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Volume 14, Issue 2-3
  • ISSN: 1752-7066
  • E-ISSN: 1752-7074
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Abstract

This article presents educational strategies for critical listening in sound engineering. Derived from listening within the context of language learning as an arguably more mature discipline that uses similar modes of communication, it aims to provide pedagogical methods transferable to a range of teaching and learning situations. Framed within embodied cognition as theoretical perspective, the strategies’ effectiveness is qualitatively assessed using learning journals and focus group interviews of 51 audio engineering students. This evaluation cements the validity of two educational strategies mapped from language learning to sound engineering. First, a communicative approach to critical listening education joins the identification of sound causality with its embodied interpretation to create more meaningful learning experiences. Second, a metacognitive approach to attention regulation and vigilance promotes autonomy in critical listening, enabling learners to continue developing their skills beyond the classroom.

Funding
This study was supported by the:
  • Australian Government Research Training Program Scholarship
© 2022 (2021) The Author Published by Intellect Ltd.
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2023-02-17
2025-01-23
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Adapting language learning strategies to critical listening education in sound engineering
Journal of Music, Technology & Education 14, 209 (2021); https://doi.org/10.1386/jmte_00041_1
/content/journals/10.1386/jmte_00041_1
/content/journals/10.1386/jmte_00041_1
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  • Article Type: Article
Keyword(s): audio engineering; auditory perception; communication; critical listening; education; L2; language

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