• Journal of Fisheries and Marine Sciences Education
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• v.28 no.3
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• pp.818-830
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• 2016

The purpose of this study is to examine the effects of the parents listening guidance program, which allows the parents to understand their hearing impaired children and how to listen at home, on the communication skills of the hearing impaired children. The research subjects were 3 hearing impaired children who did not accompany with the intellectual, emotional and behabioral problems, and the listening guidance has been performed for their parents for 3 months through the listening guidance program. The changes in the communication skills in the hearing impaired children were observed comparing before and after the education. In the results, first, the receptive language skill of the hearing impaired children was improved after than before the parents listening guidance. Second, the expressive language skill of the hearing impaired children was improved after than before the parents listening guidance, too. Third, in the communication behavior of the hearing impaired children, the phonation and the speech production were increased together with the gesture after the parents listening guidance. In conclusion, it is deemed that the parents listening guidance program would have positive influence on the communication behavior of the hearing impaired children.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.241-249
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• 2021

This study is investigating the effectiveness of a blended learning for English listening and reading class by analyzing students' learning behavior. To this end, two surveys were conducted on a total of 75 students from the two different classes of Academic English Listening and Reading course. The research results showed that in the online class, the students built undesirable learning behavior such as solving listening quizzes by reading listening scripts or watching the instructor's lectures about the scripts and completing the assignment of summary of the scripts by referring to the Korean versions. In the offline class, the students' participation in group activities and attention to lectures was good. Therefore, it can be concluded that because of the students' poor online learning behavior, this blended learning was rather not effective. So the suggestions are discussed to enhance the effectiveness of the blended learning for English listening and reading.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.25-49
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• 2006

Though a large amount of research concerning listening strategies has been conducted, the strategic behaviors of younger students in this area have received less attention. This study is a follow up study of an earlier case study by the author (2006). The purpose of this study is to verify what listening strategies Korean elementary learners use in a general L2 listening situation. 213 elementary students participated in this study, and a listening strategy questionnaire was used. ANOVA, MANOVA, Correlation and Multiple Regression Analysis were used to interpret the data. The results of this study reveal that younger participants used all four types of listening strategies, cognitive, compensation, metacognitive and affective, fairly often; however, the results also show that they differ in how frequently they use each strategy according to their listening proficiency. Overall, highly proficient learners use more strategies compared to less proficient learners. High proficiency learners use compensation strategies most and cognitive strategies least. Low proficient learners use affective strategies most and compensation strategies least. Moreover, the results showed no significant grade- or gender-related strategic behaviors, and also showed that L2 listening proficiency can be a significant predictor of strategic behavior of young learners. 12% of the variance in L2 strategic behaviors was attributable to L2 listening proficiency.

• English Language & Literature Teaching
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• no.1
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• pp.69-108
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• 1995

Listening comprehension can be defined as a process of an integrative, positive and creative activity through which listeners get the message of speakers' production using linguistic or non-linguistic redundancy as well as linguistic or non-linguistic knowledge. Compared with reading comprehension, it has many difficulties especially for foreigners. while it can be transferred to the other skills: speaking, reading, writing. With this said, listening comprehension can be taught effectively using the following teaching strategies. First. systematic and intensive instruction of segmental phonemes, suprasegmental phonemes and sound changes must be given to remove the difficulties of listening comprehension concerned with the identification of sounds. Second, vocabulary drill through various games and other activities is absolutely needed until words can be unconsciously recognized. Without this, comprehension is almost impossible. Third, instruction of sentence structures is thought to be essential considering grammar is supplementary to listening comprehension and reading comprehension for academic purpose. So grammar translation drills, mechanical drills, meaningful drills and communicative drills should be performed in succession with common or frequently used structures. Fourth, listening activities for overall comprehension should teach how to receive overall meaning of intended messages intact. Linguists and literatures have listed some specific activities as follows: Total Physical Response, dictation, role playing, singing songs, selective listening, picture recognition, list activities, completion, prediction, true or false choice, multiple choice, seeking of specific information, summarizing, problem-solving and decision-making, recognization of relationships between speakers, recognition of mood, attitude and behavior of speakers.

• Science of Emotion and Sensibility
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• v.7 no.4
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• pp.43-49
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• 2004

This study investigated the effect of listening to music on the reduction of public speech anxiety among middle-school female students. The subjects were 66 female first graders, 33 of the experimental and another 33 of the control group selected from two classes of C middle school in Chonan city. The level of anxiety (SAS) was rated by the subjects through self-report and the speech behavior (SBES) of the subjects were evaluated by a teacher before, a week after and two weeks after the speech trials. 64 pieces of music were selected based on the music therapy-related references. After 23 out of 64 pieces were selected for the preliminary experiment and 7 pieces as having positive effects through evaluating those 23 pieces in the other class in the same gaders were finally selected. Subjects listened to music for 40 min two times a day for two weeks with a cassette player in the classroom. The result yielded the followings: 1) Self-reported public speech anxiety decreased both in the experimental and control groups. However, there found more decrease in the music-listening group than in the non-listening music group. 2) The public speech behavior improved both in the experimental and control groups with on difference between the two groups. This suggests a possibility that SBES may not be a accurate measure to evaluate the speech anxiety. We conclude that two-week listening to music has the effect reduction on speech anxiety.

• Journal of Music and Human Behavior
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• v.7 no.1
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• pp.17-36
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• 2010

The purpose of this study is to investigate the effects of imagery-centered music listening on the physiological and psychological relaxation of women with high-risk pregnancy. A total sample of 15 subjects participated in 11 sessions. The research data was collected only in the first session for each subject. In this experimental study, physiological and psychological relaxation were evaluated by peripheral temperatures and the Visual Analog Scale (VAS), respectively. For the music listening program for imagery experience, 27 pieces of relaxing music were selected and the modified MI technique was used. After interventions, the results showed that peripheral temperatures increased and the VAS scores decreased. Imagery exercises with music listening offered a positive experience to elicit physiological and psychological relaxation in subjects. In conclusion, imagery-centered music listening is an effective modality to facilitate relaxation, stability, and support for women with high-risk pregnancy.

• Korean Journal of Adult Nursing
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• v.13 no.4
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• pp.591-600
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• 2001

Purpose: This study was to observe the effects of music therapy on the cognitive function, behavior, and emotions of elderly dementia patients, and to seek musical mediation for them. This study was conducted with patients in the Dementia Sanitarium in C City from March 13 to April 17. Method: The design of research was a nonequivalent control group non-synchronized design and the subjects were 25 patients-15 of whom were in the experimental group with 10 in the control group. The music therapy consisted of favorite music listening in the morning, favorite music group singing activity after lunch, and relaxing music listening after dinner. The schedule was followed 6 days a week for 2 weeks for a total of thirty-six session. The effect of music therapy was measured by MMSE-K and the behavior and emotion measuring equipment which had been derived by the researcher. The verification of the effects is that the score of cognitive function, behavior, and emotions of the experimental and the control group which were measured after the therapy had been applied was analyzed by descriptive statistics and t - test using SPSS WIN program. Result: 1) The degree of cognitive function of the experimental group which was received the music therapy is $11.53{\pm}5.37$ which is a little higher than the control group which is $11.20{\pm}6.32$, but it is not significant statistically (t= .14, p= .887). The first hypothesis which had assumed the recepients would have had a higher cognitive function level than the other was rejected. 2) Behavior score of the experimental group that received the music therapy is $68.90{\pm}7.86$ which is higher than the control group which is $66.40{\pm}11.13$, but it is not significant statistically(t= .61, p= .548). The second hypothesis which had assumed the recepients would have had a higher behavior level than the other was rejected. 3) Emotions score of the experimental group that received the music therapy is $42.13{\pm}5.04$ which is higher than the control group which is $35.20{\pm}6.12$, and it is significant statistically(t=3..09, p= .009). The third hypothesis which assumed the recepients would have had a higher emotion level was supported. Conclusion: music therapy which is composed of listening to music and group singing activity is an effective strategy for improvement of the emotions of the dementia elderly. But, the effect of music therapy on the cognitive function and behavior of elderly dementia patients is not significant statistically.

• Journal of Naturopathy
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• v.13 no.1
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• pp.32-41
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• 2024

Background: With the advancement of various technologies and media, we have entered an era of music appreciation that transcends physical spaces and devices. Following these changes, research is needed to understand how listeners select and different parameters regarding their listening behaviors. Objective: This study aims to investigate the listening behaviors of listeners and the criteria for music selection. Method: A survey was conducted with 112 adults aged 18 and older to examine listening behaviors and selection criteria during music listening. The survey consisted of 29 items including multiple-choice and open-ended questions. Results: It was found that listeners regularly listen to newly updated music as they have more access to them via various streaming platforms. In terms of listening situations, the majority listened to music while commuting (35%) or exercising (29%), both define as energy-consuming activities. All music elements including rhythm/tempo(28%), melody(26%), timber(25%) and lyric(20%) were considered with similar proportion for music selection. In terms of music elements. Furthermore, three categories of non-musical factors influencing music selection were identified, which are relational, cultural, and emotional. Relational(41%) and cultural(41%) factors showed to have highest impact respectively. Conclusion: The results of this study provide basic data regarding music listening behaviors and what they consider when selecting music.

• Journal of Music and Human Behavior
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• v.14 no.1
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• pp.41-62
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• 2017

The purpose of this study was to examine the effect that preferred music listening had on police officers' occupational stress and fatigue. The musical intervention took place over a total of six sessions from October 11 to October 19, 2016. At each session, the experimental group (n = 19) received 20 minutes of music listening with individually customized playlists that were compiled based on their preferred music list. The control group (n = 21) simply took a break from work for 20 minutes. Every participant checked his or her occupational stress and fatigue level before and after the experiment using the Occupational Stress Inventory and Subjective Symptoms of Fatigue Test. The data were then analyzed by the SPSS 22.0 statistics program. To examine the homogeneity and pretest-posttest results between groups, an independent t test was conducted, and a paired t test was used to examine the pretest-posttest results within groups. The results confirmed all hypotheses. Findings support that the use of preferred music listening is an effective way to help police officers to control their occupational stress and fatigue. This study used a convenience sample and has limited generalizability. Future research should explore interactive approaches in music therapy as well as receptive music listening for alleviating police officers' occupational stress and fatigue.

• The Journal of Korean Academy of Sensory Integration
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• v.18 no.3
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• pp.14-26
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• 2020

Objective : The purpose of this study was to investigate the effect of therapeutic listening on task performance, auditory behavior problems, and attention in children with sensory modulation disorder. Methods : Sixteen children aged four to seven years who were classified as children with sensory modulation disorder were randomly assigned to either the experimental group (n = 8) or the control group (n = 8). From July 1 to October 18, 2017, both groups participated in sensory integration programs, while therapeutic listening training was administered only to the experimental group. Sensory integration therapy was conducted in two sessions per week for six weeks (12 sessions); each session consisted of 40 minutes of therapy and 10 minutes of parent education. Therapeutic listening was conducted in three thirty-minute sessions per week for six weeks (18 sessions). We used the Canadian Occupation Performance Measure (COPM) to evaluate changes in the participants' occupational performance between pre- and post-intervention. We used Fisher's Auditory Problems Checklist (FAPC) to observe changes in behavioral problems related to hearing. The Child Attention Scale for Teacher (CAST) was used to evaluate changes in attention. Results : No significant differences pre- and post-intervention between the two groups were observed. The participants' auditory behavioral problems improved significantly in the experimental group, but no significant difference was found between the two groups. There was no significant difference in attention between the two groups, but there was a significant difference between the two groups in the "adaptability" and "emotion" domains (p < .05). Conclusion : The results suggest that therapeutic listening training has a positive effect on reducing problematic behaviors related to hearing and improving the occupational performance of children with sensory modulation disorder. This study provides a basis for improving the sensory processing ability of children with sensory modulation disorder by applying listening training in the clinical field and at home.