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      La escucha en la educación Translated title: Listening in education Translated title: Écouter dans l'éducation

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Resumen Este artículo presenta revisión y análisis exhaustivos sobre el campo de estudio de la escucha en la educación: ¿cuánto ha sido abordada como tema educativo, pedagógico y didáctico?; ¿cómo se ha configurado y problematizado desde las distintas áreas de conocimiento?; ¿por qué se ha generado un creciente interés en los últimos treinta años por indagarla, redefinirla, enseñarla y aprenderla en diversos contextos? y ¿qué motivaciones o propósitos se vinculan a esos planteamientos? Este rastreo da cuenta de las tendencias, metodologías y hallazgos más importantes a nivel local, regional y mundial mediante la clasificación y el estudio de 270 documentos de investigación sobre la escucha en contextos educativos. Concluye con un planteamiento sobre las necesidades, tendencias y perspectivas investigativas de la escucha como componente esencial de estudio en el panorama educativo actual.

          Translated abstract

          Abstract This article presents a comprehensive review and analysis of listening in education: How much has been addressed as an educational, pedagogical and didactic topic? How has it been configured and problematized from the different areas of knowledge? Why has there been a growing interest in investigating, redefining, teaching and learning it in different contexts in the last thirty years? And what motivations or purposes are linked to these approaches? This review accounts for the most important trends, methodologies and findings at the local, regional and global level by classifying and studying 270 research papers on listening in educational contexts. It concludes with a statement about the needs, tendencies and investigative perspectives of listening as an essential component of study in the current educational panorama.

          Translated abstract

          Résumé Cet article présente une révision et une analyse exhaustive de l’étude de l’écoute dans le domaine de l’éducation : dans quelle mesure ce sujet a été abordé depuis une perspective éducative, pédagogique et didactique? Quel a été le thème de l’éducation, de la pédagogie et de la didactique ? Comment a-t-il été configuré et problématisé à partir des différents domaines de connaissance ? Pourquoi y a-t-il un intérêt croissant au cours des trente dernières années pour enquêter, redéfinir, enseigner et apprendre la question dans des contextes différents ? Quelles motivations ou objectifs sont liés à ces approches ? Ce suivi tient compte des tendances, méthodologies et résultats les plus importants aux niveaux local, régional et mondial en classant et en étudiant 270 documents de recherche sur l’écoute dans des contextes éducatifs. En dernier lieu, l’on propose une approche des besoins, des tendances et des perspectives d'investigation de l'écoute en tant que composante essentielle d’étude dans le panorama éducatif actuel.

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          Most cited references58

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          Listening to and involving young children: a review of research and practice

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            The Metacognitive Awareness Listening Questionnaire: Development and Validation

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              Listening effort at signal-to-noise ratios that are typical of the school classroom.

              The aim of the study was to measure listening effort at typical classroom signal-to-noise ratios (SNRs). Listening effort was measured using a dual task paradigm. Participants repeated monosyllabic words presented in a background of children's chatter (primary task) at SNRs that are considered typical of the school classroom environment (quiet, +4, 0, -4 dB) while simultaneously rehearsing sets of five digits for recall (secondary task). High listening effort requires greater cognitive resources and is associated with reduced performance on the secondary task. Thirty one normal-hearing children (9-12 years). Performance was generally maintained on the listening task when multitasking; however, performance decreased on the secondary recall task, especially at the more negative SNRs. This demonstrates that considerable listening effort is required when listening at SNRs that are typical of the school classroom.
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                Author and article information

                Contributors
                Role: ND
                Journal
                leng
                Lenguaje
                Leng.
                Universidad del Valle, Escuela de Ciencias del Lenguaje (Cali, Valle, Colombia )
                0120-3479
                December 2019
                : 47
                : 2
                : 268-305
                Affiliations
                [1] Bogotá Bogotá orgnameUniversidad Distrital Francisco José de Caldas Colombia jpleons@ 123456udistrital.edu.co
                Article
                S0120-34792019000200268
                10.25100/lenguaje.v47i2.6808
                c321f6ad-692a-4eae-be15-14df8ad068e1

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

                History
                : 11 January 2019
                : 24 August 2018
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 89, Pages: 38
                Product

                SciELO Colombia

                Categories
                Artículos

                listening,education,research,escucha,educación,investigación,écoute,éducation,recherche,pédagogie

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