listening

n.

傾聴、リスニング、聞き取り、聞くこと

WordNet

the act of hearing attentively; "you can learn a lot by just listening"; "they make good music--you should give them a hearing" (同)hearing
reflecting light; "glistening bodies of swimmers"; "the horses glossy coat"; "lustrous auburn hair"; "saw the moon like a shiny dime on a deep blue velvet carpet"; "shining white enamel" (同)glossy, lustrous, sheeny, shiny, shining
a watch established for the reception of traffic of interest to the unit maintaining the watch (同)continuous receiver watch
the act of hearing again (同)rehearing

Wikipedia preview

出典(authority):フリー百科事典『ウィキペディア（Wikipedia）』「2015/08/30 01:13:19」(JST)

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Listening in conversation at Shimer College.

Listening is the conscious processing of the auditory stimuli that have been perceived through hearing.^[1]

Listening differs from obeying. Parents may commonly conflate the two, by telling a disobedient child that he "didn't listen to me". However, a person who receives and understands information or an instruction, and then chooses not to comply with it or to agree to it, has listened to the speaker, even though the result is not what the speaker wanted.^[2]

Barthes

Semiotician Roland Barthes characterized the distinction between listening and hearing as "Hearing is a physiological phenomenon; listening is a psychological act." ^[3] Hearing is always occurring, most of the time subconsciously. In contrast, listening is the interpretative action taken by the listener in order to understand and potentially make meaning out of the sound waves. Listening can be understood on three levels: alerting, deciphering, and an understanding of how the sound is produced and how the sound affects the listener.^[4]

Alerting, the first level, does nothing to distinguish human from animal. At the alerting level one merely picks up on certain environmental sound cues. While discussing this level, Barthes mentions the idea of territory being demarcated by sounds. This is best explained using the example of one's home. One's home, for instance, has certain sounds associated with it that make it familiar and comfortable. An intrusion sound (e.g. a squeaking door or floorboard, a breaking window) alerts the dweller of the home to the potential danger.

In a metaphorical way, deciphering, the second level, is to listening what digestion is to eating. An example of this level is that of a child waiting for the sound of his mother's return home. In this scenario the child is waiting to pick up on sound cues (e.g. jingling keys, the turn of the doorknob, etc.) that will mark his mother's approach.

Understanding, the third level of listening, means knowing how what one says will affect another. This sort of listening is important in psychoanalysis. Barthes states that the psychoanalyst must turn off their judgement while listening to the analysand in order to communicate with their patient's unconscious in an unbiased fashion.

However, in contrast to the distinct levels of listening listed above, it must be understood that they all function within the same plane, and sometimes all at once. Specifically the second and third levels, which overlap vastly, can be intertwined in that obtaining, understanding and deriving meaning are part of the same process. In that the child, upon hearing the doorknob turn (obtaining), can almost automatically assume that someone is at the door (deriving meaning).

In language learning

Along with speaking, reading, and writing, listening is one of the "four skills" of language learning. All language teaching approaches except for grammar-translation incorporate a listening component.^[5] Some teaching methods, such as Total Physical Response, involve students simply listening and responding.^[6]

A distinction is often made between "intensive listening", in which learners attempt to listen with maximum accuracy to a relatively brief sequence of speech, and "extensive listening", in which learners listen to lengthy passages for general comprehension. While intensive listening may be more effective in terms of developing specific aspects of listening ability, extensive listening is more effective in building fluency and maintaining learner motivation.^[7]

References

^ West, Richard; Turner, Lynn (2010). Understanding Interpersonal Communication. p. 186. ISBN 9780495908753.
^ Purdy, Michael and Deborah Borisoff, eds. (1997) Listening in Everyday Life: A Personal and Professional Approach. University Press of America. ISBN 9780761804611. p. 5–6.
^ Barthes, Roland (1985). The Responsibility of Forms. New York Hill and Wang.
^ Barthes, Roland (1985). In the Responsibility of Forms. New York Hill and Wang.
^ Flowerdew, John; Miller, Lindsay (2005). Second Language Listening: Theory and Practice. p. 4. ISBN 0521786479.
^ Vásquez, Anete; Hansen, Angela L.; Smith, Philip C. (2013). Teaching Language Arts to English Language Learners. p. 171. ISBN 0415641446.
^ Flowerdew 2005, p. 14.

UpToDate Contents

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English Journal

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Japanese Journal

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音響技術,及び情報処理の技術の発展によって,我々をとりまく音楽の環境は常に変化し続けている.現在,音楽はデジタルコンテンツとしても扱われるようになり,そしてそのデータの中にはコンテンツに対するメタデータが格納されている.本研究では,ユーザーが所持する音楽ファイルのメタデータ,特にジャンルと年を利用して,音楽をジャンルと年代で二次元上にマッピングし音楽の文脈情報を視覚的に示唆する Java ベースの …
NAID 110009551892

時系列とジャンル情報を組み込んだ音楽の文脈情報示唆インターフェイス・アプリケーション"Contextual Music Linker"

尾崎雄人,菅野由弘
情報処理学会研究報告. EC, エンタテインメントコンピューティング 2013-EC-27(4), 1-6, 2013-03-08
音響技術,及び情報処理の技術の発展によって,我々をとりまく音楽の環境は常に変化し続けている.現在,音楽はデジタルコンテンツとしても扱われるようになり,そしてそのデータの中にはコンテンツに対するメタデータが格納されている.本研究では,ユーザーが所持する音楽ファイルのメタデータ,特にジャンルと年を利用して,音楽をジャンルと年代で二次元上にマッピングし音楽の文脈情報を視覚的に示唆する Java ベースの …
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池松峰男
茨城工業高等専門学校研究彙報 48, 1-4, 2013-03-01
… For reading, instead of using conventional textbook, we selected several short stories with only about 200 words and corresponding listening materials out of the Internet and books to relieve the tedium. … In reading, grammar, and rapid-reading class, part of the classes were instructed to do shadowing upon listening. …
NAID 110009556921

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