International Journal of Listening

Publisher: International Listening Association, Taylor & Francis

Description

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  • 5-year impact
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  • Other titles
    International journal of listening (Online), IJL
  • ISSN
    1090-4018
  • OCLC
    42192254
  • 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
    • On a non-profit server
    • 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: We investigated perceived listening quality in relation to individual (self-clarity and emotional well-being) and dyadic variables (social attraction and trust). Specifically, we proposed that the link between perceived listening quality and emotional well-being is mediated by self-clarity, and that the link between perceived listening and trust is mediated by social attraction. We obtained data in a controlled setting from a sample of 50 unacquainted student dyads, in which the narrator told a personal story while the partner listened silently. The data showed a good fit to the model. Our work expands the understanding of listening by illuminating the role of mediating processes and by demonstrating correlates of perceived listening quality in the context of unacquainted dyads.
    International Journal of Listening 01/2015; 29(1):12-29.
  • International Journal of Listening 01/2014; 28(1):64-65.
  • International Journal of Listening 09/2013; 27(3):186-186.
  • International Journal of Listening 01/2013; 27(1):50-60.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Listening pedagogy in language education treats listening proficiency almost exclusively as a function or skill, the purpose of which is to generate products or outcomes desired by language users. Though listening is rhetorically acknowledged to be an active and complex process of making meanings within contexts and relationships, in practice teacher education and pedagogical discourse treat listening simply as a linguistic transaction and listening pedagogy as a technical and instrumental process of skill building, with the goal of enabling learners fluently to perform such transactions. Such a means-to-ends orientation, however, is inadequate or insufficient to encompass holistic moral and relational dimensions inherent in listening. These dimensions might be added to language listening pedagogy by, for example, broadening the idea of “dialogue” to include more open-ended perspectives from other disciplines, contextualizing the relationality of typical coursebook listening passages, and working with metaphors such as hospitality that encourage a high attentiveness to communication accompanied by a high moral respect for persons.
    International Journal of Listening 09/2011; 25(3):161-177.
  • [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: This article develops a constructivist perspective on listening skill. Listening is conceptualized as a process that involves the interpretation of messages that others have intentionally transmitted in the effort to understand those messages and respond to them appropriately. This definition allows listening to be understood both as a mindful (controlled) and a mindless (automatic) process and thus invites a dual-process analysis of listening. Listening is further conceptualized as a type of interpretive or information processing skill on which individuals are likely to differ; the largest individual differences in listening are likely to be evident with regard to contexts where recipients interpret messages systematically. Recent investigations of listener responses to supportive messages provide evidence for this view of listening. In particular, these studies show that individual differences in interpersonal cognitive complexity are associated with the ability to discriminate between better and worse comforting messages, with the effect for cognitive complexity being stronger in contexts that motivate the systematic processing of messages.
    International Journal of Listening 01/2011; 25(1-2):27-46.
  • [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: Theory about listening has been strongly affected by methodological orientations and institutional pressures. It would help if researchers spent more time on the objects of study rather than method. Traditional listening research has confused listening with general cognitive abilities, such as IQ. Studying listening as memory is a tempting alternative, but carries with it its own problems. Listening should be considered as a broad field rather than a single ability or skill. Some alternatives might include listening and schemas, the relationship between listening and reading, and behaviors associated with listening.
    International Journal of Listening 01/2011; 25(1-2):10-26.
  • [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: 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.
  • International Journal of Listening 09/2010; 24(3):164-165.
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: In the United States alone, millions of listeners tune in to Internet-based audio-on-demand (commonly known as podcast programming). Religious programming is among the fastest-growing podcast areas. Since studies show that evangelicals are known to be quick to adopt new technology, this research involved a content analysis of 67 podcast episodes produced by five well-known renewalist evangelical ministries. The study found most podcasts were not original in content and were not consistently available for listeners to download. Also, the podcasts had poorer production values than would be expected from broadcast programming. A frame analysis identified ministries' justification of religious messages, listener responses sought, and rewards promised to listeners. More research is needed to answer questions about the impact on listeners and compare the content of renewalist program offerings to other Christian podcasts.
    International Journal of Listening 05/2010;