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  • 1.
    Adelmann, Kent
    Malmö högskola, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Eavesdropping as Listening Development2012In: International journal of Listening, ISSN 1090-4018, E-ISSN 1932-586X, Vol. 26, no 2, p. 91-93Article in journal (Refereed)
    Abstract [en]

    In ordinary life we are constantly imbued by listening, and we seem to interact in different contextual dimensions of culture and society (Adelmann, 2002; Linell, 1998), both verbally and nonverbally. “Life by its very nature is dialogic. To live means to participate in dialogue,” according to the Russian scholar Mikhail M. Bakhtin (1984, p. 293). In everyday life we get used to many kinds of situations where we hear conversations that we are actually not supposed to hear. For example, while we are waiting for the bus or subway we may listen to people next to us who appear to being having an argument. Usually we do not notice all these routine situations. But sometimes we do notice some interaction and listen with some attention. We have more of an absentminded attention and rarely listen attentively, but what if we did? The activity in listening presented here takes advantage of our daily and personal listening experiences of eavesdropping and use it for the educational purpose of listening development.

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  • 2.
    Adelmann, Kent
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Listening and referring to voices: students' repertory in educational settings2001In: International journal of Listening, ISSN 1090-4018, E-ISSN 1932-586X, Vol. 15, no 1, p. 38-67Article in journal (Refereed)
    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.

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  • en-US
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