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"This paper is a summary of methods used in teaching listening by utilizing listening strategies to promote the listening comprehension of Japanese students studying the Thai language. The subjects were 15 students who enrolled in the course Thai 14, Listening 2, semester 2, academic year 2018, Osaka University. The course met for 90 minutes once a week for 15 weeks per semester. The research objectives of the course were: 1) to investigate the effectiveness of the implementation of listening instruction using teaching strategies for listening comprehension; and 2) to investigate the subjects' satisfaction with the teaching strategies used. Listening is a major component in language learning because it provides language input for the learner, so listening comprehension is considered to be an essential component of language learning. A number of scholars in language teaching have proposed different methods for teaching students how to learn to listen based on the three steps of listening : pre-, while- and post listening. Three models of learning for listening have been proposed: 1) a bottom-up process, 2) a top-down process and 3) an interactive process. The teaching model developed and used in this study focused on all three steps of listening and combined the above three models of the learning process. Original texts and authentic learning were also essential components in this study. Listening comprehension exercises are being implemented during all stages of learning, and the task observation forms of the instructor will be analyzed in order to assess the development of the students' listening skills. In the last week of semester 2, the students will complete a questionnaire and an interview. Research results will be reported in qualitative form."

"Unlocks the secret to good communication and provides a guide for teaching others to listen.Listening Skills Training details the elements of effective listening and provides structured workshops tailored to your organizations communications needs. Increase learner awareness, attentiveness, and empathizing capacity, and facilitate better communication throughout your entire organization."

"[ABSTRAKTesis ini membahas perbandingan efek penggunaan video dan audio dalam pengajaran kemahiran ceramah untuk mahasiswa Program Studi Inggris.Penelitian ini adalah penelitian kombinasi kuantitatif dan kualitatif dengan desain penelitian eksperimental.Hasil penelitian menunjukkan bahwa tidak ada perbedaan siginifikan antara hasil tes kemahiran menyimak kelas yang diajar dengan video dan hasil tes kemahiran menyimak kelas yang diajar dengan audio. Penggunaan video juga terbukti tidak memiliki efek yang signifikan terhadap hasil tes murid yang memiliki gaya pembelajaran visual. Walau demikian, hasil kuesioner dan wawancara membuktikan motivasi dan kepercayaan murid yang tinggi terhadap penggunaan video sehingga peneliti merekomendasikan penggunaan video dan audio sebagai media ajar.

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ABSTRACTThis study examines the effects of the use of video and audio texts in listening to lecture classes for English Study Program Students. The method used was mixed method with experimental design. The study shows there was no significant difference between the listening test results of students using videos and those using audio texts. Furthermore, in terms of test results, students with visual learning styles using videos did not differ significantly from visual students using audio texts. Nevertheless, questionnaire and interview data suggest that students preferred videos to audio texts, so teachers should use both video and audio texts;This study examines the effects of the use of video and audio texts in listening to lecture classes for English Study Program Students. The method used was mixed method with experimental design. The study shows there was no significant difference between the listening test results of students using videos and those using audio texts. Furthermore, in terms of test results, students with visual learning styles using videos did not differ significantly from visual students using audio texts. Nevertheless, questionnaire and interview data suggest that students preferred videos to audio texts, so teachers should use both video and audio texts, This study examines the effects of the use of video and audio texts in listening to lecture classes for English Study Program Students. The method used was mixed method with experimental design. The study shows there was no significant difference between the listening test results of students using videos and those using audio texts. Furthermore, in terms of test results, students with visual learning styles using videos did not differ significantly from visual students using audio texts. Nevertheless, questionnaire and interview data suggest that students preferred videos to audio texts, so teachers should use both video and audio texts]"

"This book presents a novel method of grafting musical wind instruments by exchanging an instruments standard mouthpiece with different tone generators. Using the concrete example of the soprano saxophone, it describes how, with six other tone generators, including brass, double reed, and free reed mechanisms, the saxophone can be extended to nearly every wind instrument category in the von Hornbostel and Sachs classification system. The book demonstrates how it is possible to play these instrument variations with high proficiency, and describes the method of hyper-specialization, including acoustical insights, conservatory training methods and the underlying philosophy. The latter is based on the cultural traditions of the different wind instrument prototypes and the Deep Listening philosophy of cultivating internal diversity, and approach that leads to a new level of wind instrument virtuosity that offers great timbral variety combined with the flexibility of a regular acoustic wind instrument."