Bibliography Summer 2000—Last updated


BOOK SECTIONS (Chapters In Books)



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BOOK SECTIONS (Chapters In Books)


Arnold, W. E. (1991, 1997). Listening in the helping professions. Listening in everyday life: A personal and professional approach. M. Purdy and D. Borisoff. New York, NY, American University Press.

Beal, C. R. and J. H. Flavell (1988). Young speakers' evaluations of their listener's comprehension in a referential communication task. Child language: A reader. S. S. B. Margery B. Franklin, Oxford University Press, New York, NY, US: 230-237.

(from the chapter) study # children were made aware of the quality of messages delivered to a puppet listener /// hypothesized that young children might tend to rely more on the listener's feedback about his comprehenison of the message than on their knowledge of its quality.

Beals, D. E., J. M. De Temple, et al. (1994). Talking and listening that support early literacy development of children from low-income families. Bridges to literacy: Children, families, and schools. K. D. David, Blackwell Publishers, Inc, Cambridge, MA, US: 19-40.

(from the chapter) present data from an ongoing long-term study of language and literacy development (the Home-School Study of Language and Literacy Development) with low-income children (age 3 through early school years) and the various ways in which home and preschool experiences affect their emerging literacy skills / because the study is based on a theory that emphasizes the importance of oral language skills, we examine settings that include but are not limited to book reading / describe book reading in homes and preschools, mealtimes in the home, and teacher-child interactions throughout the day in preschools / report links between variations in the type of interaction in these settings and children's emerging literacy skills in kindergarten / these portraits should be of interest to program developers because they reveal patterns of interaction that exist prior to intervention efforts /// (the authors) have 3 major points to make / literacy draws upon oral language abilities as well as print-specific skills / literacy skills are nurtured both in homes and in preschools through events that include but are not restricted to book reading / homes and preschools differ in the kinds of support they provide for early literacy development.

Bernstein, E. and C. Gilligan (1990). Unfairness and not listening: Converging themes in Emma Willard girls' development. Making connections: The relational worlds of adolescent girls at Emma Willard School. N. P. L. T. J. H. Carol Gilligan, Harvard University Press, Cambridge, MA, US: 147-161.

(from the chapter) in 1979 when Robert C. Parker became principal of Emma Willard, he was intrigued by his sense that girls personalized criticism to a far greater extent than the boys he has taught at previous schools # in the second year of the study, questions about unfairness and listening were added to the interview /// this chapter discusses girls' responses to these questions /// this chapter will attempt to trace the process whereby concerns with unfairness and not listening converge in Emma Willard girls' experiences # it will attempt to show the wide divergence between concepts and experiences of unfairness and not listening for girls at lower grade levels, and the gradual integration of concepts and experiences of unfairness and not listening for girls at higher grade levels # finally, the chapter will attempt to suggest both the new visions and the questions that the experiences of the Emma Willard girls pose for a model of girls' moral development.

Bernthal, E. S. (1967). The listening -viewing center as a means of motivating original work in writing and speaking English. Classroom practices in teaching English 1967-68. A. J. Beeler and D. W. Emery. Champaign, IL, NCTE.

Bilmes, J. (1992). Mishearings. Text in context: Contributions to ethnomethodology. Sage focus editions, Vol. 132. R. M. S. Graham Watson, Sage Publications, Inc, Newbury Park, CA, US: 79-98.

(from the introduction) argues ...that when a recipient gives an utterance a hearing, we must make a judgment as to whether that hearing is an acceptable reflection of what we had in mind or wanted to be heard as having had in mind. (summarized) Addresses the problem of miscommunication in conversation..

Borisoff, D. and L. Merrill (1991). Gender issues and listening. Listening in Everyday Life: A Personal and Professional Approach. D. Borisoff and M. Purdy. Lanham, MD, University Press of America: 59-85.

Bormuth, J. R. (1970). An operational definition of comprehension instruction. Psycholinguistics and the teaching of reading. K. S. Goodman and J. T. Fleming. Newark, DL, International Reading Association.

Bormuth, J. R. (1975). The Cloze procedure: Literacy in the classroom. Help for the reading teacher: New directions in research. W. D. Page. Urbana, IL, National Conference on Research in English and ERIC/RCS.

Bosman, A. and G. F. Smoorenburg (1987). Differences in listening strategies between normal and hearing-impaired listeners. The psychophysics of speech perception. NATO ASI series D: Behavioural and Social Sciences, No. 39. M. E. H. Schouten, Martinus Nijhoff Publishing, Dordrecht, Netherlands: 467-472.

(from the chapter) word type, with different degrees of redundancy # style of articulation # presentation level /// study # reference group of hearing-impaired (H1) subjects /// differences in listening strategies.

Bradley, D. C. and K. I. Forster (1987). A reader's view of listening. Spoken word recognition. Cognition special issues. L. K. T. Uli H. Frauenfelder, MIT Press, Cambridge, MA, US: 103-134.

(from the chapter) argue that ...models of lexical access developed for the written form are also appropriate for speech, provided that we allow for obvious differences due to the physical characteristics of speech signals /// emphasis is given to the role of word frequency in the recognition process.

Bruneau, T. J. (1982). Communicative silences in cross-cultural perspectives. Media Development. London. 4: 6-8.

Bruner, J. S. (1951). Personality dynamics and the process of perceiving. Perception: An approach to personality. R. Blake and G. Ramsay. New York, Ronald Press.

Call, M. E. (1979). On the relationship between auditory short term memory and listening comprehension in a foreign language. Dissertation abstracts international. Ann Arbor, MI. 40: 2633A-34A.

Carlisle, J. F. (1990). Diagnostic assessment of listening and reading comprehension. Learning disabilities: Theoretical and research issues. B. K. K. H. Lee Swanson, Lawrence Erlbaum Associates, Inc, Hillsdale, NJ, US: 277-298.

(from the chapter) reading is perhaps the single most prevalent area of underachievement among learning-disabled students # accurate assessment of reading difficulties is extremely important not only as a part of the process of determining whether some students are learning disabled but also as a way to determine the nature or cause of their reading problems /// the project reported herein was initiated as an attempt to investigate methods of assessment of comprehension that would yield diagnostic insight into comprehension deficits # purpose of this paper is to explore the sentence verification technique as the basis for a diagnostic test of basic comprehension abilities /// language comprehension of extended discourse # comparisons of listening and reading abilities # problems of assessment of listening and reading comprehension # the sentence verification technique # design of the research project.

Carver, M. E. (1935). Listening versus reading. The psychology of radio. H. Cantril and G. W. Allport. New York, Harper: 159-80.

Coakely, C. G. (1989). What a difference attitude makes! Experiential Listening: Tools for Teachers and Trainers. C. G. Coakley and A. D. Wolvin. New Orleans, Spectra Inc., Publishers.

Coakley, C. G. (1986). Communicating vocally, spatially, and silently. The Ideabook for Teaching the Basic Speech Communication Course. B. E. Gronbeck and R. E. McKerrow. Glenview, IL, Scott, Foresman and Company.

Coakley, C. G. (1991). Aligning purposes of communication. Listening Lessons for Teachers. S. Shatto. Nassau County, FL, Nassau County Teacher's Association.

Coakley, C. G. and A. D. Wolvin (1986). Listening in the native language. Northeast Conference--Listening, Reading and Writing: Analysis and Application. B. Wing. Middlebury, VT, Northeast Conference on the Teaching of Foreign Language: 11-42.

Coakley, C. G. and A. D. Wolvin (1991). Listening in the educational environment. Listening in Everyday Life. D. Borisoff and M. Purdy. Lanham, ML, University Press of America: 161-200.

Coakley, C. G. and A. D. Wolvin (1997). Listening in the educational environment. Listening in everyday life. M. Purdy and D. Borisoff. Lanham, MD, University Press of America: 179-212.

Conaway, M. S. (1982). Listening: Learning tool and retention agent. Improving Study Skills. A. S. Algier and K. W. Algier. San Francisco, CA, Jossey-Bass: 51-63.

Condon, S. (1971). From theory to practice: Does management listen? Listening:Readings. S. Duker. Metuchen, NJ. Vol. 2: 284-7.

Conrad, R. (1972). Speech and reading. Language by ear and by eye: The relationships between speech and reading. J. F. Kavanaugh and I. G. Mattingly. Cambridge, Mass, MIT Press.

Corner, J. (1980). Codes and cultural analysis. Media, Culture and Society. London, Academic Press. 2: 73-86.

Cutler, A. (1987). Speaking for listening. Language perception and production: Relationships between listening, speaking, reading and writing. Cognitive science series. D. G. M. W. P. Alan Allport, Academic Press, Inc, London, England: 23-40.

(from the chapter) speech production is constrained at all levels by the demands of speech perception /// syntactic and lexical choices are directed by the needs of the listener # articulatory level # some aspects of production appear to be perceptually constrained # word boundary information # rethinking the concept of the boundary of the lexical access unit # speech rhythm # stressed syllables can serve as the determinants of word lexical access codes # speakers are providing precisely the necessary form of speech information to facilitate perception.

Danks, J. H. and L. J. End (1987). Processing strategies for reading and listening. Comprehending oral and written language. S. J. S. Rosalind Horowitz, Academic Press, Inc, San Diego, CA, US: 271-294.

(from the chapter) in this chapter we compare listening and reading processes by comparing whether five processing components operate in similar or different ways when the input modality is speech or print.

Dell, G. S. and P. M. Brown (1991). Mechanisms for listener-adaptation in language production: Limiting the role of the " model of the listener.". Bridges between psychology and linguistics: A Swarthmore festschrift for Lila Gleitman. J. A. K. Donna Jo Napoli, Lawrence Erlbaum Associates, Inc, Hillsdale, NJ, US: 105-129.

(from the introduction) what mechanisms are involved as a speaker adapts the verbal message to the listener's comprehension needs # distinguish particular listener adaptations from generic listener adaptations # first type are adaptive to variations in the circumstances of characteristics of the listener(s) (are they children, are they distant, are they less competent in some way) and are created by consulting a model of the listener in the speaker's beliefs # second type is a bias toward making content, structure, and manner of production easy to comprehend for the average listener, and this adaptation occurs through devices inherent in the speech production (such as exaggerated articulation) # it relies on the intimate relationship between information processing during production and that during comprehension.

Devine, T. G. (1981). Listening in the classroom. Teaching Study Skills: A Guide for Teachers. Boston, Allyn and Bacon, Inc.

Drucker, P. F. (1973). Managerial communications. Management: Tasks, Responsibilities, Practices. New York, Harper and Row: 481-93.

Duker, S. (1969). Listening. Encyclopedia of Educational Research. R. L. Ebel. New York, Macmillan: 747-752.

Frankel, R. and H. Beckman (1989). Evaluating the Patient's Primary Problem(s). Communicating with Medical Patients. M. Stewart and D. Roter. Beverly Hills, CA, Sage Publications, Inc.

French, J. W. (1951). The description of aptitude and achievement tests in terms of rotated factors. Psychometric Monograph No. 5. Chicago, University of Chicago Press.

Hopper, R. (1983). Interpretation as coherence production. Conversational coherence: Form, structure and strategy. R. T. Craig and K. Tracy. Beverly Hills, CA, Sage. 2: 81-98.

Johnson, D. J. (1994). Measurement of listening and speaking. Frames of reference for the assessment of learning disabilities: New views on measurement issues. G. R. Lyon, Paul H. Brookes Publishing Co, Baltimore, MD, US: 203-227.

(from the book) provide an informative and compelling discussion on the topics of listening and speaking (in children) with respect to how to conceptualize these complex domains of oral language, how to define the components within each domain, and how to assess the components. (from the chapter) issues to consider before selecting tests and procedures / core areas of language assessment / critical measurement conditions / core battery of tests of listening and speaking.

Johnson, J. (1971). A survey of listening programs of a hundred major industries. Listening: Readings. S. Duker. Metuchen, NJ. Vol. 2: 288-301.

LaBerge, D. (1972). Beyond auditory coding. Language by Ear and by Eye: The Relationships between Speech and Reading. J. F. Kavanaugh and I. G. Mattingly. Cambridge, MA, MIT Press.

Lane, S. D. (1983). Compliance, satisfaction, and physician-patient communication. Communication Yearbook 7. R. Bostrom. Beverly Hills, CA, Sage Publications: 772-799.

Lautman, M. and K. Dean (1983). Time-compression of television advertising. Advertising and Consumer Psychology. L. Percy and A. Woodside. Lexington, KY, D.C. Heath: 219-236.

Lee, I. J. (1952). They talk past each other. How to Talk With People. New York, NY, Harper and Row Publishers: 11-26.

Liberman, A. M., I. G. Mattingly, et al. (1972). Language codes and memory codes. Coding Processes in Human Memory. A. W. Melton and E. Martin. Washington, D.C., V.H. Winston.

Lundsteen, S. W. (1968). Language arts in the elementary school. Teaching for Creative Endeavor. W. B. Michael. Bloomington, Indiana University Press.

Lundsteen, S. W. (1969). Critical listening research and development: Listening-tests, curriculum, and results for the thinking improvement project. Highlights of the 1968 IRA Preconvention Institute II: Critical Reading and Listening. Salt Lake City, Exemplary Center for Reading.

Lundsteen, S. W. (1990). Learning to listen and learning to read. Perspectives on talk and learning. National Council of Teachers of English forum series. D. L. R. Susan Hynds, National Council of Teachers of English, Urbana, IL, US: 213-225.

(from the chapter) presents an overview of the topic (of listening) # explore ways of defining chief characteristics of listening: (1) a process with at least eight components; (2) a goal-driven activity adapting itself according to its varying purposes; (3) a developmental ability; and (4) a communication art related to reading /// suggest the central importance of listening as a tool for learning language arts and content-area knowledge /// developed the notion of " metacognitive listening," awareness of listening patterns and specific listening strategies, as central to effective listening and as a productive objective for English/language arts instruction.

Lyons, N. P. (1990). Listening to voices we have not heard: Emma Willard girls' ideas about self, relationships, and morality. Making connections: The relational worlds of adolescent girls at Emma Willard School. N. P. L. T. J. H. Carol Gilligan, Harvard University Press, Cambridge, MA, US: 30-72.

(from the chapter) describes and explores the connections Emma Willard girls find between their relationships to others and morality /// using data from in-depth interviews during which these high school students were asked to speak about themselves and about moral conflicts they see and try to resolve, this chapter first identifies and shows how a characteristic way of dealing with moral choice is related to a girl's way of considering her relations to others and to a way of describing herself /// two distinct orientations to morality are presented: a morality of justice and a morality of care # each moral voice implies or articulates a particular conception of relationships--relations of equality and fairness, or relationships of responsiveness and interdependence /// the second part of this chapter explores how these ideas of self, relationships, and morality may change over time and become significant issues in a girl's development /// in the last part ...the implications of this work are discussed, especially for considering the education of girls.

Markgraf, B. R. (1966). A survey of the extent to which listening is taught in American teacher-training institutions. Listening: Readings. S. Duker. New York, NY, Scarecrow Press: 311-320.

McCroskey, J. C. (1971). Human information processing and diffusion. Speech Communication Behavior. L. L. Barker and R. J. Kibler. Englewood Cliffs, NJ, Prentice-Hall: 172ff.

McCroskey, J. C. (1984). Communication competence: The elusive construct. Competence in Communicaton: A Multidisciplinary Approach. R. N. Bostrom. Beverly Hills, CA, Sage Publications.

Mead, N. A. (1986). Listening & speaking skills assessment. Performance assessment: Methods & applications. A. B. Ronald, Johns Hopkins University Press, Baltimore, MD, US: 509-521.

(from the chapter) address issues of validity, reliability , and feasibility as they relate to various methods of assessing oral communication performance /// current assessment methods are described and strengths and weaknesses identified /// focuses primarily on assessment in school settings, but inasmuch as concern with speaking and listening skills on the job is gaining performance, the issues discussed are equally applicable to assessment in work settings.

Moats, L. C. (1994). Honing the concepts of listening and speaking: A prerequisite to the valid measurement of language behavior in children. Frames of reference for the assessment of learning disabilities: New views on measurement issues. G. R. Lyon, Paul H. Brookes Publishing Co, Baltimore, MD, US: 229-241.

(from the chapter) focus of this commentary is on the need to more precisely identify and define what behaviors we need to measure when we assess language capabilities in children / believe that it is (the) ambiguous conceptualization of language into broad, imprecise domains that impedes our current ability to measure and assess linguistic capabilities in the most meaningful manner / discuss: 1) why the domain itself and the constructs within it need clarification before powerful measurement can occur, 2) some conditions of measurement that merit renewed emphasis, 3) suggestions for selection of measures to be included in a core battery, and 4) comments regarding new measures to be developed.

Murphy, J., G. Wilcox, et al. (1983). Time-compression: Additional evidence regarding its effects on audience response to television commercials. Proceedings of the 1986 Conference of the American Academy of Advertising. E. Larkin, University of Oklahoma, School of Journalism and Mass Communication.

Nichols, R. (1967). What can be done about listening? Readings in contemporary English in the elementary school. I. Tiedt and S. Tiedt. Englewood Cliffs, NJ, Prentice-Hall.

Peters, T. and N. Austin (1985). MBWA: The technology of the obvious. A Passion for Excellence. New York, Warner Books: Chapter 2.

Peterson, M. H. (1993). Building Consensus by Improving Listening Skills. Partnership handbook at the Water Resource Research Center



(reprinted in Coordinated Resource Management Guidelines), Society for Range Management.

Petrie, C. R. (1966). What is listening? Listening: Readings. S. Duker. New York, Scarecrow Press: 329.

Phillips, A., A. Lipson, et al. (1994). Empathy and listening skills: A developmental perspective on learning to listen. Interdisciplinary handbook of adult lifespan learning. D. S. Jan, Greenwood Press/Greenwood Publishing Group, Inc, Westport, CT, US: 301-324.

(from the chapter) explores the meanings of "listening skills" and "empathy," using a framework of lifespan psychological development / begin with a review of current uses of these terms and then move to a discussion of developmental theory as it sheds light on the teaching and learning of listening / introduce a six-part model describing how learners with different modes of learning to listen may construe their roles as listeners / consider different approaches to teaching listening as they might be experienced by different adult learners / discuss some implications for learning and teaching.

Preiss, R. W. and L. R. Wheeless (1990). Affective responses in listening: A meta-analysis of receiver apprehension outcomes. Listening Behavior: Measurement and Application. R. Bostrom. New York, The Guilford Press.

Purdy, M. (1991). What is listening? Listening in Everyday Life: A Personal and Professional Approach. D. Borisoff and M. Purdy. Lanham, MD, University Press of America: 3-19.

Rankin, P. T. (1966). Listening ability and its components. Listening: Readings. S. Duker. New York, Scarecrow Press.

Rogers, C. E. and R. E. Farson (1969). Active listening. Readings in Interpersonal and Organizational Communication. C. Rogers and R. Farson. Boston, Holbrook Press, Inc.

Russell, D. H. and H. R. Fea (1963). Research on teaching reading. Handbook of Research on Teaching. N. L. Gage. Chicago, Rand McNally.

Samuels, S. J. (1987). Factors that influence listening and reading comprehension. Comprehending oral and written language. S. J. S. Rosalind Horowitz, Academic Press, Inc, San Diego, CA, US: 295-325.

(from the chapter) this chapter has as its major objective the description of those inside-the-head and outside-the-head factors which influence listening and reading comprehension /// the focus of this chapter is on diagnosis.

Schalkwijk, F. (1995). From hearing to listening. The Dutch annual of psychoanalysis 1995-1996: Traumatisation and war, Vol. 2. A. L. A. S. Han Groen-Prakken, Swets & Zeitlinger, Amsterdam, Netherlands: 227-238.

(from the chapter) this paper is concerned with the analyst's listening to the patient's and to his own material / some general literature on psychoanalytic listening will be reviewed / literature on musical listening will be discussed from a psychoanalytic perspective.

Scholfield MacNab, S. (1995). Listening to your patients, yelling at your kids: The interface between psychotherapy and motherhood. A perilous calling: The hazards of psychotherapy practice. B. S. Michael, John Wiley & Sons, New York, NY, US: 37-44.

(from the book) describes the continuous interplay between ...roles as therapist and mother. (from the chapter) mothering and other aspects of family and community life are now the cutting edge of ...personal growth thus adding to ...clinical skills / clinical work brings important knowledge to ...family life; that is, the inevitability of suffering and the immense healing capabilities of compassion for (self and family).

Stine, E. A. L. (1990). The way reading and listening work: A tutorial review of discourse processing and aging. Aging and cognition: Mental processes, self-awareness, and interventions. Advances in psychology, 72. A. L. Eugene, North-Holland, Amsterdam, Netherlands: 301-327.

(from the preface) provides a model of discourse processing with extensive discussion of the roles of working memory # considers ways in which that general model would need to be modified to account for the age-related differences in discourse processing seen in the literature # how does increasing experience, which should favor older adults, impact the model # in what ways do the age-related biologically-driven losses of sensory input or of working memory affect the functioning of the system.

Tabossi, P. and F. Zardon (1995). The activation of idiomatic meaning. Idioms: Structural and psychological perspectives. E.-J. v. d. L. A. S. R. S. Martin Everaert, Lawrence Erlbaum Associates, Inc, Hillsdale, NJ, US: 273-282.

(from the chapter) this chapter looks at idioms from the point of view of spoken language processing and focuses on the online recognition of these expressions / addresses the issue of when and how the meaning of idiomatic expressions becomes available to a listener during discourse comprehension / (30 undergraduates participated in the experiment).

Tomatis, A. A. (1987). Ontogenesis of the faculty of listening. Pre- and perinatal psychology: An introduction. R. V. Thomas, Human Sciences Press, Inc, New York, NY, US: 23-35.

(from the chapter) prepare (the reader) to understand how the relationship between the fetus and the mother develops /// ontogenesis of listening takes place very rapidly during the embryonic stage of development /// ontogenetic listening therapy /// developmental process of the ear and nervous system.

Towse, E. (1995). Listening and accepting. The art and science of music therapy: A handbook. B. S. R. W. Tony Wigram, Harwood Academic Publishers/Gordon and Breach Science Publishers, Langhorne, PA, US: 324-341.

(summarized) Discusses the use of group music therapy with the elderly, focusing on severely mentally ill clients..

Trehub, S. E. and L. J. Trainor (1990). Rules for listening in infancy. The development of attention: Research and theory. Advances in psychology, 69. T. E. James, North-Holland, Amsterdam, Netherlands: 87-119.

(from the chapter) outline a set of principles governing infants' deployment of attention to auditory events # infants initially look in the direction of sounding objects, later reaching for the objects # they find some qualities highly salient, such as female voices in general and the mother's voice in particular # infants selectively attend to the pitch contours and rhythms of animated speech and musical sequences # they encode finer details of some musical sequences, notably those typical of their culture # simplicity or familiarity of the sequences and greater maturity of the infant lead to more comprehensive auditory processing /// identify a number of parallels between infants' processing of speech and music, and propose directions for future research.

Trehub, S. E. and L. J. Trainor (1993). Listening strategies in infancy: The roots of music and language development. Thinking in sound: The cognitive psychology of human audition. Oxford science publications. E. B. Stephen McAdams, Clarendon Press/Oxford University Press, Oxford, England: 278-327.

(from the chapter) (discusses listening strategies in) auditory pattern processing in early life / (pursues) answers to a variety of general questions / what properties of auditory patterns dominate perception in the early months of life / do these properties remain influential for more mature listeners / are the grouping processes that characterize auditory pattern perception ...operative in infancy, when instructions to listen synthetically or analytically are necessarily precluded / although relational processing is the norm for adults' perception of auditory sequences, absolute pitch processing is characteristic of various non-human species such as songbirds and monkeys / are (infants) more like human adults in this respect or more like non-human listeners.

Watson, K. W. and L. L. Barker (1984). Listening behavior: Definitions and measurement. Communication Yearbook 8. R. N. Bostrom. Beverly Hills, CA, Sage Publications.

Watts, F. N. (1989). Listening processes in psychotherapy. Psychotherapy. Directions in psychiatry monograph series, No. 5. F. Frederic, W. W. Norton & Co, Inc, New York, NY, US: 114-124.

(from the chapter) here the author explores some current psychological investigations into the nature of listening, pointing out how these may prove valuable to the therapist /// patients' language # manifest and latent content # active vs. passive listening strategies.

Wicks, R. (1979). Helping others: Ways of listening, sharing, and counseling. The Psychological Consultant. J. Platt and R. Wicks. New York, NY, Grune & Stratton.

Wolvin, A. D. and C. G. Coakley (1991). Perspective on listening. Perspectives on Listening Research: Planning for the Next Generation. S. C. Rhodes. Kalamazoo, Michigan, International Listening Association/Western Michigan University: 4-13.

Wolvin, A. D. and C. G. Coakley (1993). A listening taxonomy. Perspectives on Listening. A. D. Wolvin and C. G. Coakley. Norwood, NJ, Ablex Publishing Company.




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