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Listening and referring to voices: students' repertory in educational settings
Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
2001 (engelsk)Inngår i: International journal of Listening, ISSN 1090-4018, E-ISSN 1932-586X, Vol. 15, nr 1, s. 38-67Artikkel i tidsskrift (Fagfellevurdert)
Abstract [en]

When we construct our knowledge in educational settings we usually listen to many different voices, mediated through teachers, classmates, books, films, and so on. Eight students in teacher training were videotaped for 12 hours of group talks with a tutor over a six-month period. The overall purpose of the study was to describe the polyphonic nature of the discursive field of education and the interplay between various contexts and contextual resources in that social interaction. The concept of intertextuality is adopted as a method to identify the polyphony of different voices. The explicit reported long-term listening is called the student's voice response, showing the repertory of contextual resources in use. Results from the study indicate that some of the students have a broad and some a narrow listening repertory when it comes to reported listening. The implications of these findings are discussed.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2001. Vol. 15, nr 1, s. 38-67
Emneord [en]
listening skill, listening concept, lyssnande
HSV kategori
Identifikatorer
URN: urn:nbn:se:mau:diva-2864DOI: 10.1080/10904018.2001.10499044Lokal ID: 6396OAI: oai:DiVA.org:mau-2864DiVA, id: diva2:1399664
Tilgjengelig fra: 2020-02-28 Laget: 2020-02-28 Sist oppdatert: 2022-06-27bibliografisk kontrollert

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