Theoretical Perspectives on Listening
Bibliographic Data
| ID | 24220968 |
|---|---|
| Authors | Tony Lynch (0000-0002-2116-451X) |
| Year | 1998 |
| Volume | 18 |
| Pages | 3-19 |
| Publication date | 1998-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annual Review of Applied Linguistics (BOOK_SERIES) |
| Journal identifiers | ISSN: 0267-1905 • E-ISSN: 1471-6356 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0267190500003457 |
| OpenAlex | W2162501161 |
| Language | EN |
| Citations received | 19 |
| References cited | 41 |
Research into listening over the past three decades has, above all, highlighted the fundamental intricacy of the processes involved. In order to make sense of spoken messages, listeners may need to integrate information from a range of sources: phonetic, phonological, prosodic, lexical, syntactic, semantic, and pragmatic. The fact that we achieve all this in real time as the message unfolds makes listening “complex, dynamic, and fragile” (Celce-Murcia 1995:366). In this review I consider research into four aspects of these complexities: processes (e.g., speech recognition, discourse comprehension, and memory); the role of context; factors influencing listening; and the relationship of listening with other language skills. Finally I suggest likely directions for future research into listening.
discourse comprehension · Listening comprehension · speech recognition (audiology) · spoken language processing · Working memory · EFL/ESL Teaching and Learning · Phonetics and Phonology Research · Second Language Acquisition and Learning
Assessment of Listening
Assessment of Listening
Metacognitive Instruction for Second Language Listening Development
Vocabulary Knowledge and Advanced Listening Comprehension in English as a Foreign Language
Comprehension across modalities
The Interface Between Metacognitive Strategy Training and Locus of Control in Developing EFL Learners’ Listening Comprehension Skill
Frequency and framing keywords in EMI
To copy verbatim, paraphrase or summarize – listeners’ methods of discourse representation while recalling academic lectures
English medium instruction lecturer within-course linguistic evolution
Note perfect
The dialogical nature of language use in interactive listening
Listening to Learn or Learning to Listen
A comparison of video- and audio-mediated listening tests with many-facet Rasch modeling and differential distractor functioning
Construct implications of including still image or video in computer-based listening tests
Metacognitive Instruction
Listening with Your Eyes
The Effects of Using Two Advance Organizers with Video Texts for the Teaching of Listening in English
Following Inspiration
Orchestrating Strategy Use
Searching for the Cognitive Locus of Foreign Language Learning Difficulties
A capacity theory of comprehension
The Role of the Linguistic Environment in Second Language Acquisition
The Role of Comprehension in Second-language Learning
Interpreting Relationships between L1 and L2 Reading
The Effect of Discourse Markers on the Comprehension of Lectures
The effect of prior knowledge on EAP listening-test performance
The syllable's differing role in the segmentation of French and English
A Destressing “Deafness” in French
Mora or Syllable? Speech Segmentation in Japanese
Multimedia for listening comprehension
Direct encounters with fast speech on CD-audio to teach listening
A comparative study of the effects of the use of multimedia on listening comprehension
The case for narrow listening
Life in the slow lane
Think‐aloud protocols and the study of comprehension
The influence of language proficiency and comprehension skill on situation‐model construction
Conscious understanding during comprehension
Relevance
Language Learners' Interaction
Undergraduates' Experiences with and Attitudes toward International Teaching Assistants
Academic Listening/Speaking Tasks for ESL Students
On the Notion of Culture in L2 Lectures
Research on Negotiation
Communication Strategies in a Second Language
Relevance. Communication and cognition
Rethinking Context
| Citations per year | 0.76 |
|---|---|
| Citation span | 2001 - 2026 (26) |
| Highly cited | No |