International Journal of Listening

Publisher: International Listening Association, Taylor & Francis


  • Impact factor
  • 5-year impact
  • Cited half-life
  • Immediacy index
  • Eigenfactor
  • Article influence
  • Other titles
    International journal of listening (Online), IJL
  • ISSN
  • OCLC
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after either 12 months embargo for STM, Behavioural Science and Public Health Journals or 18 months embargo for SSH journals
    • Publisher's version/PDF cannot be used
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    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • STM: Science, Technology and Medicine
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Listening is a multidimensional construct that consists of complex (a) cognitive processes, such as attending to, understanding, receiving, and interpreting messages; (b) affective processes, such as being motivated and stimulated to attend to another person's messages; and (c) behavioral processes, such as responding with verbal and nonverbal feedback (e.g., backchanneling, paraphrasing). In addition, active listening consists of verbal strategies (e.g., asking clarifying questions), whereas passive listening is nonverbal in nature (e.g., providing backchanneling cues). The purpose of this article is to show that supportive listening is a central dyadic mechanism of providing, perceiving, and receiving beneficial emotional support. Supportive listening differs from other types of listening (e.g., listening during chit-chat or a conflict, informational listening) because it requires that the support listener demonstrate emotional involvement and attunement while attending to, interpreting, and responding to the emotions of the support seeker—a complex and challenging task.
    International Journal of Listening 01/2011; 25(1-2):85-103.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Interpersonal communication researchers have not only tended to ignore the role that listening plays in face-to-face interaction, they have also viewed message production and message processing as distinct processes. The message production-message processing bipolarity is belied by recent research suggesting that mirror neurons subserving speech production are activated as people listen to speech and that the same brain areas that process gestural communication are activated in both senders and receivers of gestural communication. The prevalence of interaction routines and the unconscious activation of interaction goals also suggest that production and processing mechanisms are integrated.
    International Journal of Listening 01/2011; 25(1-2):104-110.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Message interpretation, the notion that individuals assign meaning to stimuli, is related to listening presage, listening process, and listening product. As a central notion of communication, meaning includes (a) denotation and connotation, and (b) content and relational meanings, which can vary in ambiguity and vagueness. Past research on message interpretation, using primarily written scenarios, has identified individual, sociocultural, and contextual factors such as personality, sex and gender, and equivocation that influence interpretation. This analysis recommends that treatments of listening highlight the role of interpretation and that investigations of message interpretation consider nonverbal cues and the demands of interaction management that exist in interactive listening situations.
    International Journal of Listening 01/2011; 25(1-2):47-65.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Although listening is highlighted as an essential component of success in interpersonal communication, this essay argues that interpersonal communication scholars have systematically ignored theorizing about listening. Out of this conundrum comes this special issue, which begins the process of taking listening seriously and theorizing about its nature within the larger corpus of interpersonal communication research.
    International Journal of Listening 01/2011; 25(1-2):1-9.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Primarily used in corporate and organizational contexts, this study evaluates the psychometric properties of the 30-item Organizational Listening Survey (OLS) as a measure of listening behavior with a sample of undergraduate college students. The first study analyzed 1,475 students' self-reports of their listening behavior on campus, indicating a single-factor model of listening with strong internal consistency (Cronbach's alpha = .96), incorporating aspects of affirming the relational partner as well as confirming the message communicated. The second study involved students' other-reports of their professors' listening behaviors. It demonstrated high interrater agreement using the OLS to evaluate a common professor.
    International Journal of Listening 09/2010; 24(3):141-163.
  • International Journal of Listening 09/2010; 24(3):181-184.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Perhaps no communication skill is identified as regularly as active listening in training programs across a variety of disciplines and activities. Yet little empirical research has examined specific elements of active listening responses in terms of their effectiveness in achieving desired interpersonal outcomes. This study reports an experiment designed to test the influence of a specific element of active listening responses, namely, the message paraphrase. One hundred and eighty undergraduate students participated in peer interviews in which they received either a paraphrased reflection or a simple acknowledgement in response to their expressed opinions regarding comprehensive examinations. The results of data analysis indicated that message paraphrases were associated with the social attractiveness of the listener but were not associated with participants' conversational satisfaction or perceptions of feeling understood by the listener.
    International Journal of Listening 01/2010; 24(1):34-49.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article recognizes the importance of traditional, empirical research on listening but questions whether that research is adequate to ground a theory of ethical listening. By focusing on listening as an activity and cognitive process, that research undermines our recognition of listening's role as a practice in the ethical constitution of the subject. This essay looks at philosophical history (e.g., Foucault, 199711. Foucault , M. 1997 . Ethics: Subjectivity and truth , New York : The New Press . View all references), cultural studies of sound (e.g., Schafer, 1977, revised 199422. Schafer , M. 1977, 1994 . The soundscape: Our sonic environment and the tuning of the world , Rochester, VT : Destiny Books . View all references; Corbin, 20036. Corbin , A. 2003 . “ The auditory markers of the village ” . In The auditory culture reader , Edited by: Bull , M. and Back , L. New York : Berg . View all references; Smith, 200124. Smith , M. M. 2001 . Listening to nineteenth century America , Chapel Hill, NC : University of North Carolina Press . View all references) and of music (e.g., Adorno, 20011. Adorno , T. W. 2001 . “ On the fetish character in music and regressive listening ” . In The culture industry , 29 – 60 . New York : Routledge . View all references; Wong, 200126. Wong , D. 2001 . Finding an Asian American audience: The problem of listening . American Music , 19 ( 4 ) Winter : 365 – 384 . Special Issue on Asian American Music [CrossRef], [Web of Science ®]View all references; Botstein, 19923. Botstein , L. 1992 . Listening through reading: Musical literacy and the concert audience.” . 19th-century Music (Special Issue on Music in Its Social Contexts) , 16 ( 2 ) Autumn : 129 – 145 . [CrossRef], [Web of Science ®]View all references) and media and communication texts (e.g., Finucane & Horavath, 20009. Finucane , M. O. and Horvath , C. W. 2000 . Lazy leisure: A qualitative investigation of the relational uses of television in marriage . Communication Quarterly , 48 ( 3 ) Summer : 311 – 321 . [Taylor & Francis Online]View all references) to articulate the ways that listening structures our subjectivity and yields limited agency to the individual in constituting our own ethical being. That research in listening is used to refine Ratcliffe's metaphorical model for Rhetorical Listening with reference to the empirical experiences of the ear. The essay closes by generating five key choices we all make in ethical listening, choices that are the basis for evaluating the ethics of our communicative practice: the choice to listen individually, the choice to listen selectively, the choice not to listen, the choice to listen together, and only then the choice to listen to each other.
    International Journal of Listening 01/2009; 23(1):7-20.
  • [Show abstract] [Hide abstract]
    ABSTRACT: “Relationship” is a term that is used frequently in business communication. But what exactly is a business/organizational relationship? How is one built and maintained? Are processes such as listening and communication integral elements? This study attempts to suggest answers to the aforementioned questions using data collected from interviews with business communication professionals.
    International Journal of Listening 01/2008; 22(1):73-82.
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    ABSTRACT: This study sought to assess how college students spend their time communicating and what impact, if any, communications devices may be having on how that time is spent. Undergraduates (N=696) at four southeastern colleges were surveyed. Results revealed that listening comprises 55.4% of the total average communication day followed by reading (17.1%), speaking (16.1%), and writing (11.4%). Each of these communication behaviors includes some aspect of Internet use. College students spend as much time listening to media as they do engaged in interpersonal interactions. New technology is changing the way mediated communication activities are perceived. A different paradigm of expressive, receptive, and interactive communication is offered.
    International Journal of Listening 01/2008; 22(1):13-28.
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    ABSTRACT: As many scholars have discussed, when addressing divisive social issues many people immediately assume an adversarial posture, thus lessening the chance for productive dialogues about these issues and lessening the likelihood that people will listen to each other. One area that is keenly affected by our “argument culture” is the classroom; after all, students have been well-conditioned in the “adversary method” before reaching college classes. While some conflict is necessary for growth and learning, when that conflict blocks ideas and discussion, that conflict is not productive. Therefore, in order to make classroom interactions productive and to promote listening, practices by a group from the public sphere—The Public Conversations Project (the PCP)—can be used as a model for encouraging productive dialogues in the college classroom.
    International Journal of Listening 01/2008; 22(1):90-98.
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    ABSTRACT: Direct listening instruction is a frequent component of basic communication courses. Research has found changes in self-perceived listening competence during a basic communication course and only a minimal relationship between self-perceived and performance-based measures of listening and other communication behaviors. Results of the present study suggest that students' self-perceived listening competence increased, but there was no change in performance-based measures of student listening behavior between the beginning and end of a hybrid basic communication course. Results also show that self-report and performance-based measures are related at the end of the course but not at the beginning. Several implications of these results for basic course and listening instruction are discussed.
    International Journal of Listening 07/2007; 21(2):92-101.
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    International Journal of Listening 07/2007; 21(2):162-165.
  • International Journal of Listening 07/2007; 21(2):156-161.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Ninety students at a state university completed questionnaires about use of inner speech dealing with consequential matters, routine matters, and during study. Items were included about media's role in their study environments. Reliable measures were developed for use of inner speech during routine matters, consequential matters, and during study. Regression results revealed that inner speech for consequential matters explained more of the variance of inner speech during study than inner speech for routine matters and that the reported frequency of study in quiet conditions significantly contributed to the variance of inner speech during study. Analysis of variance results showed that students with higher grade point averages found that quiet interfered less with listening to inner speech than did students with lower grade point averages.
    International Journal of Listening 04/2007; 21(1):1-13.