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ERIC Number: EJ877767
Record Type: Journal
Publication Date: 2008
Pages: 10
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-1090-4018
State of the Context: Listening in Education
Beall, Melissa L.; Gill-Rosier, Jennifer; Tate, Jeanine; Matten, Amy
International Journal of Listening, v22 n2 p123-132 2008
Educational listening research in the last 80 years covers a broad spectrum. Early research investigated the amount of time spent listening. Later studies identified students' comprehension of oral material. Aspects most often researched fall into the following categories: listening elicitation, listening benefits, and listening instruction. Because instructors must meet the needs of a variety of student listening and learning styles, a significant amount of listening research investigates listening and learning preferences. This research emphasizes the need to identify successful teaching strategies to help teachers elicit effective listening. Teachers have long believed that students who listen better are better students, and research seems to corroborate that effective listeners achieve academic success. Few schools offer listening instruction, and even in courses where listening is supposedly emphasized, only 7% of the time is devoted to listening. The impact of listening instruction is ambiguous despite anecdotal evidence suggesting that instruction improves listening. Listening instruction is especially scarce in primary and secondary schools notwithstanding the fact that listening is linked to both literacy and academic success. Further, little research has occurred in K-12 classrooms where there is greater opportunity to learn more about effective listening if researchers take the time to do so.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A