A comparison of two methods of teaching listening comprehension to college freshmen

Components in Listening Behavior: The Role of Short-Term Memory

“…Our experience in teaching speech communication, however, indicates that there are differences in listening skill, both among individuals and between times of testing. In fact, courses in speech, even without specific instruction in listening, have led to improvement in students' ability to listen (Becker & Dallinger, 1960;Meyer & Williams, 1965;Cottrill & Alciatore, 1974). "Memory," as such, should not be subject to such variation.…”

Teaching Listening: What Do We Do? What Should We Do?

“…Several researchers tested the program's effectiveness in the college classroom. The Xerox method was more effective than the conventional lecture approach (Binder & McClone, 1971;Cottrill & Alciatore, 1974), and students retained more in the early afternoon versus at 8 AM or 10 AM (Cottrill & Alciatore, 1974). Additionally, the Xerox method did not affect student-teacher interaction in terms of the teacher's asking more thought-provoking questions and utilizing students' ideas and opinions (Lundgren & Shavelson, 1974 and private industry.…”

“…training or specific instructional methods would increase listening effectiveness (Binder & McClone, 197 1 ;Cottrill & Alciatore, 1974;Gifin & Hannah, 1960;Johnson & Richardson, 1968). Lecture and practice were found to be superior to lecture alone (Johnson & Richardson), and lecture alone was found to be better than no instruction in one study (Gifin & Hannah) but not two others (Petrie, 1964;Meyer & Williams, 1965).…”

Research in communication and instruction: Categorization and synthesis

“…103 One study dealing with strategies for teaching listening comprehension to college freshmen found comprehension improved with the use of programmed instruction. 104 A final study reported the teaching approach and assessment of a course in medical communication. 105 Particular teaching strategies.…”