Query: what is listening

title: What's yours is mine and what's mine is mine? Re thinking intellectual property and research ethics from the experience of the Purhepecha community of Cheran
abstract: Intellectual property and cultural policy are essential to the practice of cultural rights, however, in both legal frameworks, indigenous peoples have often found that the state has little consideration for their voices and their world views. In contrast, though no more representative of indigenous perspectives, the social sciences, while engaging with indigenous voices, have often treated them as a source to be appropriated with disregard of their rights and agency. Through an activist and collaborative methodology that includes the concerns of a wide group of indigenous and non indigenous persons, this article explores how the oral history project of the Fogata Kejtsitani in the Purhepecha community of Cheran, Mexico, contributes to discussions on the appropriation and dissemination of culture. This community has managed the recognition of their right to autonomy, and in so doing, has founded a continuous process of law creation, on which Kejtsitani takes part. La propiedad intelectual y la politica cultural son esenciales para la practica de derechos culturales, sin embargo, en ambos marcos juridicos los pueblos indigenas frecuentemente han encontrado que el Estado tiene poca consideracion por sus voces y cosmovisiones. En contraste, aunque sin ser mas representativo de las perspectivas indigenas, las ciencias sociales que se han relacionado con voces indigenas, frecuentemente las han tratado como una fuente para ser apropiada, descartando sus derechos y agencia. A traves de una metodologia activista y colaborativa que incluye las inquietudes de un amplio grupo de personas indigenas y no indigenas, este articulo explora como el proyecto de historia oral de la Fogata Kejtsitani en la comunidad Purhepecha de Cheran, Mexico, contribuye a las discusiones sobre la apropiacion y diseminacion de la cultura. Esta comunidad ha logrado el reconocimiento de su derecho de autonomia y, al hacerlo, ha fundado un proceso continuo de creacion de derecho del cual Kejtsitani tambien forma parte.

title: The Effect of Listening Attitude and Listening Anxiety on Listening Comprehension: A Regression Model
abstract: Since listening is a multi dimensional skill that involves many factors, it is very difficult to identify variables that affect the process. In the current study, it is aimed to determine whether anxiety and attitude are thought to be among the factors affecting listening affect listening comprehension process. To this end, the study employed the relational research method. The study was conducted on 187 seventh grade students attending a state middle school in the city of Kutahya in 2017 2018 academic year. The results obtained have revealed that there is a significant and negative correlation between the students' listening comprehension and anxiety and a significant and positive correlation between their listening comprehension and listening attitude. Moreover, a significant, medium and positive correlation was found between their listening anxiety and listening attitude, and listening comprehension. It was also found that 29% of the variance in the depending variable, listening comprehension, is explained by two independent variables, listening anxiety and listening attitude.

title: Listening Skills: Accountancy Educators in Retreat?
abstract: to gain insight into the training received by accountancy graduates in soft skills with a major focus on listening skills; and, both, in light of findings, and impelled by the pleas of accountants' clients, to urge educators to introduce them in curricula.  content analysis of Australian accountancy schools' courses placed on the web followed by direct contact with schools whose Web descriptions might plausibly have indicated listening skills' inclusion;  while the Institute of Chartered Accountants in Australia and CPA Australia required in their Professional Accounting Guidelines, 2009' that as a condition of their accreditation higher education programs address 'generic skills' including the interpersonal, 'particularly the ability to listen effectively' this was scarcely complied with by accredited schools Subsequent to the 2009 ICAA/CPA directive successive pronouncements of the Institutions reduced or effectively eliminated the requirement to teach listening skills.  accountancy graduates will enter the profession without groundwork in a skill which successful exponents will increasingly be required to exercise. This will need to be remedied.  empathetic listening skills are seen to be indispensable by reference to the demands of a party not considered in previous studies, namely practising accountants' clients. Nor have previous studies adequately recognised the critical importance of these skills as artificial intelligence (AI) erodes accountants' standing as dispensers of technical knowledge.

title: The Psychology of Cultural Dynamics: What Is It, What Do We Know, and What Is Yet to Be Known?
abstract: The psychology of cultural dynamics is the psychological investigation of the formation, maintenance, and transformation of culture over time. This article maps out the terrain, reviews the existing literature, and points out potential future directions of this research. It is divided into three parts. The first part focuses on micro cultural dynamics, which refers to the social and psychological processes that contribute to the dissemination and retention of cultural information. The second part, on micro macro dynamics, investigates how micro level processes give rise to macro cultural dynamics. The third part focuses on macro cultural dynamics, referring to the distribution and long term trends involving cultural information in a population, which in turn enable and constrain the micro level processes. We conclude the review with a consideration of future directions, suggesting behavior change research as translational research on cultural dynamics.

title: THE USE OF LISTENING LOGS THROUGH WHATSAPP IN IMPROVING LISTENING COMPREHENSION OF EFL STUDENTS
abstract: The objective of this study is to find out the effect of using listening logs through WhatsApp on listening comprehension of EFL students in the Department of English Education of Palangka Raya University. The listening comprehension of students is categorized low which hampers their proficiency in English. Then an experiment is done to improve students' comprehension in listening skill by using listening logs through WhatsApp application on smartphones. The experiment treated in this study was to make a learning group of WhatsApp by inviting the students joining the group. The experiment was held for three weeks which practiced four aspects of listening comprehension: (1) identifying main ideas or main gists, (2) identifying supporting details, (3) identifying moods of message, and (4) developing new vocabularies. There were 40 students (24 females and 16 males) fulfilling the sample of the study taken from the second year EFL students of English study program at Palangka Raya University. The method used in this study was pre experimental design by choosing the type of one group pretest posttest design. The pretest and posttest evaluation results were analyzed using non parametric test of Wilcoxon Signed ranks by two related samples statistical analysis to find out the significance of the experiment given. The study concludes that the practice of listening through listening logs in WhatsApp gives significant improvement in listening comprehension to EFL learners. listening logs, WhatsApp, EFL students

title: Digital Listening Texts versus Traditional Listening Texts: Fourth Graders' Listening Comprehension.
abstract: The purpose of this study was to improve fourth grade students' listening comprehension with digital listening texts. An experimental research design was used to compare student outcomes with digital listening texts and outcomes for students who completed the same texts as traditional classroom activities. The digital listening texts included static and animated visuals compatible with the texts, which were digitally recorded. The experimental group (n=30) completed the digital texts in an individual learning environment in a classroom with computers. The control group (n=31) activities with traditional texts were completed in the students' classrooms under the supervision of one of the researchers. Students in the digital listening group attained statistically significant higher gain scores than those in the traditional treatment group. Recommendations are made about expanded use of digital listening texts, and further research into factors such as student motivation and availability of computers in classrooms.

title: 1 1 2007 University Students with a Significant Historyof Reading Difficulties What Is and Is Not Compensated
abstract: This study examined the status of current reading, spelling, and phonological processing skills of 28 university students who reported a history of reading acquisition problems. The results indicated that 21 of these participants were currently able to comprehend text at a level expected for university students, although only 8 at a rate comparable to that of university students without a history of reading acquisition problems. In addition, all but two participants showed current problems in two or more of the additional areas examined, including word reading, decoding, spelling, and phonological processing. The performance of ten participants who had a recent diagnosis of reading disability was mostly indistinguishable from the performance of participants without such diagnosis, except on the phonological processing tasks.  Canada recently published two stunning statistics: 42% of Canadian adults lack the functional literacy skills required in today's information society (Desjardins, Murray, Clermont, Werquin, 2005) and each 1% improvement in the average literacy rate would translate into 1.5% (or $18 billion) increase in annual GDP (Coulombe, Trembley, Marchant, 2004) These statistics, albeit simplistic, effectively remind us that reading disabilities 195 Exceptionality Education Canada 2007,  In this paper, we focus on the success stories: adults with a significant history of reading acquisition problems who are completing post secondary education. More specifically, we examine to what extent they have compensated for their earlier problems both at the level of reading, and at the level of cognitive processes that support reading. Several studies have indicated that university students with a history of reading problems face persistent challenges in tasks that require manipulation of individual sounds or phonemes (e.g. Bruck, 1992; Gallagher, Laxon, Armstrong, Frith, 1996; Snowling, Nation, Moxham, Gallagher, Frith, 1997) It is frequently argued that phonological processing problems constitute the primary deficit in developmental dyslexia (e.g. Pennington, van Orden, Smith, Green, Haith, 1990; Stanovich, 1988) This position is supported by findings that phonological processing skills of developmental dyslexics are poorer than their reading level would predict (e.g. Bruck, 1990; Stanovich, Siegel, Gottardo, 1997) and that phonological processing shows a causal priority in longitudinal studies (e.g. Bradley Bryant, 1985; Parrila, Kirby, McQuarrie, 2004; Wagner et al. 1997) and exerts a distinctive influence on both the normal and abnormal development of reading skills (e.g. Badian, 1993; Kirby, Parrila, Pfeiffer, 2003; Scarborough, 1990) While it seems clear that phonological processing problems persist (e.g. Ramus et al. 2003; Reid, Szczerbinski, Iskierka Kasperek, Hansen, 2007) it is far less clear that all university students with a history of reading problems experience phonological processing problems as adults (e.g. Rack, 1997) or that different domains of phonological processing skills phonological awareness, rapid naming speed, and phonological memory are equally affected. Similarly, we have little information as to the extent to which different reading and writing skills remain compromised. Some existing studies have identified a group of adults who, despite a history of reading problems, have reading comprehension levels which have improved to within the normal range by adulthood (e.g. Bruck, 1992, 1993; Gallagher et al. 1996; Hatcher, Snowling, Griffiths, 2002; Lefly Pennington, 1991; Miller Shaul, 2005; Pennington et al. 1986; Snowling et al. 1997) particularly if the time constraints are removed (e.g. Mosberg Johns, 1994) Lefly and Pennington (1991) described this group as "compensated dyslexics" and estimated that 22 to 25 percent of children with dyslexia will eventually compensate for their initial difficulties. However, decoding problems expressed in inaccurate and slow pseudoword reading seem to persist even if reading comprehension problems are no longer detectable (e.g. Pennington et al. 1990) Similarly, problems with word reading accuracy (Bruck, 1990) and fluency (Gallagher et 196 Exceptionality Education Canada, 2007,

title: Action Research What Is It Why Use It and How to Use It What Is Action Research
abstract: Professional development in the K 12 English language teaching (ELT) classroom is an evolving entity that focuses on meeting the needs of changing demographics and latest educational trends. As a result, many texts have been published with the intention of providing the necessary skills educators need for success in their classrooms and to instruct a highly heterogeneous English for Speakers of Other Languages (ESOL) student population. Nonetheless, many of these resources focus on specifi c scenarios and instructional approaches that may not be applicable for all ESOL teachers. In this Perspectives article, I propose the incorporation of action research as a practice for K 12 teachers with the vision of empowering them to take control of their professional development and continue improving their instructional practices. Furthermore, I share three examples of how I have used action research in my own practice and the benefi ts obtained by my ESOL department, my ESOL students, and myself as a teacher researcher.

title: The Effect of L1 and L2 Notetaking in Academic Lecture Listening on Listening Comprehension and Analysis of Notes
abstract: As light has been shed on notetaking in educational settings, it has been considered as a necessary skill for language learners to be successful in their academic learning. When students listen for the purpose of comprehension, they have two language options for notetaking: first language (L1) or second language (L2) There have not been many studies on the effects of different notetaking languages on their listening comprehension as well as on the quality of the notes taken. Therefore, the purpose of this study was to compare notes taken in the learners' L1 compared to L2, and to see if there is a difference in learners' comprehension and in the quality of learners' notes. Moreover, the study also aimed to see the correlation among the variables of the lecture comprehension and the quality of the notes. Twenty undergraduate and graduate students living in the United States, whose L1 is Korean and L2 is English, were recruited for this study. Through within subject design, all twenty participants experienced both taking notes in L1 and L2 while listening to English academic lectures. Learners' lecture comprehension was examined by three dimensions: getting main ideas by global questions score (GQS) getting details by local questions score (LQS) and total questions score (TQS) The quality of learners' notes was examined by three indexes: total words count score (WCS) the number of propositional units score (PUS) and test answerability score (TAS) Nonparametric analysis methods of Wilcoxon Signed ranks test and Spearman's rho correlation were carried out because the data set was not normally distributed. The results of Wilcoxon Signed ranks test were that there was no statistically significant difference in the participants' comprehension levels or in the quality of their notes, regardless of the language used to take notes. In the correlation analysis of L1 and L2 notes, there were more numbers of correlated variables in L2 notes than in L1 notes. In L1 notes' correlation analysis, WCS and TAS, and TAS and TQS were highly correlated. In L2 notes' correlation analysis, WCS and PUS, WCS and TAS, PUS and TAS, TAS and GQS, and TAS and TQS showed correlation. Teaching implications of the findings are that it will be useful for teachers to be aware of the merits of L1 notetaking and L2 notetaking and to use them strategically and skillfully according to the purpose they have with notetaking. Limitations of the study and some suggestions for further studies follow.

title: Common Listening Challenges: Indonesian EFL Learners' Perception
abstract: Being a major part of internationalizing higher education, teaching English taps particular general cognitive abilities. It is mainly regarding listening that is hypothesized to have a higher influence on acquisition of foreign language. The aim of this study was to identify the common listening challenges experienced by Indonesian EFL learners. This research was practical research using descriptive methods of quantitative research. Subject of the study were subsequently randomly chosen, in which EFL learners at even semesters become the representative. In collecting data, the researchers used a self structured questionnaire that refers to three primary categories: (1) the listener, (2) the passage, and (3) the physical setting. The data was then statistically evaluated by referring to Likert type scales, to discover useful information. After all, the finding showed that distortions, lexis recognition, phonological awareness, complexity of the passage and the speech rate highlighted a high degree response of common listening challenges. The significance of the study expected to contribute learners with a better understanding and propose new ideas for acceptable teaching listening.