine EFL students’ perceptions toward empathic listening skill in the classroom at SMP Negeri 4 Majauleng. This study employed a qualitative research methodology. The researcher used a qualitative method, observing classrooms through video and audio recording, documentation, and interviews with teachers and students. The subject of the research was 20 students from one class who have participated in emphatic learning activities and assessed their views of emphatic listening in the learning activity SMP Negeri 4 Majauleng. The instrument of the research used observationand Interview. The Result of the research show that EFL teacher of SMP Negeri 4 Majauleng applied five empathic listening styles, they are questioning, advising, judging, analyzing and supporting. The students gave positive perception toward the used of empathic listening skill by the teacher in the classroom due to the fact that the emphatic listening gave good influence to the listening skill of the students.
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Hedar Pratama, Chico, and Khoirul Anwar. "Correlation of Students’ Listening Comprehension Score With Students’ Learning Styles at Students of English Department at University of Muhammadiyah Gresik." J-SHMIC : Journal of English for Academic 11, no. 1 (February 29, 2024): 51–62. http://dx.doi.org/10.25299/jshmic.2024.vol11(1).15303.

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Listening ability is an important component of language teaching and learning as it tends to improve faster than speaking ability and frequently influences skill development when learning anything new. Meanwhile, in order to accomplish excellent academic outcomes, students need to consider their learning styles and teachers need to consider various students’ learning style. This study aims to investigate the correlation between the listening abilities of learners and their learning styles. The participants were students of English education study program, faculty of teaching and educational sciences, Muhammadiyah University of Gresik, with 48 males and 52 female students participating. This study employed quantitative approaches using a questionnaire to assess students' learning styles, a test to assess students' listening comprehension scores, and an interview as a few sample about students’ perception. The data analyzed used SPSS Pearson's Correlation Coefficients and thematic analysis. The level of probability (p-value) significance (sig.2-tailed) resulted in .003. Since, the p-value (.003) was less than .05, Ha (alternative hypothesis) was accepted and Ho (null hypothesis) was rejected. As a result of the acceptance of the Ha (alternative hypothesis), researchers discovered there is a significant correlation connecting both visual and auditory learning styles and listening comprehension. The impact of this study to help students aware with their learning styles and teachers need to consider efficient learning activities with students’ various learning style.
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Pernando, Diki Dwi Putra, and Ngusman Ngusman. "Analisis Gaya Bahasa dalam Pidato : Pasambahan Manyerak Bareh Kunyik." TSAQOFAH 4, no. 1 (January 15, 2024): 801–10. http://dx.doi.org/10.58578/tsaqofah.v4i1.2567.

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This research aims to analyze the language style in the pasambahan manyerak bareh kunyik in the city of Padang Panjang. This research explores the language styles in Pasambahan Manyerak Bareh Kunyik, a traditional Minangkabau art, with the aim of exploring the depth of the language styles and speech embedded in this performance. This research carries a stylistic approach with the aim of looking at the techniques and forms of a person's language style in presenting ideas in accordance with the ideas and norms used as well as the personal characteristics of the user. The term language style is not referred to the entire form of language use as discourse, but rather to words and units of speech that are considered to contain beauty. Therefore, the research carried out focuses more on units of expression in isolation, not on textual relationships. The method used in this research is the Listening Method to obtain data by listening to language use. The term listening here is not only related to the use of spoken language, but also the use of written language. Furthermore, the technique used here is the tapping technique which is referred to as the basic technique in the listening method because essentially listening is realized by tapping. In this article, researchers attempt to obtain data by tapping into the language use of a person or several people who are informants. In subsequent practice, this tapping technique was followed by a further technique in the form of free listening techniques without getting involved in the conversation, meaning that the researcher only acted as an observer of the informant's use of language and was not involved in the speech event whose language was being studied.
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Ramos Salazar, Leslie. "The Influence of Business Students’ Listening Styles on Their Compassion and Self-Compassion." Business and Professional Communication Quarterly 80, no. 4 (July 17, 2017): 426–42. http://dx.doi.org/10.1177/2329490617712495.

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The aim of this study was to investigate the influence of the four listening styles of business communication students on their demonstration of compassion for others and themselves. A sample of 387 business students completed a questionnaire that inquired about their perceptions of their preferred listening style, their compassion for others, and their self-compassion for those in a given organization. This study found that people listening positively affected both compassion and self-compassion. Another finding was that action listening negatively affected both compassion and self-compassion. Other findings are also discussed along with future directions.
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Holmstrom, Amanda J., Reed M. Reynolds, Samantha J. Shebib, Travis L. Poland, Morgan E. Summers, Allison P. Mazur, and Salena Moore. "Examining the Effect of Message Style in Esteem Support Interactions: A Laboratory Investigation*." Journal of Communication 71, no. 2 (April 1, 2021): 220–45. http://dx.doi.org/10.1093/joc/jqab001.

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Abstract The cognitive–emotional theory of esteem support messages predicts that message style will affect the outcomes of esteem support interactions. However, little research has focused on the effects of message style; that is, how esteem support messages are delivered. The present experiment addresses this lacuna by manipulating message style in a laboratory study examining face-to-face esteem support interactions. Confederates were trained to provide emotion-focused esteem support to naïve participants (N = 173) in four styles along the assertive–inductive dimension, in addition to a listening-only control condition. We then assessed the effect of the interaction on participants’ state self-esteem. Results indicated that emotion-focused esteem support improved state self-esteem more than listening support; however, there was no significant effect of message style. Post-interaction state self-esteem improvement was positively associated with the quantity of emotion-focused esteem support content provided during the interaction.
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Mulyadi, Dodi, Dwi Rukmini, and Issy Yuliasri. "The Analysis of Students’ Listening Proficiency Viewed from Their Different Learning Styles after Getting the Strategy Instructions." Theory and Practice in Language Studies 7, no. 12 (December 3, 2017): 1200. http://dx.doi.org/10.17507/tpls.0712.06.

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The students’ listening cognitive and metacognitive problems should be overcome with an effective listening strategy instruction. Besides, their learning style as the individual learners’ differences should be taken into account in getting a satisfactory listening outcome. To seek the solution, the present study aimed to find out quantitatively the effectiveness of implementation of Explicit (Meta)-cognitive collaboration strategy instruction (M-CCSI) and top-down strategy instructions (TDSI) toward the students’ listening proficiency viewed from their learning styles. The participants of the study were 50 Javanese EFL students at Muria University of Kudus, Indonesia. The data were gathered by using a listening proficiency test adopted from Longman TOEFL listening section and a questionnaire of visual, auditory, and kinesthetic (VAK) learning styles. Descriptive statistics, Independent Sample t-test, and Friedman two-way analysis of variance revealed that the experimental group has a significant effect of their listening proficiency after treated by using M-CCSI. Meanwhile, the control group has no significant effect on their listening proficiency after dealt with by using top down strategy (TDSI) as a general listening teaching. On the other hand, the result of two-way analysis of variance reveals that students’ listening proficiency was not influenced by learning styles including visual learners, auditory learners, and kinesthetic learners for both experimental group and control group. Thus, the findings imply that it is not essential for the lecturers of listening course to divide students into different learning styles in applying Explicit M-CCSI.
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Dissertations / Theses on the topic "Listening style"

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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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Thomas, Jennifer L. "The identification of listening styles of agricultural curricula majors through the administration of the listening styles profile." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1388.

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Thesis (M.S.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vi, 31 p. Vita. Includes abstract. Includes bibliographical references (p. 25-27).
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Galvan, Tamara M. "Making connections| Listening to visitor conversations at different styles of sea jelly exhibits." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523215.

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This study sought to determine what types of connections to prior experiences and knowledge were being made at two different styles of exhibits focusing on sea jellies.

Family groups, consisting of one or two adults with one or two children aged 6-11, were audio recorded and tracked as they visited a view-only or touch pool sea jelly exhibit. A short interview was given after their visit to the sea jelly exhibit. The discourse from the exhibit and survey were coded for types of learning talk. Coding was also done to determine the inspiration for the connection and the subject of the connection (structural or behavioral).

Visitors made connections regardless of the seajelly.exhibit design and results showed no differences in the type or frequency of the connections made. However, visitors were more likely to make connections on the subject of the sea jelly structure at the view only exhibit. Many of the connections, regardless of subject or inspiration, were metaphoric connections, demonstrating the importance of metaphors for making prior experience connections. Findings provide useful information for future aquarium practice.

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Chang, Kelly Cheng-Yi. "The relationships between individual learning styles and learning strategies when using electronic materials for practising EFL listening." Thesis, University of Newcastle Upon Tyne, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443108.

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Paxcia-Bibbins, Nancy. "The effects of the 4MAT system of instruction on the attitudes and achievement of elementary children in music listening lessons." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897483.

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The primary purpose of this study was to compare two methods of instruction for teaching music listening to upper elementary children--an experimental approach utilizing the 4MAT instructional model of Bernice McCarthy and a conventional approach based on textbook materials. The investigator employed the 4MAT model for incorporating a holistic and whole-brain approach into music listening instruction. The study compared mean differences on two dependent variables, attitude and achievement test scores, between two groups (teaching methods) and two grade levels (fourth and fifth grades). Analyses of variance (ANOVA) were used to assess both primary and secondary data regarding gender, grade, and teacher. The researcher also analyzed subjective observations of participating teachers.Subjects were 440 fourth and fifth grade students from two suburban schools randomly assigned to intact classes and equally divided between grades to 4MAT or conventional instruction. Each class heard three classical music selections within a six-lesson framework. The investigator assessed subjects' attitudes toward classical music and their music knowledge after instruction.No significant effects resulted for instructional method. Further investigation of gender, grade, and teacher suggested some interactions for attitude: attitudes of 4MAT-instructed males of Teacher A tended to be more positive than those of conventionally-instructed males; the fourth grade sample produced greater gains for Teacher A in the 4MAT condition and for Teacher B in the conventional condition; three-fourths of the fifth grade cells in the 4MAT condition showed gain, and three-fourths in the conventional condition showed decline.Regardless of instructional method, males showed a significantly more positive attitude than females; fifth grade subjects tended to be more positive than fourth grade subjects; significant difference in attitude between students of the two teachers might be ascribed to socioeconomic standard or academic achievement level.Conclusions: (1) furnishing students with opportunities for hearing classical music is likely to produce improved attitudes toward classical music; (2) if the goal of music listening instruction is to provide students with cognitive and affective experiences, and to benefit from findings regarding musical behavior, brain research, and individual differences, the 4MAT instructional model offers a viable approach for listening lessons.
School of Music
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Braxton, Macel A. "Adult ESL Language Learning Strategies: Case Studies of Preferred Learning Styles and Perceived Cultural Influence in Academic Listening Tasks." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1220458099.

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Braxton, Macel A. "Adult ESL language learning strategies : case studies of preferred learning styles and perceived cultural influences in academic listening tasks /." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1220458099.

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Dixon, Richard. "The effects of semantic textual cues vs. semantic contextual cues on recall measures of listening comprehension in second semester college Spanish." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/533884.

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The purpose of this study was to investigate the effects of specific textual and contextual materials to bridge the gap between the student's present level o proficiency in a target language and the level of proficiency required to perform a listening comprehension task in that language. This study also tested for interaction between the use of the textual and contextual materials and the learning modality of the students. In addition, confounding effects by either learning modality and foreign language classroom anxiety were controlled.Listening comprehension was assessed by a fourteen-item multiple-choice test in Spanish developed by the researcher. Learning modality was established by the Edmonds Learning Style Identification Exercise developed by H. Reinert. Foreign language class anxiety was measured by the Foreign Language Classroom Anxiety Scale developed by Elaine Horwitz, Michael Horwitz, and Joann Cope.A group of 198 college students enrolled in nine second-semester Spanish classes at Anderson University, Anderson, Indiana participated in the study. Three classes were randomly assigned to each of the three treatments: the contextual cue, the textual cue, and neither one.A three factor 3 x 3 x 2 fixed effects factorial design was used to analyze the data gathered in the study. Four null hypotheses were tested. The .05 level of significance was established as the critical probability level for the non-acceptance of the hypotheses.Findings1. There are significant effects attributable to a textual cue on recall measures of listening comprehension.2. There are no significant effects attributable to a contextual cue on recall measures of listening comprehension.3. There are no significant interactions between the use of the textual cue and the learning modality of the students.4. There are no significant interactions between the use of the contextual cue and the learning modality of the students.5. There are no significant effects attributable to learning modality on recall measures of listening comprehension.6. There are significant effects attributable to foreign language classroom anxiety on recall measures of listening comprehension.Conclusions1. Textual cues support listening comprehension tasks but contextual cues do not.2. The effect of a semantic cue can not be affected by the learning modality of the student.3. Learning modality by itself does not affect student comprehension of a listening task.4. Foreign language class anxiety inhibits student performance during a listening comprehension task.
Department of Secondary, Higher, and Foundations of Education
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Pedersen, Natalia. "Mexican-American learning styles in a socioliterate approach to writing for English learners." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2586.

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The primary goal of this project is to provide a unit of instruction that addresses the critical English skills of oracy, writing, and intercultural proficiency. The curriculum features the social-construction-of-knowledge approach and the socioliterate approach. In addition, it includes an emphasis on Mexican-American values, learning styles, and intercultural communication, showing how they are interrelated and how they affect oral and written language proficiency and intercultural communication competence.
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Chen, Chia-En, and 陳迦恩. "Listening to Objects: Soft Heart Style (Making of Light, Soft Materials)." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/39231683391797655094.

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碩士
台南科技大學
美術研究所
97
The creation of this series, “Soft Heart Style”, began with soft materials and a soft attitude, to present various types of mind with the combination of light, soft materials and objects of daily life. The sounds of the objects were attentively heard and reached down into the heart, before the objects were presented in a sentimental manner. The connection among space, objects, and creation enables the spirit and soul to be reached through an imaginary venue and cross the boundary between real and virtual words to communicate with the creator, thus upgrading the spiritual imagination into dreamy imagination. The extension and transformation of space, objects, and imagination reach an unknown domain where the sentimental effect exists everywhere in the air. The effect has intangible power that can move everything. In my eyes, it is a soft, sentimental message in daily life. The shape of daily life is formed by objects of daily life. By applying and developing objects in another form of life, each role that the objects play can be revived. Each work of the series combines soft materials and represents the soft, sentimental power of heart. Emotions exist among imagination, space, objects, and aesthetics. When emotions are released, aesthetics is enveloped in images and non-images embodied with unusual emotions. These soft, sentimental feelings are depicted in “Listening to Objects: Soft Heart Style (Making of Light, Soft Materials).” Keywords: soft heart style, object
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Books on the topic "Listening style"

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Moran, Frances M. Listening: A pastoral style. Alexandria, NSW: E.J. Dwyer, 1997.

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Philip, Collins. Radios redux : listening in style. San Francisco: Chronicle Books, 1991.

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Sam, Sargent, ed. Radios redux: Listening in style. San Francisco: Chronicle Books, 1991.

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Listening to the Text: Oral Patterning in Paul's Letters. Grand Rapids, Mich: Baker Books, 1998.

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Bruce, Okkema, ed. Listening to the language of the Bible: Hearing it through Jesus' ears. Holland, MI: En-Gedi Resource Center, 2004.

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1941-, Barker Larry Lee, ed. Listening styles profile. [San Diego, Calif.]: Pfeiffer & Company, 1995.

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Escuta e subjetivação: A escritura de pertencimento de Clarice Lispector. Sao Paulo: Casa do Psicologo, 2002.

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The listening experience: Elements, forms, and styles in music. New York: Schirmer Books, 1987.

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The listening experience: Elements, forms, and styles in music. 2nd ed. New York: Schirmer Books, 1995.

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Steel, Lindsay. Listening for a change: Multiple intelligences and learning styles. Horsham: YSP Ltd, 2000.

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Book chapters on the topic "Listening style"

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Cannava, Kaitlin. "Language Style Matching (LSM)." In The Sourcebook of Listening Research, 348–53. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119102991.ch35.

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Bodie, Graham D. "Listenability Style Guide (LSG)." In The Sourcebook of Listening Research, 361–71. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119102991.ch37.

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Neuhaus, Christiane. "The Perception of Melodies: Some Thoughts on Listening Style, Relational Thinking, and Musical Structure." In Current Research in Systematic Musicology, 195–215. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00107-4_8.

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Lepselter, Susan. "How to Live with Aliens." In Living with Monsters, 279–98. Earth, Milky Way: punctum books, 2023. http://dx.doi.org/10.53288/0361.1.16.

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This partly satirical essay imagines a networking-style seminar for aliens and humans in the not-too-distant future. Three kinds of “aliens speak to their human audience: one, a hybrid between human and “little gray,” a type well known from narratives of alien abduction; a benevolent “Nordic” alien, a type popular in mid-twentieth century space lore; and finally a “reptilian,” the sinister alien type prevalent in much uncanny conspiracy theory. Listening to these alien speakers’ ideas on how to live with aliens reminds us, finally, that we must first live in more intentional ways with each other, and care for our own vulnerable Earth.
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Berry, Michael. "Listening to Regional Styles." In Listening to Rap, 197–218. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315315881-11.

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Gamble, Teri Kwal, and Michael W. Gamble. "Gendered Perception and Listening Styles." In The Gender Communication Connection, 111–28. Third Edition. | New York : Routledge, 2020. | Revised edition of the authors' The gender communication connection, [2014]: Routledge, 2020. http://dx.doi.org/10.4324/9780367822323-5.

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Katsiveli, Stamatina. "“In Search of an ‘I’ and a ‘We’ in ‘Team’”: A Group-Analytic Tool for Teaching Teamwork." In Strategic Innovative Marketing and Tourism, 9–17. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51038-0_2.

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AbstractThe centrality of teamwork in today’s marketplace is undeniable and well-researched. Its numerous benefits are accompanied by various challenges which make teamwork a valuable aspect of the soft skills that students need to acquire in communication courses. This paper proposes a tool for teaching teamwork in the classroom as well as for maximizing team performance in organizational settings, drawing on Group Analysis, i.e., a group-focused approach to psychotherapy which explores the simultaneous individual and social development of members of a group. The tool in question follows the SPeCS acronym, which relies on two interrelated dimensions, namely Self-Perception of each member and Communication Style he/she adopts. Contrary to common conceptualizations of teamwork as a soft skill on its own, the paper argues that, in order to perform in team settings, members need to work in parallel on multiple interpersonal communication skills (e.g., audience-centered design of message, listening skills) and on their combined, simultaneous perception of themselves from an ‘I’ and a ‘we’ perspective. SPeCS may be used by both students and future professionals as a self-reflective tool which promotes critical thinking as well as engaging and fruitful collaborations.
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Bodie, Graham D., and Debra L. Worthington. "Listening Styles Profile-Revised (LSP-R)." In The Sourcebook of Listening Research, 402–9. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119102991.ch42.

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Arrang, Judith Ratu Tandi, Linerda Tulaktondok, Roni La’biran, Yizrel Nani Sallata, Matius Tandikombong, and Selvi Panggua. "Students’ Learning Styles Toward Their Achievement in Learning LSGC (Listening and Speaking for General Communication)." In Online Conference of Education Research International (OCERI 2023), 310–18. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-108-1_30.

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Hettich, Katja. "Can You Hear the Love Tonight? Creating Cinematic Romance with Diegetic Songs." In When Music Takes Over in Film, 203–24. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-89155-8_11.

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AbstractThis chapter argues that ‘romance’ as a film genre is best conceived of as an affective experience provided not only by narrative but also by stylistic means. Against this background, it explores a particular type of musical moment in non-musical films: scenes that portray, reflect and shape conceptions of romantic love and create various forms of cinematic romance through the diegetic use of popular songs. Drawing from research on the physical and psychological effects of listening to music, the chapter points out in which aspects songs are placed in a special relationship with romance. Based on the assumption that diegetic song moments can be considered as communicative acts, it proposes starting points for analysing different forms of diegetic song moments. Using examples from films of the last decades, it shows how different narrative set-ups, ways of integrating diegetic songs, performance styles and diegetic audiences influence the shape of cinematic romance.
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Conference papers on the topic "Listening style"

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Supriyadi, Agus, Ilza Mayuni, and Ninuk Lustyantie. "The Influence of Cognitive Style towards Students’ English Listening Skill." In The 1st International Conference on Teaching and Learning. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008898201250129.

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Tareva, Elena G. "Individual Style Of Language Learners' Listening Ability In The Context Of Intercultural Communication." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.102.

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Adnan, Aryuliva, Leni Marlina, and Amalya Shawfani. "College Students’ Learning Style in Basic Listening Course at English Department UNP Padang." In Eighth International Conference on Languages and Arts (ICLA-2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200819.037.

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Bramwell-Dicks, Anna, Helen Petrie, and Alistair Edwards. "Can Listening to Music Make You Type Better? The Effect of Music Style, Vocals and Volume on Typing Performance." In The 22nd International Conference on Auditory Display. Arlington, Virginia: The International Community for Auditory Display, 2016. http://dx.doi.org/10.21785/icad2016.029.

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Music psychologists have frequently shown that music affects people’s behaviour. Applying this concept to work-related computing tasks has the potential to lead to improvements in a person’s productivity, efficiency and effectiveness. This paper presents two quantitative experiments exploring whether transcription typing performance is affected when hearing a music accompaniment that includes vocals. The first experiment showed that classifying the typists as either slow or fast ability is important as there were significant interaction effects once this between group factor was included, with the accuracy of fast typists reduced when the music contained vocals. In the second experiment, a Dutch transcription typing task was added to manipulate task difficulty and the volume of playback was included as a between groups independent variable. When typing in Dutch the fast typists’ speed was reduced with louder music. When typing in English the volume of music had little effect on typing speed for either the fast or slow typists. The fast typists achieved lower speeds when the loud volume music contained vocals, but with low volume music the inclusion of vocals in the background music did not have a noticeable affect on typing speed. The presence of vocals in the music reduced the accuracy of the text entry across the whole sample. Overall, these experiments show that the presence of vocals in background music reduces typing performance, but that we might be able to exploit instrumental music to improve performance in tasks involving typing with either low or high volume music.
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Sun, Yasheng, Hang Zhou, Ziwei Liu, and Hideki Koike. "Speech2Talking-Face: Inferring and Driving a Face with Synchronized Audio-Visual Representation." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/141.

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What can we picture solely from a clip of speech? Previous research has shown the possibility of directly inferring the appearance of a person's face by listening to a voice. However, within human speech lies not only the biometric identity signal but also the identity-irrelevant information such as the talking content. Our goal is to extract as much information from a clip of speech as possible. In particular, we aim at not only inferring the face of a person but also animating it. Our key insight is to synchronize audio and visual representations from two perspectives in a style-based generative framework. Specifically, contrastive learning is leveraged to map both the identity and speech content information within the speech to visual representation spaces. Furthermore, the identity space is strengthened with class centroids. Through curriculum learning, the style-based generator is capable of automatically balancing the information from the two latent spaces. Extensive experiments show that our approach encourages better speech-identity correlation learning while generating vivid faces whose identities are consistent with given speech samples. Moreover, by leveraging the same model, these inferred faces can be driven to talk by the audio.
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Chunmiao, Huang. "The research of relationship between college English listening and learning styles." In 2014 2nd International Conference on Advances in Social Science, Humanities, and Management. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/asshm-14.2014.123.

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Narius, Don, Aryuliva Adnan, and Juliance Primurizki. "Learning Styles Preferred by Basic Listening Class Students at English Department UNP." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.037.

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Yanjizhaoma, Zan, and Zhang Hanbin. "Relationship between English Listening Proficiency and Cognitive Styles under the Web-based Instructional Model." In 2021 2nd International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2021. http://dx.doi.org/10.1109/icaie53562.2021.00163.

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Wang, Jie, and Fen Zhang. "Learning Styles and Listening Strategies of EFL Learners—A Survey Study in a Medical College." In 2020 3rd International Seminar on Education Research and Social Science (ISERSS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210120.093.

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Wu, Yue, Anran Qiu, Liuxuan Ruan, Xuejie Li, Jinhao Huang, and Stephen Jia Wang. "DJaytopia: a hybrid intelligent DJ co-remixing system." In 5th International Conference on Human Systems Engineering and Design: Future Trends and Applications (IHSED 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004114.

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Nowadays, musical mixing platforms are featured with programmed interventions and digitized information visualization to support DJ's performance (Montano 2010), however, the visualization is always obscure to the average music consumers (Beamish, Maclean, and Fels 2004). Being a well-performed DJ requires the level of expertise and experience that most average music consumers lack (Cliff 2000), as every audience has a completely different taste in music (Schäfer and Sedlmeier 2010). This study aims at developing an AI / ML-based system to lower the bar for novice DJs and even average music consumers to create personalized music remixes.Generally, music can be intelligently composed by analyzing harmonic and melodic features to generate genre-specific compositional elements or to alter the compositional structure of a song (Tan and Li 2021). Despite the technical breakthroughs that have been made, listeners have reacted negatively to this music due to the lack of user data to back it up and the neglect of the user's perception of the piece (Tigre Moura and Maw 2021). In a conventional scenario, DJs can express their attitudes towards music preferences by listening to the music directly, which requires a well understanding of the audience's mind. Following the recent launch and explosion of ChatGPT, which has evidenced that an intelligent system could help users innovate by solving their problems in textual form through conversational interactions (Dis et al. 2023; Dwivedi et al. 2023); also collecting the users' feedback through conversations, observing user reactions, and inviting user reviews. Such AI-enabled systems are able to learn about the user's preferred music style and various DJ mixing techniques. This study adopts a typical human-in-the-loop (HITL) approach to develop a crowd-learning music mixing system implementing AI and Virtual Reality technologies. The proposed HITL-based co-music arrangement system should be able to collect musical data and techniques; a VR environment is built to provide users with a platform to record user-created music and corresponding applied methods as well as audience ratings worldwide. After processing the data, users can try out a compilation of songs assisted by a robotic arm. With the help of the robotic arm, it will be easier and faster for users to create collections with a personal touch and more specific techniques. The essential functions include: a) Providing users with an immersive environment to learn the basic operations of the DJ console. b) Collecting the user's preferences for compilation techniques and the content of different DJ's compositions for use through an “immersive online multiplayer music compilation platform” to generate a personalized library of methods to help the user compile songs; c) Assisting the user in creating their preferred individual compilation style faster as they try out the DJ's operations; d) Indicating to the user where the music needs to be equalized, switched or arranged. Instead of showing the user the digital music signal to assist in creating more efficiently, the system directly operates on the DJ console.User experience experiments were conducted with both novice DJs and experienced DJs to validate whether the proposed system could help humans in creating more engaging music with stronger musicality. Five participants, respectively three novice DJs and two experienced DJs, joined two experiments of half an hour on a virtual DJ and an actual DJ console. They started the experiment by experiencing the virtual DJ console and DJ community in VR. They remixed independently first and then collaborated with the robotic arm together for music production on the actual DJ console. Three different audience also joined the experiment to evaluate the performance of users. The result was that the music produced with the robotic arm had better musicality. The user's attitude towards the whole experience, reflected in whether the music was rhythmic or the system was inspiring was recorded in the feedback. Overall, the users had a satisfying and smooth experience, and the collaborative music remixing had a certain level of musicality, but there is still some room for improvement in terms of user understanding. However, the users expressed that this fresh collaborative approach made them more interested in DJing and motivated their desire to learn and create.
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