International Journal of Listening

Publisher: International Listening Association, Taylor & Francis (Routledge)

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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 (Routledge)

  • Pre-print
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    • On author's personal website or departmental website immediately
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    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification

Publications in this journal

  • No preview · Article · Nov 2015 · International Journal of Listening
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    ABSTRACT: Not until the past decade have communication scholars begun to depict silence as rhetoric (Bennett, 2006; Clair, 1998; Glenn, 2004; Kalamaris, 1994). Building upon recent theoretical development and definition of silence as rhetoric within a theoretical and didactic framework, this paper illustrates silence and listening as rhetoric in its origination with the monastic community of the Desert Fathers, while acknowledging it as a basic contemplative and ascetic practice in many ancient religions. Development of this concept was expressed by the following questions: How does the Desert Fathers’s concept of silence and listening contribute to a modern understanding of rhetorical communication theory? How does their concept of silence and listening conflict with modern presentations of contemporary evangelical worship? The work’s contributions include insight into the ancient Desert community’s use of silence and listening as rhetoric since it takes a theoretical approach to silence and symbols as rhetoric, theology, and protest (Glenn, 2004). It follows the desert community’s way and purpose of rhetorical memory and listening, while proposing practical and theoretical implications for higher learning, spirituality, and critical studies.
    No preview · Article · Oct 2015 · International Journal of Listening
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    ABSTRACT: We examined the effect of cultural familiarity and question-preview types on the listening comprehension of L2 learners. The results showed that the participants who received the full question-preview format scored higher than those receiving either the answer-option preview or question-stem preview, despite a statistically nonsignificant difference across the three previewing activities. In addition, the participants exposed to diverse cultural texts did not perform differently in their comprehension score. The findings suggest that the use of visual cues and key-vocabulary instruction in both texts may have compromised the positive psychological value of question previewing in enhancing comprehension of the unfamiliar text.
    No preview · Article · Sep 2015 · International Journal of Listening
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    ABSTRACT: To better understand what constitutes listening competency, we perform a systematic review of listening scales. Our goal was twofold: to determine the most commonly appearing listening traits and to determine if listening scales are similar to one other. As part of our analysis, we identified 53 relevant scales and analyzed the scales qualitatively and quantitatively. We conclude that the most commonly mentioned listening traits include responding or giving feedback, asking questions, and using nonverbal communication. We also show that the scales are relatively dissimilar, thereby suggesting that researchers have different perspectives on how best to characterize competent listening.
    No preview · Article · Mar 2015 · International Journal of Listening
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    ABSTRACT: In this article we present the results of two listening assessments conducted in spring 2013 and fall 2013. Our primary goal is of a pedagogical nature and is concerned with the design and the testing of a tool that could measure students’ critical listening skill improvement during the span of a semester. A total of N = 370 students participated in two quasi-experimental studies in which we developed a program to foster and measure critical listening skills. Results show that students’ listening skills improved in specific aspects of critical listening at both times. Effects were larger in the second round due to adjustments to both the course curriculum and the assessment tool. Results support the impact of the intervention by modest to high effect sizes and the construct validity of the assessment tool. We consider the improvement that was found in the current study an important beginning and recommend that the practice of listening skills becomes an integral part of the curriculum at the undergraduate level.
    No preview · Article · Mar 2015 · International Journal of Listening
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    ABSTRACT: Note taking (NT) in lectures is as active a skill as listening, which stimulates it, and as challenging as writing, which is the end product. Literature on lecture NT misses an integration of the processes involved in listening with those in NT. In this article, a taxonomy is proposed of lecture NT skills and subskills based on a similar list developed for listening comprehension skills, which is in turn based on a taxonomy of reading comprehension skills proposed by Ferguson (1973) and Gray (1960). The proposed list can shed light on the complexity of the skill of NT in lectures and help teachers provide systematic, brief, and controlled skills training for their students, especially L2 college or university freshmen.
    No preview · Article · Feb 2015 · International Journal of Listening
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    ABSTRACT: The study investigated whether teachers’ knowledge and positive perception of listening contribute to its teaching in junior secondary schools in Botswana. Using an observation schedule, data were collected from four schools in the Gaborone, Botswana, area. The main finding of the study is that knowledge of listening does not translate into good classroom practice. Among other things, the teachers neither taught listening communicatively nor followed the necessary stages in its teaching—pre-, while, and postlistening. This mismatch between knowledge and perception on the one hand and classroom practice on the other needs to be addressed in order for listening to be taught effectively in Botswana’s junior secondary schools.
    No preview · Article · Nov 2014 · International Journal of Listening
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    ABSTRACT: Amidst the onslaught of communication at work, employees’ voices can be neglected in favor of the bottom line. This research initiates an exploration of the relationship between employee perceptions of the listening environment at work and organizational financial performance indicators. In this exploratory pilot study, we collected data from N = 65 employees of a single firm with multiple geographically and financially independent units. Using simple regression analysis, researchers compared data between units to determine if employee perceptions of positive qualities of the listening climate are related to improvement in sales and net income. Results suggest a potentially positive relationship between employees’ perceptions of a positive listening environment and these organizational performance indicators, suggesting that listening is an important step in building the communication climate of a productive company.
    No preview · Article · Nov 2014 · International Journal of Listening
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    ABSTRACT: This article uses computer-assisted analysis to study the listening environment provided by Bible readings and preaching during church services. It focuses on the vocabulary size needed to comprehend 95% and 98% of the running words of the input (lexical coverage levels indicating comprehension in connection with listening) and on the place of infrequent vocabulary in liturgical discourse. The finding that 4,000 words and 7,000 words, respectively, are needed to reach the target levels for lexical coverage suggests that non-native listeners with vocabularies of just a few thousand words may be seriously challenged by church listening.
    No preview · Article · Nov 2014 · International Journal of Listening
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    ABSTRACT: Communication as transaction implies the importance of listening, but it leaves room for the mistaken impression that listening fails to shape the content of the encounter. Listening scholarship focuses on the constituent elements and effects of the act but has left unaddressed the ways the listening act is entirely sufficient to fulfill duties and/or create relationships. Borrowing the elements of speech act theory, I describe three categories of illocutionary performative listening—listening toward relationship, toward leadership, and toward fairness—and call for research into such corollaries as listener credibility and meta-listening.
    No preview · Article · Nov 2014 · International Journal of Listening
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    ABSTRACT: This qualitative cross-cultural study sought to contribute to the understanding of listening competence, dialogic listening, and the use of human agency in promoting well-being at work. The participant groups (N = 103) consisted of n = 76 U.S.-American and n = 27 Finnish attorneys. Results suggest that in order to examine listening and well-being at work, a term professional listening competence had to be constructed. The results further suggest that a sense of a strong professional listening competence leads to positive experiences of self-efficacy and personal agency regarding the management of professional interaction by listening. These empowering experiences serve to alleviate work-related stress and have a positive effect on well-being at work.
    No preview · Article · Nov 2014 · International Journal of Listening

  • No preview · Article · Nov 2014 · International Journal of Listening
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    ABSTRACT: On average, people spend between 45% and 70% of their day listening to others (Johnson, 1996). Despite the frequency with which people engage in this activity, its importance in interpersonal interactions may go overlooked. Individuals can typically identify that listening is a valued communication skill (Bambacas & Patrickson, 2008; Papa, 1989), yet they may not grasp the actual impact effective and ineffective listening have on interpersonal interactions. Thus, I present instructions for and an assessment of a 20-minute classroom activity intended to demonstrate the impact that effective and ineffective listening behaviors have on these interactions.
    Preview · Article · Nov 2014 · International Journal of Listening