Teaching and Researching Listening

By M. Rost. 2001

1,172 citations recorded by the source corpus.

Contents General Editors' Preface ix Acknowledgements xi Preface xii Introduction: Perspectives on listening Section I Defining listening Introduction: The nature of processing 1 Neurological processing 1.1 Hearing 1.2 Consciousness 1.3 Attention 1.4 Individual differences in neurological processes Summary: Organization of neurological processing 2 Linguistic processing 2.1 Perceiving speech 2.2 Identifying units of spoken language 2.3 Using prosodic features in processing speech 2.4 Recognizing words 2.5 Employing phonotactic knowledge 2.6 Utilizing syntactic parsing 2.7 Integrating non-verbal cues into linguistic processing Summary: Unification of linguistic processing 3 Semantic processing 3.1 Comprehension: The role of knowledge structures 3.2 Cognitive understanding: The role of schemas 3.3 Social understanding: The role of common ground 3.4 The role of inference in constructing meaning 3.5 Listener enrichment of input 3.6 Problem-solving during comprehension 3.7 Reasoning during comprehension 3.8 Compensatory strategies during comprehension 3.9 Memory building during comprehension 3.10 Comprehension and learning Summary: Comprehension and understanding 4 Pragmatic processing 4.1 Listening from a pragmatic perspective 4.2 Inferring speaker intention 4.3 Detecting deception 4.4 Enriching speaker meaning 4.5 Invoking social expectations 4.6 Adjusting affective involvement 4.7 Formulating responses 4.8 Connecting with the speaker Summary: Listening as co-construction of meaning 5 Automatic processing 5.1 Goals of automatic processing 5.2 Linguistic processing 5.1.2 Syntactic processing 5.3 Semantic processing 5.4 Pragmatic processing Summary: Automatic processing and human language processing 6 Listening in language acquisition 6.1 Listening in L1 acquisition: Development of linguistic processing 6.1.1 Lexical acquisition 6.2 Listening in L1 acquisition: Development of semantic processing 6.3 Listening in L1 acquisition: Development of pragmatic processing 6.4 Listening in L2 acquisition: Development of linguistic processing 6.4.1 Syntactic development 6.4.2 Lexical development 6.5 Listening in L2 acquisition: Development of semantic processing 6.6 Listening in L2 acquisition: Development of pragmatic processing Summary: Comparison of L1 and L2 language acquisition Section II Teaching listening Introduction: The role of teaching in learning to listen 7 Approaches to teaching listening 7.1 Contexts for teaching listening 7.2 SLA research and language pedagogy 7.2.1 Affective filter hypothesis 7.2.2 Input hypothesis 7.2.3 Interaction hypothesis 7.2.4 Processability hypothesis 7.2.5 Meta-cognition hypothesis 7.2.6 Sociocultural hypothesis 7.3 Development of listening instruction Summary: A balanced approach for teaching listening 8 Input and interaction 8.1 Relevance 8.2 Genres 8.2.1 Narrative 8.2.2 Descriptive 8.3 Authenticity 8.4 Vocabulary 8.5 Difficulty 8.6 Simplification 8.7 Restructuring 8.8 Interaction 8.9 Strategies Summary: Quantity and quality in input and interaction 9 Instructional design 9.1 Structuring learning sequences 9.2 Intensive listening 9.3 Selective listening 9.4 Interactive listening 9.5 Extensive listening 9.6 Responsive listening 9.7 Autonomous listening Summary: Fresh instructional design 10 Listening assessment 10.1 Defining the social and educational context for assessment 10.2 Developing criteria and constructs 10.3 Formulating a model of listening for assessment 10.4 Creating forms of assessment 10.5 Adjusting factors that influence test performance 10.6 Modeling listener processes during assessment 10.7 Assessing listening proficiency in oral interview tests 10.8 Describing listening proficiency Summary: Fairness in assessment Section III Researching listening Section introduction: Direct insight 11 Sociolinguistic orientations 11.1 Listener perspective 11.2 Listener participation 11.3 Listener response 11.4 Listeners in cross-cultural interactions Summary: The social dimension of language 12 Psycholinguistic orientations 12.1 Listener processing 12.2 Listener memory 12.3 Listener misunderstandings 12.4 Listener strategies Summary: Access to psycholinguistic processes 13 Developmental orientations 13.1 Academic listening 13.2 Listening materials 13.3 Autonomous listening 13.4 Teacher training Summary: Mixed methods of research Section IV Exploring listening 14 Resources for further exploration 14.1 Resources for teaching listening 14.1.1 Published sources 14.1.2 Internet sources 14.1.3 Online listening courses 14.1.4 Directories 14.2 Resources for researching listening 14.2.1 Research networks 14.2.2 Research tools 14.2.3 Research sources and avenues for dissemination Summary: Exploring, researching, teaching Glossary References Index

Subfields: Social Psychology

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A Study of Factors Affecting EFL Learners' English Listening Comprehension and the Strategies for Improvement (2011, background): “Rost (2002) defined listening as a process of receiving what the speaker actually says, constructing and representing meaning, negotiating meaning with the speaker and responding, and creating meaning through involvement, imagination and empathy.”
Current Perspectives on Teaching the Four Skills (2006, background): “At present, the grammatical and lexical features needed to construct formal academic writing and discourse are discussed and foregrounded (often under the umbrella term academic literacy) in many teacher education textbooks, such as those by Adger, Snow, and Christian (2002), Birch (2005), Brown (20”
Improving Listening Skills with Extensive Listening Using Podcasts and Vodcasts (2020, background): “Indeed, as Rost (2001) pointed out, the basic distinction between high-achieving and low-achieving language learners pertains to “their ability to use listening as a means of acquisition” (p. 94).”
Cognition, Language Contact, and the Development of Pragmatic Comprehension in a Study‐Abroad Context (2008, background): “These findings suggest that the lexical access skill might also serve as a component process of pragmatic listening because, similar to speaking, it involves a process of segmenting words and assigning meaning to them (Rost, 2002; Scovel, 2002).”
From Prediction Through Reflection: Guiding Students: Through the Process of L2 Listening (2003, background): “$ Listening comprehension, however, is not either top-down or bottom-up processing, but an interactive, interpretive process where listeners use both prior knowledge and linguistic knowledge in understanding messages (Rost, 2002).”
The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis (2020, background): “I Introduction Vocabulary knowledge (VK) plays a pivotal role in second-language (L2) reading comprehension (e.g. Bernhardt, 2011; Grabe, 2009; Nation, 2001) and L2 listening comprehension (Nation, 2001; Rost, 2013).”
1. LISTENING TO LEARN OR LEARNING TO LISTEN? (2004, background): “Presently, there appears to be a general consensus in the literature that listening instruction has favored the development of top-down processes at the expense of developing bottom-up processes (e.g., Field, 2001; Hulstijn, 2003; Rost, 2002).”
TEXT CHARACTERISTICS OF TASK INPUT AND DIFFICULTY IN SECOND LANGUAGE LISTENING COMPREHENSION (2013, background): “Comprehending passages that include more implied meaning is likely to be more taxing for L2 listeners, as more implicit texts exert a greater load on semantic and pragmatic processes like inferencing and evaluation of the speaker’s meaning against expectations (Rost, 2011 ).”
The creation and validation of a listening vocabulary levels test (2015, background): “Reasons for this include the greater complexity and large amount of individual variation of speech (Rost, 2011, p. 101).”
Language Testing and Validation: An Evidence-Based Approach (2004, background): “(See Levelt 1993 and Hughes 2002 for the theory of the cognitive processes involved in speaking; Grabe and Kaplan 1996 and Hyland 2002 for writing; Urquhart and Weir 1998 and Grabe and Stoller 2002 for reading; and Rost 1990, 2002 for listening.)”
A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats (2009, background): “…in first and second language acquisition mainly included Brown (2006), Cohen (1998), Doughty and Long (2003), Ellis (1994), Flowerdew and Miller (2005), Grabe and Stoller (2002), Hinkel (2005), Kaplan (2002), Kintsch (1998), Richards and Schmidt (2002), Rost (2002), and Urquhart and Weir (1998).”
Limitations of the Common European Framework for developing comparable examinations and tests (2005, background): “…validity (for the theory of the cognitive processes involved in speaking, see Levelt, 1993; Fulcher, 2003; for writing, see Grabe and Kaplan, 1996; Hyland, 2002; for reading, see Urquhart and Weir, 1998; Alderson, 2000; Grabe and Stoller, 2002; for listening, see Buck, 2001; Rost, 2002).”
An Investigation of Listening Comprehension Problems Encountered by Saudi Students in the EL Listening Classroom (2013, background): “Listeners understand the oral input from sound discrimination, prior knowledge of vocabulary, grammatical structures, stress and intonation, as well as other use linguistic, paralinguistic, or even non-linguistic clues in contextual utterance (Rost, 2002).”
Effects of listening strategy instruction on news videotext comprehension (2009, background): “The premise that promoting the use and development of listening strategies through explicit instruction is conducive to helping learners become more efficient, effective and autonomous listeners is evident in recent literature on L2 listening pedagogy (e.g. Flowerdew and Miller, 2005; Lynch and Mend”