000			05843nam a2200649 a 4500
999			_c889 _d889
001			a2036720
003			OSt
005			20230607235721.0
008			100928s2011 enk b 001 eng d
010			_a 2010040858
020			_a9781408205075 (pbk)
040			_aDLC _bfre _cJCRC
100	1		_aRost, Michael _d1952-
245	1	0	_aTeaching and Researching Listening / _cMichael Rost.
250			_a2nd Ed.
260			_aToronto : _bPearson ; _c2011.
300			_axiii, 407 p. : _bill. ; _c24 cm.
440			_aApplied linguistics in action.
504			_aIncludes bibliographical references and index.
505			_a"Teaching and Researching Listening provides a focused, state-of-the-art treatment of the linguistic, psycholinguistic and pragmatic processes that are involved in oral language use, and shows how these processes influence listening in a range of practical contexts. Through understanding the interaction between these processes, language educators and researchers can develop more robust research methods and more effective classroom language teaching approaches." (Book Cover)
505			_aTABLE OF CONTENTS:
505			_aGeneral Editors' Preface
505			_aPreface
505			_aAcknowledgements
505			_aPublisher's Acknowledgements
505			_aSection Introduction: Perspectives on listening
505			_aSection I Defining listening
505			_a1. Neurological processing _t1.1 Hearing _t1.2 Consciousness _t1.3 Attention _t1.4 Individual differences in neurological processes
505			_a2 Linguistic processing _t2.1 Perceiving speech _t2.2 Identifying units of spoken language _t2.3 Using prosodic features in processing speech _t2.4 Recognising words _t2.5 Employing phonotactic knowledge _t2.6 Utilising syntactic parsing _t2.7 Integrating non-verbal cues into linguistic processing
505			_a3. Semantic processing _t3.1 Comprehension: the role of knowledge structures _t3.2 Cognitive understanding: the role of schemata _t3.3 Social understanding: the role of common ground _t3.4 The role of inference in constructing meaning _t3.5 Listener enrichment of input _t3.6 Problem-solving during comprehension _t3.7 Reasoning during comprehension _t3.8 Compensatory strategies during comprehension _t3.9 Memory building during comprehension _t3.10 Comprehension and learning
505			_a4. Pragmatic processing _t4.1 Listening from a pragmatic perspective _t4.2 Inferring speaker intention _t4.3 Detecting deception _t4.4 Enriching speaker meaning _t4.5 Invoking social expectations _t4.6 Adjusting affective involvement _t4.7 Formulating responses _t4.8 Connecting with the speaker
505			_a5 Automatic processing _t5.1 Goals of automatic processing _t5.2 Linguistic processing _t5.3 Semantic processing _t5.4 Pragmatic processing
505			_a6. Listening in language acquisition _t6.1 Listening in L1 acquisition: development of linguistic processing _t6.2 Listening in L1 acquisition: development of semantic processing _t6.3 Listening in L1 acquisition: development of pragmatic processing _t6.4 Listening in L2 acquisition: development of linguistic processing _t6.5 Listening in L2 acquisition: development of semantic processing _t6.6 Listening in L2 acquisition: development of pragmatic processing
505			_aSection II Teaching listening
505			_a7. Approaches to teaching listening _t7.1 Contexts for teaching listening _t7.2 SLA research and language pedagogy
505			_a8. Input and interaction _t8.1 Relevance _t8.2 Genres _t8.3 Authenticity _t8.4 Vocabulary _t8.5 Difficulty _t8.6 Simplification _t8.7 Restructuring _t8.8 Interaction _t8.9 Strategies
505			_a9. Instructional design _t9.1 Designing instruction to include a range of listening types _t9.2 Intensive listening _t9.3 Selective listening _t9.4 Interactive listening _t9.5 Extensive listening _t9.6 Responsive listening _t9.7 Autonomous listening
505			_a10. Listening assessment _t10.1 Defining the social and educational context for assessment _t10.2 Developing criteria and constructs _t10.3 Formulating a model of listening for assessment _t10.4 Creating forms of assessment _t10.5 Adjusting factors that influence test performance _t10.6 Listener preparation for listening tests _t10.7 Assessing listening proficiency in oral interview tests _t10.8 Describing listening proficiency
505			_aSection III Researching listening
505			_a11. Sociolinguistic orientations _t11.1 Listener perspective _t11.2 Listener participation _t11.3 Listener response _t11.4 Listeners in cross-cultural interactions
505			_a12. Psycholinguistic orientations _t12.1 Listener processing _t12.2 Listener memory _t12.3 Listener misunderstandings _t12.4 Listener strategies
505			_a13. Developmental orientations _t13.1 Academic listening _t13.2 Listening materials _t13.3 Autonomous listening _t13.4 Teacher training
505			_aSection IV Exploring listening
505			_a14. Resources for further exploration _t1.4.1 Resources for teaching listening _t1.4.2 Resources for researching listening
505			_aGlossary
505			_aReferences
505			_aIndex
650		6	_aListening _xStudy and teaching.
650		6	_aListening _xResearch.
650		6	_aApplied linguistics _xResearch.
650		6	_aÉcoute (Psychologie) _xÉtude et enseignement.
650		6	_aÉcoute (Psychologie) _xRecherche.
650		6	_aLinguistique appliquée _xRecherche.
856			_uhttps://www.pearson.ch/HigherEducation/Pearson/EAN/9781408205075/Teaching-and-Researching-Listening _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1tge0el/alma991037584379705161 _zCheck the UO Library catalog.
942			_2z _cBK