Teaching and researching listening / Michael Rost

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Defining listening. -- Neurological processing. -- Hearing. -- Consciousness. -- Attention. -- Individual differences. -- Linguistic processing. -- Preceiving speech. -- Identifiying units of spoken language. -- Using prosodic features in processing speech. -- Recognizing words. -- Employing phonotactic knowledge. -- Utilizing syntactic parsing. -- Integrating non-verbal cues into linguistic processing. -- Semantic processing. -- Comprehension: the role of knowledge structures. -- Cognitive understanding: the role of schemata. -- Social understanding: the role of common ground. -- The role of interference in constructing meaning. -- Listener integration of input. -- Problem-solving during comprehension. -- Reasoning during comprehension. -- Compensatory strategies during comprehension. -- Pragmatic processing. -- Listening from a pragmatic perspective. -- Inferring speaker intention. -- Contravenging conversational maxims. -- Enriching speaker meaning. -- Invoking social expectations. -- Adjusting affective involvment. -- Formulating responses. -- Connecting with the spaker. -- Automatic processing. -- Goals of automatic processing. -- Linguistic processing. -- Semantic processing. -- Pragmatic processing. -- Listening in language acquisition. -- Listening in L1 acquisition: development of linguistic processing. -- Listening in L1 acquisition: development of semantic processing. -- Listening in L1 acquisition: development of pragmatic processing. -- Listening in L2 acquisition: development of development processing. -- Listening in L2 acquisition: development of semantic processing. -- Listening in L2 acquisition: development of pragmatic processing. -- Teaching listening. -- Approaches to teaching listening. -- Affective filter hypothesis. -- Input hypothesis. -- Interaction hypothesis. -- Processability hypothesis. -- Metacognition hypothesis. -- Sociocultural hypothesis. -- Active listening hypothesis. -- Input. -- Discourse genres. -- Interaction frames. -- Lexical prototypes. -- Authenticity. -- Difficulty. -- Multimedia input. -- Accomodating difficulty. -- Designing instruction. -- Types of listening. -- Intensive listening. -- Selective listening. -- Interactive listening. -- Extensive listening. -- Autonomous listening. -- Listening assessment. -- Identifying the context for assesment. -- Defining listening constructs. -- Formulating an assessment model. -- Creating assessments. -- Adjusting factors that influence test performance. -- Assessing interactive listening proficiency. -- Researching listening. -- Sociolinguistic orientations. -- Listening in professional encounters. -- Listening in multilingual interactions. -- Psycholinguistics orientations. -- Influences on comprehension and recall. -- Causes of misunderstanding. -- Develpmental orientations. -- Fostering academic achievment through listening. -- Designing an autonomous listening course. -- Exploring listening. -- Resources for further exploration. -- Published sources of listening materials. -- Llistening games. -- Online courses. -- Listening journals. -- Listening technologies. -- Listening and conflict resolution. -- Listening therapy. -- Acoustic ecology. -- Listening in western philosophy. -- Listening in eastern philosophy.

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