Journal articles: 'Reflective listening'

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Meyer, Matthew. "Reflective Listening in Heraclitus." International Journal of Listening 21, no. 1 (April 2007): 57–65. http://dx.doi.org/10.1080/10904010709336847.

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English, Andrea. "Listening as a Teacher: Educative Listening, Interruptions and Reflective Practice." Paideusis 18, no. 1 (October 16, 2020): 69–79. http://dx.doi.org/10.7202/1072340ar.

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In this inquiry, I ask what is distinctive about listening as a teacher. I develop the meaning of educative listening as a mode of listening to interruptions in a way that promotes students’ thinking and learning. Interruptions in a teacher’s listening are defined as any unexpected response from a student to the material presented — for example, a challenging viewpoint, a difficult question, or a confusing reply — that opens up possibilities for cultivating learning. To begin, I draw upon Dewey to examine the connections between listening and learning in teacher-student interaction. In the second section, I explicate the implications of Dewey’s theory of learning for a theory of listening in reflective teaching. Here, I contend that reflective teaching entails educative listening. In the final section, I inquire into how teacher education can productively address the connections between learning to listen and learning to teach reflectively.

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Sundararajan, Louise. "Echoes after Carl Rogers: "Reflective listening" revisited." Humanistic Psychologist 23, no. 2 (1995): 259–71. http://dx.doi.org/10.1080/08873267.1995.9986828.

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Petillo, April. "Unsettling ourselves: Notes on reflective listening beyond discomfort." Feminist Anthropology 1, no. 1 (April 9, 2020): 14–23. http://dx.doi.org/10.1002/fea2.12002.

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Braillon, Alain, and Françoise Taiebi. "Practicing “Reflective listening” is a mandatory prerequisite for empathy." Patient Education and Counseling 103, no. 9 (September 2020): 1866–67. http://dx.doi.org/10.1016/j.pec.2020.03.024.

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Rautalinko, Erik, and Hans-Olof Lisper. "Effects of Training Reflective Listening in a Corporate Setting." Journal of Business and Psychology 18, no. 3 (2003): 281–99. http://dx.doi.org/10.1023/b:jobu.0000016712.36043.4f.

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Crack, Angela Maria. "Language, listening and learning: critically reflective accountability for INGOs." International Review of Administrative Sciences 79, no. 4 (December 2013): 809–28. http://dx.doi.org/10.1177/0020852313500599.

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Munakarmi, Rupa. "Reflection on Researching Teachers' Professional Integrity: Being in the Setting of Ethnography." Journal of Education and Research 6, no. 2 (December 30, 2018): 83–89. http://dx.doi.org/10.3126/jer.v6i2.22155.

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This short article is a reflective product of my experiences and learning while engaging in six month long ethnographic fieldwork with teachers from semi urban and rural community schools in Kavre district, Nepal. As an ethnographic researcher, I am still in contact with my research participants in doing peer review and reflection of the listening, seeing and being within the topic. Specifically, this note reflects my positionality and challenges of interviewing, observing and presenting the initial findings. Moreover, this reflective note highlights ethnography as both a process and a product that evolves during the study time itself.

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Jordan, Randolph. "The Ecology of Listening while Looking in the Cinema: Reflective audioviewing in Gus Van Sant'sElephant." Organised Sound 17, no. 3 (January 11, 2012): 248–56. http://dx.doi.org/10.1017/s1355771811000458.

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This article argues that the state of spatial awareness engendered by the art of soundscape composition can be productively extended to the act of listening while looking in the cinema. Central to my argument is how Katharine Norman's concept ofreflective listeningin soundscape composition can be adapted toreflective audioviewingin the audiovisual context of film. Norman begins the process of intersecting film theory and the discourse of soundscape composition by appealing to famed Soviet filmmaker Sergei Eisenstein's theories of montage to illustrate how soundscape composition enables active listener engagement. I extend her discussion of Eisenstein to demonstrate how this filmmaker's thinking about sound/image synchronisation in the cinema – and R. Murray Schafer's own predilection for Eisensteinian dialectics – can be understood as a means towards the practice of reflective audioviewing. I illustrate my argument with an analysis of how the soundscape compositions of Hildegard Westerkamp have been incorporated into Gus Van Sant's filmElephant. Attention to the reflective qualities of Westerkamp's work open up new dimensions in our experience of the audiovisual construction of space in the film. Ultimately I argue that the reflective audioviewing prompted byElephantcan be carried into considerations of all films that make use of sound design for spatial representation.

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Масленникова, Елена, and Elena Maslennikova. "The humanities component of training students of «Tourism» specialty: psychological aspects." Universities for Tourism and Service Association Bulletin 7, no. 4 (December 23, 2013): 27–29. http://dx.doi.org/10.12737/1830.

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The article shows the role of socio-psychological training in teaching students in «Tourism» professional dialogue, tolerance communicative behavior, in particular, the fundamentals of reflective and non-reflective listening skills, strategies and tactics of verbal behavior, effective management of conflicts. Models of non-standard communication situations specific to the tourism industry and service are presented.

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Mojović, Marina. "Serbian reflective citizens and the art of psychosocial listening and dialogue at the caesura." Journal of Psychosocial Studies 12, no. 1 (July 1, 2019): 81–95. http://dx.doi.org/10.1332/147867319x15608718110934.

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‘Serbian reflective citizens’ is a psychosocial community practice and a new discipline conceived in Belgrade amidst Yugoslavia’s ‘Horrible Nineties’ by Dr Marina Mojović (the author) and Dr Jelica Satarić, both psychiatrists and psychotherapists in various Yugoslav public health psychiatric institutions. The therapeutic communities seemed to open a way for new paradigms to shed light and hope on overwhelming social despair, however, besides the Belgrade therapeutic community, ‘Serbian reflective citizens’ has a multitude of roots and ancestors in professional and wider social communities.The author explains the development of ‘Serbian reflective citizens’ using a metaphor of caesura at birth, discussing the history and methodology, its grassroots style, numerous ancestors, ways (and spaces) of being, its building blocks, names and other identity aspects of this new community practice and discipline, with particular mention of a recent example of a newly-formed reflective citizens branch in Italy. The mentioned caesura of birth is also considered by the author as a transitional space, a place where, as Marina Abramović would say, ‘The artist is present’. The Northfield experiments are seen as transcending the caesura and, as such, particularly mentioned at the 2nd International Belgrade Conference on Reflective Citizens in 2014, ‘Learning through Experience about Inclusion/Exclusion Phenomena in and between Traditions of Bion, Foulkes and Main’.

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Graybill, Daniel. "A Multiple-Outcome Evaluation of Training Parents in Active Listening." Psychological Reports 59, no. 3 (December 1986): 1171–85. http://dx.doi.org/10.2466/pr0.1986.59.3.1171.

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To examine the effects of training parents in active listening parents of 32 children in Grades 4 to 8 were randomly assigned to one of three counseling groups or a no-treatment control group. The counseling groups, which met for six 2-hr. sessions, were taught active listening skills. Parents showed decreases in anxiety and increases in confidence, knowledge of how to respond to children's feelings, and active listening. However, there were no changes in children's attitudes or behaviors. Research should determine ways in which parents' reflective counseling can benefit children.

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Lemon, Narelle, and Susanne Garvis. "Flights of two female academics’ entry into the profession." Journal of Applied Research in Higher Education 6, no. 2 (September 2, 2014): 231–47. http://dx.doi.org/10.1108/jarhe-08-2013-0036.

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Purpose – The purpose of this paper is to illustrate what can be learnt about early career researchers through a narrative self-reflection of two academics’ moving towards the end of the early career into middle career stage. Design/methodology/approach – The two academics’ share their experiences as self- study reflective inquiries, specifically as a want and need for “more” through this respective involvement in critically thinking about and planning their career trajectory. Using Schwab's (1969) flights from the field as an interpretative tool, this event is the trigger used to story and re-story the personal experience of the academics through a reflective inquiry approach. Findings – Looking across the reflective self-studies, the final analysis reveals similarities, differences and tensions of the lived experiences of early career researchers’. Originality/value – Through listening to the voices of early career academics insights are gained that highlight the need for active agency in the academy while learning from others to focus on building research profiles.

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Oliver, Kimberly L., and Jim Garrison. "Reflective Writing and Kinesthetic Listening: The other Half of the Dance." Journal of Physical Education, Recreation & Dance 67, no. 6 (August 1996): 37–39. http://dx.doi.org/10.1080/07303084.1996.10604796.

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Emmerson, Simon. "Listening With Machines: A shared approach." Organised Sound 20, no. 1 (March 5, 2015): 68–75. http://dx.doi.org/10.1017/s1355771814000442.

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The aim of this article is to review the last twenty years of ‘machine listening’1 to sound and music, and to suggest a balanced approach to the human–machine relationship for the future. How might machine listening, and MIR2-based ideas of data storage, retrieval and presentation enhance both our embodied experience of the music and its more reflective study (analysis)? While the issues raised may be pertinent to almost any music, the focus will remain on electroacoustic music in its many forms, whether for interactive composition, performance or analytical endeavour. I suggest a model of listening with – that is, alongside – machines in such a way that our skills may be enhanced. What can we share with machines to mutual advantage?

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Barratt, Barnaby B. "Notes on Free-Associative Listening: “I Am Also a Stranger Here”." Psychoanalytic Review 108, no. 3 (September 2021): 251–75. http://dx.doi.org/10.1521/prev.2021.108.3.251.

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The unique conditions and characteristics of listening in psychoanalysis are introduced in relation to an effort to define how psychoanalysis proceeds “beyond psychotherapy.” Using an example from Freud's self-analysis, the author explores the tenet that every psychoanalytic session is to be treated like a dream. Freud's prescriptions for the method of listening psychoanalytically are critically discussed and the idea of “listening-to-listen” is introduced, as contrasted with listening in order to hear, listening-to-understand or in order to interpret. It is argued that free-associative listening is distinctive as a processive momentum that deconstructively interrogates the practitioner's own mechanisms of suppression and repression. This process fosters an awareness of that which is otherwise than representation, that which cannot be captured within the purview of reflective consciousness. In this sense, healing is not only transformative, but also transmutative, and the psychoanalyst is one for whom nothing is alien and everything is strange.

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Mundle, Robert. "Learning From Experiences of Feeling Heard: A Qualitative Study of Hospice Volunteers." Illness, Crisis & Loss 29, no. 1 (March 22, 2018): 37–50. http://dx.doi.org/10.1177/1054137318764682.

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What does it feel like when someone really listens to you? Data generated in qualitative interviews with ten individual hospice volunteers illuminate the quality of listening they received (and did not receive) from key role models in their lives. Analysis suggests that occasions of receiving listening are rare and pivotal events that can be used to learn more about how to listen to others, particularly in end-of-life care. The article closes with some recommendations for enhancing emotional support for hospice and palliative care volunteers, and for more training in reflective practice, including new approaches to teaching active empathic listening and communication skills.

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Osadchaya, T. Yu. "CURRENT APPROACHES TO TEACHING LISTENING COMPREHENSION IN A FOREIGN LANGUAGE CLASS AT HIGHER EDUCATION INSTITUTIONS." Bulletin of Kemerovo State University, no. 2 (June 29, 2017): 206–10. http://dx.doi.org/10.21603/2078-8975-2017-2-206-210.

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The current approaches to teaching of foreign/second language listening offered by foreign researchers are considered in the article: cognitive and social dimensions of the process; two main strategies of foreign language listening: top-down and bottom-up approaches; metacognitive approach to teaching listening and its advantages. The following innovations can be creatively used by teachers in the educational process: the formation of students' ‘perception base’ and ‘perception automatisms’ for distinguishing and recognizing foreign spoken speech units; using the method of interaction and active negotiation of general meaning and details of the text among students; regular administration of the Metacognitive Awareness Listening Questionnaire to teach students different strategies of foreign language listening comprehension; teaching students to develop their own strategies for foreign language listening. The analysis of modern approaches to teaching listening suggests that metacognitive approach is aimed to develop not only students’ language skills but also their reflective thinking abilities; it provides students’ personal involvement in the learning process and has a positive effect on their motivation. Foreign language teachers can use the research results to create their own system of teaching foreign language listening comprehension.

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Hidayati, Arini Nurul, and Santiana Santiana. "PROMOTING CULTURAL AWARENESS THROUGH INTERCULTURAL LISTENING ACTIVITIES." JURNAL TAHURI 17, no. 2 (July 17, 2020): 53–62. http://dx.doi.org/10.30598/tahurivol17issue2page53-62.

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As diversity is one of heated issues emerging in English teaching learning circumstance in Indonesia, teachers have to initiate strategies to restrain the probability of fragment among the students which can furthermost impact on their ability to communicate among cultures. Intercultural listening activities conducted at a university in West Java has evidently proven its contribution in consolidating the students’ cultural awareness. Through reflective journals and focused-group interviews, it is found that the students are able to discover, understand, and compare their own culture and others, realize the similarities and differences, and respect the existing gaps in between. Thus, they are presumed to be more ready to take part in the intercultural communication

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Yaniafari, Rahmati Putri, Nur Mukminatien, and Yazid Basthomi. "Integrating Islamic Knowledge into Multimedia-Based Supplementary Listening Materials." International Journal of Emerging Technologies in Learning (iJET) 15, no. 07 (April 8, 2020): 43. http://dx.doi.org/10.3991/ijet.v15i07.13225.

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The purpose of this study was to develop a Listening Courseware as Supplementary Listening Materials which embed Islamic knowledge. In developing the final product, the framework of developmental model by Koper was adapted [1]. The final product was a listening courseware in flash application form accompanied by reflective learning journal. It consists of 4 units of different themes and different authentic listening situations which were arranged on the basis of difficulty levels. Each of the unit involve pre-, whilst-, and post-listening which were designed based on the theory of communicative approach. The division will guide students through the mental processes for successful listening comprehension, and promote the acquisition of metacognitive strategies in planning, monitoring, and evaluating. Apropos the communicative approach, although linguistic, pragmatic, strategic, intercultural, and discourse competences may naturally be acquired through listening practice, each of them is emphasized in some way. It also enclosed Islamic knowledge to support the vision of the university which is to be an internationally excellent university which is future-oriented in terms of science, technology, and culture for the benefit of those with akhlaqul karimah based on Islam Ahlussu¬nnah waljama'ah An-Nahdliyah

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McCambridge, J. "ENCOURAGING GP ALCOHOL INTERVENTION: PILOT STUDY OF CHANGE-ORIENTATED REFLECTIVE LISTENING (CORL)." Alcohol and Alcoholism 39, no. 2 (March 1, 2004): 146–49. http://dx.doi.org/10.1093/alcalc/agh027.

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Miller, Keith. "Respectful listening and reflective communication from the heart and with the spirit." Qualitative Social Work: Research and Practice 13, no. 6 (October 31, 2013): 828–41. http://dx.doi.org/10.1177/1473325013508596.

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Rautalinko, Erik, Hans-Olof Lisper, and Bo Ekehammar. "Reflective Listening in Counseling: Effects of Training Time and Evaluator Social Skills." American Journal of Psychotherapy 61, no. 2 (April 2007): 191–209. http://dx.doi.org/10.1176/appi.psychotherapy.2007.61.2.191.

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Masunaga, Shohei, Daisuke Ikefuji, Masato Nakayama, and Takanobu Nishiura. "Steering for listening area of reflective audio spot with parametric loudspeaker array." Journal of the Acoustical Society of America 133, no. 5 (May 2013): 3299. http://dx.doi.org/10.1121/1.4805447.

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Habibah, Nur. "Training Senior High School English Teachers in Developing Listening Assessment." IJET (Indonesian Journal of English Teaching) 6, no. 2 (December 19, 2017): 156–66. http://dx.doi.org/10.15642/ijet2.2017.6.2.156-166.

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The ceaseless assessment ignorance, ineffective practices, even indisposition to assess listening skills among English teachers are prevalent due to the complexity of providing spoken texts, the impractical implementation, not to mention the little concern regarding teachers’ assessment development. One possible way to address the problem is to improve teachers’ knowledge and skills as well as encourage them to develop listening assessment through a more specific, practical and comprehensive assessment teacher training. The present study tries to train nine English fellow teachers of Senior High Schools of Amanatul Ummah in Mojokerto and Surabaya. The training focuses on the knowledge of basic concept of assessment, principles of designing a good assessment, basic types of listening assessment, tips in selecting authentic materials and the skills involving the trainee teachers’ practices in developing listening assessment. Data were collected through pre and post-tests, pre-lesson notes, worksheets, reflective journal entries, and pre and post-projects. The finding shed light on the teachers’ changes in knowledge, skills, and disposition to develop listening assessment during the process and afterwards.

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Babiy, I. "LISTENING IN NATIVE LANGUAGE TRAINING OF FUTURE CIVIL DEFENSE OFFICERS." Bulletin of Lviv State University of Life Safety 20 (January 24, 2020): 110–14. http://dx.doi.org/10.32447/20784643.20.2019.17.

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Introduction. A modern higher school wants a teacher to use effective teaching methods that ensure the intensive development of such professionally important skills for future civil defense officers as listening ones, in particular, to perceive a text (using visual and / or auditory channels), to comprehend, to select the necessary from the heard / read information, to reproduce, and to interpret. The problem under study was especially relevant in the conditions of updating higher education. Purpose. Analysis of modern methodological foundations of listening and determination of methods and techniques for the formation of auditory skills in the process of native-language training of future civil defense officers. Results. The article deals with hermeneutic and communicative-pragmatic approaches in the linguo-didactic aspect. The outlined approaches allow us to determine the methodological basis for auditory skills formation since they help resolve the problem of understanding and interpretation of the text, as well as analyze linguistic facts in view of the social, psychological, and cultural characteristics of the speaker and the listener. The contents of “listening” and “active listening” concepts are clarified; the basic psychological mechanisms, psycholinguistic factors of formation and development of cadets’ / students’ listening skills in the process of native-language training are determined. The author considers various classifications of listening in domestic linguistics, namely: global, detailed, critical and non-reflective / reflexive ones and stresses the urgency of the critical type of listening for the future civil defense officers, as it implies a reaction to what has been heard, its interpretation, and critical reflection. The structure of listening which includes such components as: perception, comparison-recognition, and understanding, is characterized; the sequence of actions and operations of listening as a type of educational activity (perceptual, thinking, mnemonic, reflexive ones) are revealed. The basic requirements for texts for listening are analyzed; the most effective methods of working with a text are determined; alternatives to listening using video materials and movies are suggested. Conclusion. Listening, including correctly selected texts or video materials and post-textual exercises, in the process of native language training of future civil defense officers, allows to solve a number of linguistic and methodo-logical problems: it develops hearing and memory, trains the ability to highlight the most informative parts of the message, to correlate the text with the situation of the message, and to interpret what has been heard.

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Révész, Andrea, and Tineke Brunfaut. "TEXT CHARACTERISTICS OF TASK INPUT AND DIFFICULTY IN SECOND LANGUAGE LISTENING COMPREHENSION." Studies in Second Language Acquisition 35, no. 1 (January 8, 2013): 31–65. http://dx.doi.org/10.1017/s0272263112000678.

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This study investigated the effects of a group of task factors on advanced English as a second language learners’ actual and perceived listening performance. We examined whether the speed, linguistic complexity, and explicitness of the listening text along with characteristics of the text necessary for task completion influenced comprehension. We also explored learners’ perceptions of what textual factors cause difficulty. The 68 participants performed 18 versions of a listening task, and each task was followed by a perception questionnaire. Nine additional students engaged in stimulated recall. The listening texts were analyzed in terms of a variety of measures, utilizing automatized analytical tools. We used Rasch and regression analyses to estimate task difficulty and its relationship to the text characteristics. Six measures emerged as significant predictors of task difficulty, including indicators of (a) lexical range, density, and diversity and (b) causal content. The stimulated recall comments were more reflective of these findings than the questionnaire responses.

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BURNARD, PAMELA, and GARY SPRUCE. "Editorial." British Journal of Music Education 26, no. 2 (June 3, 2009): 115–16. http://dx.doi.org/10.1017/s0265051709008389.

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In this issue, we witness different ways in which to illuminate the changing relationship between music education research and practice and how that relationship is understood. In studies drawn from as far as afield as Belgium, USA, Canada, and including the UK, authors locate current debates about practice within a range of theoretical frames of reference (including Foucalt, Marx, Piaget, Vygotsky) and relate their work to a range of contested areas. The articles move between self-reflection (in rehearsal contexts) to teacher reflection (on teaching composing and movement) to reflective research techniques which look at how children make sense of their musical listening through figurative representations or musical mapping tasks. We are also invited to consider afresh Orff and Kodaly from critical theorist standpoints.

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Hinyard, Leslie J., Cara L. Wallace, Jennifer E. Ohs, and April Trees. "Narrative medicine and reflective practice among providers: Connecting personal experiences with professional action for ACP." Journal of Clinical Oncology 36, no. 34_suppl (December 1, 2018): 9. http://dx.doi.org/10.1200/jco.2018.36.34_suppl.9.

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9 Background: Increasingly, Narrative Medicine (NM) is utilized in clinical experiences. Critical reflection is a core aspect of NM providing the narrative competence to “recognize, absorb, interpret, and honor” the stories of self and other. This study evaluates the effectiveness of a NM workshop to: 1) develop skills in attending and responding to the stories of others as a part of advance care planning (ACP) conversations and 2) reflect on their own stories of loss in relation to professional practice. Developing narrative skills may help overcome barriers to successful ACP with patients and families. Methods: 29 health care professionals completed a continuing education course on NM principles for end-of-life care. Workshop activities included a close reading on a professional’s story of personal loss and a reflective writing exercise sharing one’s own personal story of loss. Small groups debriefed after each exercise. 24 participants (83%) completed post-workshop surveys including closed and open-ended questions. Results: Mean age of participants was 50.3 (SD 14.7), 87% were female, and 92% White. Social workers represented 71% of the sample with clinicians across several specialty areas. Findings indicate 80% of participants strongly agreed the experience of writing about their own experiences of loss helped develop their communication skills and 88% strongly agreed the experience of listening to stories of others helped develop their communication skills and they would use skills from the workshop in practice. Common themes from qualitative analysis included the usefulness of techniques for framing difficult conversations, patient vulnerability, the importance of active listening, and increased empathy for the storyteller. Common themes reflecting on providers’ personal stories of loss included recognition of prior experience on professional interactions and reported improved skills in authentic interactions and increased capacity for empathy. Conclusions: NM competencies have the potential to enhance communication surrounding ACP. Providers find the NM approach to be a useful framework for engaging in difficult conversations about end-of-life.

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McDonnell, Ben. "Teaching Photography via Photography." International Journal of Management and Applied Research 7, no. 3 (September 4, 2020): 267–82. http://dx.doi.org/10.18646/2056.73.20-019.

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This reflective paper draws on an evaluation of current online pedagogy but also the authors practice as an artist that revolves around forming a relationship between image and sound. As such ‘Listening’ and ‘Looking’ are used as a broad structure for six short essays that draw on experiences of moving to online delivery to consider the virtual classroom as an amorphous, fluid space that can be both problematic but also present opportunities for innovative teaching and learning. In addition to the six reflective essays; Latency, Volume, Spaces to Speak, Lebenswelt, Screenshare and The Thingness of Making, The Thingness of Teaching the article draws on an anonymous survey of second and third (final) year undergraduate students and an online conversation group initiated with colleagues that teach at undergraduate and post graduate level at both Manchester School of Art and the Royal College of Art. Rather than propose a definite set of conclusions the article suggests that the online platform is inherently a visual one, but using listening as a way of understanding it could open up the possibility of creating a teaching space that is concurrently difficult to grasp but potentially easily accessible and less hierarchical.

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Ma, Joyce. "Listening for Self-Reflective Talk in Visitors’ Conversations: A Case Study of the Exploratorium'sMindCollection." Visitor Studies 15, no. 2 (July 2012): 136–56. http://dx.doi.org/10.1080/10645578.2012.715001.

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Arnold, Kyle. "Behind the mirror: Reflective listening and its Tain in the work of Carl Rogers." Humanistic Psychologist 42, no. 4 (October 2014): 354–69. http://dx.doi.org/10.1080/08873267.2014.913247.

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Yayli, Demet. "Reflective practices of preservice teachers in a listening skill course in an ELT department." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 1820–24. http://dx.doi.org/10.1016/j.sbspro.2009.01.322.

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Deveci, Tanju, and Nader Ayish. "Qualitative Adjectives in EFL Students’ Reflective Writing Essays." Journal of Language and Education, no. 1 (March 31, 2021): 65–79. http://dx.doi.org/10.17323/jle.2020.10979.

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Qualitative adjectives are often used in expressive writing, including reflective writing. They express and (de)intensify feelings and emotions, thereby expressing stance. This study investigates the adjective profiles of 60 first-year EFL students’ reflective essays and compares male and female university students’ utilization of qualitative adjectives and those used as attitudinal stance markers. Data were collected from a reflective writing task after students participated in a seminar on effective listening. Analyses were conducted considering the General Service List (GSL), the Academic Word List (AWL), and words that do not appear in either of the preceding lists. The results indicated that qualitative adjectives accounted for 6% of the words in these reflective writing essays, and the male students used a greater number of adjectives than the female students. This difference, which was at a statistically significant level, likely stems from male students’ greater use of adjectives from the Academic Word Lists. The results also showed that 47.5% of the adjectives used in these essays were attitudinal. There was no statistically significant difference between the frequencies with which the male and the female students used these attitudinal adjectives. The results are discussed and recommendations are made to increase students’ effective use of adjectives in reflective writing.

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Szymańska, Maria. "The Meaning of Silence for Mastering the Practitioner’s Reflective Skills." Multidisciplinary Journal of School Education 10, no. 1 (19) (June 8, 2021): 65–80. http://dx.doi.org/10.35765/mjse.2021.1019.04.

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The aim of the article is to show the meaning of practicing silence, enhancing the quality of the reflective skills of the reflective practitioner. These skills – being, speaking, disclosing, testing, and probing – reveal one’s reflective competences, which require time and silence to be developed. The reflective practitioner is a person who can creatively interact with their true-self, others, the world, and God. Therefore, he or she finds time to distance themselves from many stimuli that bombard the mind and the outer environment and treats silence and quietness more as a challenge, rather than a threat to their own existence. Silence, perceived as a space for finding a new quality of one’s identity, is presented in the paper in different perspectives. The meaning of listening silence is especially worth noticing in the domain of education, which is preoccupied with large streams of information coming from varied sources that demand to be acquired. That is why this goal seems important for those who must cope with matters connected with teaching, learning, upbringing, and development. I attempt to deal with this briefly in a theoretical, practically-oriented analysis by suggesting some solutions covered in the material below.

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Ishlahiyah, Mazroatul, and Mira Shartika. "THE INTEGRATION OF ISLAMIC VALUES IN THE DEVELOPMENT OF LISTENING COURSE MATERIALS." KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) 4, no. 01 (August 28, 2020): 45–58. http://dx.doi.org/10.33479/klausa.v4i01.291.

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Despite the fact that material development has been widely discussed and reported in the area of English Language Teaching, there is not much empirical evidence available so far that addresses material development in listening, especially in Indonesian context. To fill this gap, the writers examined the result of material development that includes the integration of Islamic values in some units of Nunan’s Listen in 1 book. Employing Dick, Carey, & Carey model of Research and Development design, the article exhibits the integration of Islamic values in the activities of warming up, main, and reflective, and game. The result of the study requires further research on material development, particularly on the creation of further material and audio developments.

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Srivastava, Ranjana. "Handle With Care." International Journal of User-Driven Healthcare 3, no. 4 (October 2013): 84–88. http://dx.doi.org/10.4018/ijudh.2013100114.

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Reflective writing helps people to explore the larger context, the meaning, and the implications of an experience and action. When used well, it promotes the growth of the individual (William, 2002). Just as personal illness narratives help patients understand their illnesses and help in healing similarly reflective writing by physicians can help them see and understand illness, pain and loss from a larger perspective. At the same time reflection on one's lapses or inadequacies can help in one's own healing. They also help people evolve into more empathic and self-aware practitioners (Sayatani, 2004). Here are two case studies which can be used to make future generation of doctors more human. The first raises the issue of the inadequate training and courage to admit one's mistakes. Whenever this happens people are the first casualty for one carries the burden for years when simple disclosure would have helped in the healing and helped in improving the doctor patient relationship by making doctors appear more human. The second advises struggling students and residents trying to find answers and develop reactions to deal with a situation when they can do nothing for patients (Lisa, 2011)—the answer is communication: engage with patients, simply listen to their stories and keep learning by listening.

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Hovey, Richard B., Valerie Curro Khayat, and Eugene Feig. "Listening to and letting pain speak: poetic reflections." British Journal of Pain 12, no. 2 (November 3, 2017): 95–103. http://dx.doi.org/10.1177/2049463717741146.

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The humanities invite opportunities for people to describe through their metaphors, symbols and language a means in which to interpret their pain and reinterpret their new lived experiences. The patient and family all live with pain and can only use their pain narratives of that experience to confront or even to begin to understand the quantifiable discipline of medicine. The patient and family narratives act to retain meaning within a lived pained experience. These narratives add meaning to the person as a stay against only having a clinical–pathological understanding of what is happening to our body and as a person. We need to understand the pathology pain while also being mindful of suffering. In this article, the theoretical and scientific approach to pain research and clinical practice intersects with the philosophical, ontological and reflective lived experience of the person living with pain. Through unique pain narratives, poetry and stories as a means of offering empathy and understanding as healing, the humanities in medicine bring into meaning another kind of therapy equal to the evidence-based medicine clinicians and researchers use to seek a cure. In this way, the medical humanities are addressing the person’s healing through the reduction of suffering and isolation by letting pain speak while others can focus in on their medical knowledge/practice and research while ‘finding’ a cure. Listening to pain opens-up to the possibility that much can be learned through multiple expressions of the pain narrative. This article provides an invitation to learn how we might articulate and listen to pain carefully and differently.

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Rofiah, Khofidotur. "PENGAJARAN MEMBACA DAN MENULIS BAGI PESERTA DIDIK TUNARUNGU." Jurnal Pena Indonesia 2, no. 1 (February 21, 2017): 47. http://dx.doi.org/10.26740/jpi.v2n1.p42-55.

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Reading and writing skills is coverage of more complex language skills of listening and speaking skills. We need the best approach in developing the literacy skills of children with hearing impairment. In some studies that focus on accuracy syntax hearing impaired children, it was found that they tend to use many of the same phrases over and over again in simple sentences, a little more complex sentences, and make lots of small mistakes in the use of sentence structure, word number, the use of pronouns and said pointer, and so on. This paper discusses several options approach in teaching reading and writing skills of deaf children, namely (1) conversations from heart to heart (perdati), (2) read ideovisual (percami), (3) read receptive, (4) the exercise of reflective, and (5) conversation or conversations linguistic grammar or also called reflective conversation grammar.

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Rautalinko, Erik. "Reflective listening and open-ended questions in counselling: Preferences moderated by social skills and cognitive ability." Counselling and Psychotherapy Research 13, no. 1 (March 2013): 24–31. http://dx.doi.org/10.1080/14733145.2012.687387.

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Pascucci, Maria Verónica. "A ESCUTA NA PRÁTICA PEDAGÓGICA: algumas considerações." Cadernos de Pesquisa 24, no. 2 (September 3, 2017): 64. http://dx.doi.org/10.18764/2178-2229.v24n2p64-73.

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Resumo: O presente trabalho parte de uma observação reflexiva da obra de Barlach intitulada Der Fries der Lauschenden e traça possíveis nexos entre a forma de escuta sugerida e a escuta necessária à prática pedagógica que implica um ouvir a si mesmo para poder ouvir o outro. Desde o ponto de vista filosófico essa escuta é a capacidade de ouvir a voz que orienta a vida e na prática pedagógica, uma disposição de abertura aos sentidos e significados de si, do outro e do mundo.Palavras-chave: Escuta. Atenção. Cuidado.LISTENING IN PEDAGOGICAL PRACTICE: some considerations Abstract: This paper begins in a reflective observation of the work of Barlach entitled Der Fries der Lauschenden and delineates possible links between the suggested listening, and the necessary listening for educational practice that involves listening to oneself in order to listen to others. From the philosophical point of view, this listening is the ability to hear the voice that guides life and pedagogical practice, an opening to the senses and meanings of oneself, of others and of the world.Keywords: Listening. Attention. Care. LA ESCUCHA EN LA PRÁCTICA PEDAGÓGICA: algunas consideracionesResumen: El presente trabajo parte de una observación reflexiva de la obra de Barlach denominda Der Fries der Lauschenden, y establece posibles conexiones entre la forma de escucha sugerida y la escucha necesaria a la práctica pedagógica que implica un oír a sí mismo para poder oír el otro. Desde el punto de vista filosófico esta escucha es la capacidad de oír la voz que orienta la vida y en la práctica pedagógica, una disposición de abertura a los sentidos y significados de sí, del otro y del mundo.Palabras clave: Escucha. Atención. Cuidado.

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De Little, Alex. "Georgia Rodgers, Line of parts. hcmf//, 2019." Tempo 74, no. 292 (March 6, 2020): 86. http://dx.doi.org/10.1017/s0040298219001311.

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As I enter Georgia Rodgers’ Line of parts, I am struck by the instrument for which she has composed: three levitating circles of loudspeakers, one above the other, that form a cylinder of sound rising up above my head. They are housed inside a space-age enclosure, clad in complex geometric foam shapes; a circular array of chairs facing outwards sits in centre of this space, inviting an independent and reflective – rather than communal – listening experience. This space wraps you in it: a womb-like architecture of sonic potential.

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Warrenburg, Lindsay A. "People Experience Different Emotions from Melancholic and Grieving Music." Music & Science 3 (January 1, 2020): 205920432097738. http://dx.doi.org/10.1177/2059204320977384.

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Two behavioral studies are reported that ask whether listeners experience different emotions in response to melancholic and grieving musical passages. In the first study, listeners were asked to rate the extent that musical passages made them feel positive and negative, as well as to identify which emotion(s) they felt from a list of 24 emotions. The results are consistent with the hypothesis that listeners experience different emotions when listening to melancholic and grieving music. The second study asked listeners to spontaneously describe their emotional states while listening to music. Content analysis was conducted in order to find any underlying dimensions of the identified responses. The analysis replicated the finding that melancholic and grieving music led to different feelings states, with melancholic music leading to feelings of Sad/Melancholy/Depressed, Reflective/Nostalgic, Rain/Dreary Weather, and Relaxed/Calm, while grieving music led to feelings of Anticipation/Uneasy, Tension/Intensity, Crying/Distraught/Turmoil, Death/Loss, and Epic/Dramatic/Cinematic.

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Østergaard, Edvin. "Tuning in on the Becoming of Music." Open Philosophy 4, no. 1 (January 1, 2021): 198–210. http://dx.doi.org/10.1515/opphil-2020-0168.

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Abstract In this article, I explore the music-in-becoming as a dialogue. The thesis of my inquiry is that during musical composition, the composer’s listening is marked by both activeness and receptiveness; actively structuring the sounding work, and receptively letting the work express itself as it takes its form. Composer and work merge in sudden moments of attunement, the sensation of coherence between the so-fare completed and the anticipation of the as-of-yet unformed work. Composition is all about balancing writing as a handicraft with those rare, unexpected moments of attunement. I discuss the emerging work’s invitational character and the fact that during composition, the piece seems to request the composer’s attention. The audibility of the work’s voice depends on the composer’s ability to listen. Finally, the methodological considerations concerning sonic-artistic research show that researching sonic experiences requires competencies of being attentive, responsive, and reflective. Attentiveness is related to thorough listening experiences of the emerging music, responsiveness appears as a vital skill in a composer’s dialoguing with the music-in-becoming, and reflectiveness is associated with empirically documenting the processes. At the heart of this sonic research project, I place my lived experience of composing and the intimate relation between sound and listening.

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Hartzler, Bryan, Blair Beadnell, David B. Rosengren, Chris Dunn, and John S. Baer. "Deconstructing Proficiency in Motivational Interviewing: Mechanics of Skilful Practitioner Delivery During Brief Simulated Encounters." Behavioural and Cognitive Psychotherapy 38, no. 5 (July 9, 2010): 611–28. http://dx.doi.org/10.1017/s1352465810000329.

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Background: Proficient delivery of motivational interviewing (MI) is often determined by global rating of relational elements or cumulative tallies of technical elements. Yet limited empirical evidence exists to clarify how relational and technical elements are associated, or if rates of skill indices and their constituent technical elements vary within a clinical encounter. Aims: This study sought to document temporal variance in rates of MI skill indices and their constituent technical elements during brief clinical encounters with a standardized patient wherein delivery was “MI-proficient”, and to distinguish those temporal patterns from those observed in encounters with “MI-inconsistent” delivery. Method: Data were accessed from a large MI training trial wherein relational and technical elements of MI delivery were scored for 503 recordings of a simulated 20-minute clinical encounter. Notably, independent raters tallied technical elements in 5-minute segments, allowing evaluation of potential variance among the encounter's quartile intervals. Global ratings of MI spirit identified subsets of recordings with MI-proficient (n = 49) and MI-inconsistent (n = 43) delivery for stratified analyses. Results: Analyses contrast temporal trajectories of technical aspects of MI-proficient and MI-inconsistent delivery, with the former characterized by: 1) elicitation and reflective listening as primary opening strategies; 2) increased depth of reflective listening as a predominant strategy in subsequent, focused therapeutic discussion; and 3) increased use of elicitation and information provision in change planning as the encounter approached conclusion. Conclusions: Findings are generally consistent with seminal descriptions of MI (Miller and Rollnick, 1991, 2002), and document temporal aspects of skilful MI delivery in brief encounters.

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McCool, Katherine E., and April A. Kedrowicz. "Evaluation of Veterinary Students’ Communication Skills with a Service Dog Handler in a Simulated Client Scenario." Journal of Veterinary Medical Education 48, no. 5 (September 1, 2021): 538–48. http://dx.doi.org/10.3138/jvme.2019-0140.

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Effective communication skills serve as a key component of excellent veterinary care and provide a foundation for building trusting relationships with clients. While many veterinary clients value their pets for companionship, the focus of other relationships may be based on a partnership between the human and animal, as is the case with the handlers of service dogs. As the use of service dogs in the US continues to grow, it is important that veterinary professionals are educated on how best to meet the unique needs of service dogs and their handlers. This article evaluates the interactions of veterinary students with a service dog handler in a simulated client scenario. Ten videotaped interactions were coded to assess third-year students’ communication skills (nonverbal communication, open-ended questions, reflective listening, and empathy), and their ability to discuss the diagnostic and therapeutic options for a dog with suspected intervertebral disk disease. Results showed that the majority of students demonstrated competence in the use of nonverbal communication skills and in discussing the biomedical aspects of the disease. Students require development in the use of open-ended questions, reflective listening statements, and expression of empathy, as well as building client rapport and discussing the psychosocial aspect of the disease on the client and patient. These findings suggest that veterinary students may benefit from targeted instruction on “best practices” in caring for service dogs and their handlers, including greater attention to the psychosocial aspects of a disease, and from additional communication practice using standardized clients with service dogs.

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Rix, Jonathan, John Parry, and Memory Malibha-Pinchbeck. "‘Building a better picture’: Practitioners’ views of using a listening approach with young disabled children." Journal of Early Childhood Research 18, no. 1 (December 9, 2019): 3–17. http://dx.doi.org/10.1177/1476718x19885990.

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This article reports on a study of practitioners’ use of In-the-Picture – a reflective, observational approach – when delivering early intervention programmes to young disabled children. To date, In-the-Picture has been used mainly by researchers to study interactions and learning between young children, practitioners and the children’s parents in home and early childhood settings. Practitioners involved in this early research had expressed an interest in using the tool themselves. This project aimed to engage such potential users, support them in using the approach and gain evidence of its impact upon their practice. In-the-Picture facilitates listening and communication between adults and children with learning disabilities. It is based upon a sociocultural understanding of learning, seeing the parents, children and practitioners as agents participating in an emerging teaching and learning process. It derives from a qualitative grounded research method which enables the researcher to consider the child’s perspective, through the use of first-person narrative observation, photography of the child’s focus of attention and reflective discussion with the child, practitioners and family. This study involved 10 Portage services in England, who provide weekly home visits with a focus on supporting play and communication with their child. Training was delivered to over 80 Portage Home Visitors across these 10 services. A selected sample of 20 practitioners, 2 from each service, was interviewed after 6 weeks and again within focus groups after 3 months. All interviewees used the approach in their own way and identified challenges in its use, but In-the-Picture was seen as relevant and valuable by all the participants, producing changes in thinking and practice, while proving flexible and simple to use. The study also exemplified how current early-intervention working practices in England limit the opportunity to engage with the child’s perspective and how practitioners value having the opportunity to do so.

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Yanko, Matt, and Priscilla Yap. "A Symbiotic Link Between Music, Movement, and Social Emotional Learning: Mindful Learning in Early Learners." LEARNing Landscapes 13, no. 1 (June 13, 2020): 249–64. http://dx.doi.org/10.36510/learnland.v13i1.1018.

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In the following study we investigate how young learners engage with music and movement to illustrate their understandings and connections to nature. We discover a symbiotic relationship between the performing arts, Social Emotional Learning, and Mindful Learning over the course of six months, and examine the potentials and constraints of this harmonization. Results from this study show that learning in a co-constructivist setting, which allows opportunities for reflective listening, choice, intentional focus, and feedback, supports the development of behavioural and emotional abilities, and empowers students to delve deeper into their connections with nature through composing abstract music and movement pieces.

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Caprario, Marcella. "Developing Pragmatic Competence in English Academic Discussions: An EAP Classroom Investigation." Lodz Papers in Pragmatics 16, no. 1 (July 28, 2020): 123–52. http://dx.doi.org/10.1515/lpp-2020-0006.

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AbstractThis qualitative classroom study investigated the development of pragmatic competence in academic discussions through content analysis of student reflective writing. The aims of the study were: to understand the greatest challenges that students faced during the learning process, the causes of those challenges, and the most successful strategies that students employed to overcome the challenges. In addition, the analysis investigated other significant themes in the reflective writing that related to the students’ experiences in developing their pragmatic competence in discussions. Five advanced English for Academic Purposes (EAP) students at a Sino-US institution in China participated over the course of a semester. Results showed that common challenges included: hesitation resulting in missed opportunities to speak, lack of clarity when speaking, inability to repair communication breakdowns, and difficulty with listening comprehension. Self-reflection allowed the learners to understand the various reasons for the challenges they faced and to develop appropriate pragmalinguistic and sociopragmatic strategies for coping with them. It also enabled the instructor to make suggestions suited to learners’ specific needs. In addition to revealing specific challenges, causes, and strategies that students employed, themes that emerged through content analysis included the impact of students’ emotional lives on their learning and performance, as well as the value of authentic communication in the development of pragmatic competence for academic discussions. This exploratory classroom investigation provides suggestions for teaching pragmatic competence in academic discussions and for additional classroom explorations that empower learners to develop autonomy.

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Elshahawy, Khaled Elkotb. "Practising English through out-of-class language learning activities (OCLLA): EFL preparatory year students perspectives." Journal of Applied Studies in Language 4, no. 2 (December 6, 2020): 128–43. http://dx.doi.org/10.31940/jasl.v4i2.1951.

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The current study investigated the insights and perceptions of the EFL preparatory year students at Al-Baha University in Saudi Arabia concerning improving their English language proficiency, namely, vocabulary and grammar learning, speaking skills, listening skills, reading skills, and writing skills, through out-of-class language learning activities. The instruments of the study were pre/post-English language proficiency skills test (ELPT) and the student's weekly reflective journals (SWRJ). The study participants were 100 male students aged 18 to 20 years old. The application of the study program, Five Phases Out-of-Class Language Learning Program (FPOCLLP) lasted for three months. Paired samples t-test and the effect size were employed to collect data for the quantitative analysis. Moreover, the student's weekly reflective journals were employed to get qualitative interpretations. The findings of the study indicated that the participants' English language proficiency skills were enhanced as a result of the study program application. Finally, the study identified some recommendations and suggestions based on its results for further future research.

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Journal articles on the topic 'Reflective listening'

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