Cette thèse interroge la présence et les métamorphoses du son dans l’œuvre de Seamus Heaney, avec pour perspective la confrontation de l’expérience du texte imprimé à celle d’un corpus audio. En nous penchant sur les essais, les poèmes et les enregistrements commercialisés de l’auteur, nous retraçons le parcours des influx sonores depuis la perception des ondes dans l’environnement jusqu’à l’émission de la voix en passant par leur recréation dans le texte. Parler d’« influx sonores », c’est raviver la métaphore aquatique dans la catachrèse des « ondes », mais aussi inviter à détecter des courants souterrains et à prendre en compte leur réception et leur absorption par l’auditeur autant que leur diffusion.Afin de montrer que chaque poème constitue un événement sonore à part entière, nous analysons le processus par lequel l’environnement sonore est transformé en un paysage sonore poétique, à son tour placé dans de nouveaux environnements par le biais de la performance orale. L’éclairage apporté par les Sound Studies nous permet de souligner le caractère dynamique mais aussi la fugacité du son, d’identifier et de discuter les propriétés conductrices d’une écriture qui accueille aussi le silence en son sein, ainsi que de conceptualiser, avec Heaney, la notion d’écoute. Nos micro-lectures sont aussi des micro-écoutes qui vont jusqu’à tenir compte de la dimension phonétique des textes, notre étude de la voix poétique étant complétée par une analyse de la voix physique. En considérant le graphotexte, le phonotexte et l’audiotexte comme trois modes d’existence non-hiérarchisables d’un même poème, nous cherchons à approfondir et nuancer les recherches sur la prosodie de Heaney, qui dépasse de loin la versification classique, voire formaliste, à laquelle on l’a souvent assimilée. / This thesis questions the presence and metamorphoses of sound in the works of Seamus Heaney, ultimately bringing the experience of the printed text and that of audio recordings into comparison. Based on a study of the author’s essays, poems and commercialised recordings, it retraces the trajectory of sound influxes from the perception of soundwaves in the environment to the emission of the voice, via their recreation in writing. The phrase “sound influx” is meant to revive the aquatic metaphor in the catachretic compound “soundwave.” It also invites to detect undercurrents by ear and study them from the perspective of the listener, taking into account their reception and absoption as much as their broadcasting.In order to show that each poem is a sound event of its own kind, it analyses the process through which the sonic environment is turned into a poetic soundscape which then becomes part of other environments when orally performed. Borrowing concepts from Sound Studies, it highlights the dynamic but elusive nature of sound, identifies and questions the conductive properties of a writing that also makes room for silence, and reflects, along with Heaney, on listening as a notion.The close-readings developed here are also close-listenings that take into account the phonetic dimension of texts, the study of the poetic voice being completed by an analysis of the poet’s physical voice. Considering the graphotext, the phonotext and the audiotext as three equally significant incarnations of one poem, aims at bringing a nuanced perspective on Heaney’s prosody as it is too often reduced to formal – if not formalist – versification.

The purpose of this investigation was to determine if performance on a language comprehension task, varying in number of syntactical units (i.e., grammatical complexity) was affected by altered rates of speech. A total of twenty-four language disordered children, aged 7 years, 8 months, through 9 years, 8 months, who were enrolled in language/learning disorders classrooms in the Portland Public Schools served as subjects. The Assessment of Children’s Language Comprehension (Foster et al., 1972) test was administered to each subject via audio-tape at one expanded (100 wpm), one normal (150 wpm), and two compressed rates (200, 250 wpm) of speech. The results of this investigation showed significant differences between performances at varying rates of speech. The normal speaking rate produced significantly better comprehension scores than the other rates. The fast speaking rate (200 wpm) produced the next best scores, while the slow speaking rate (100 wpm) produced significantly lower scores. The results also indicated a normal speaking rate appears to be the best overall rate to use among language disordered subjects, regardless of grammatical complexity.

I work in the medium of song. A multidisciplinary artist and composer, I make work that is immersive, time-based and often participatory. I interact with landscape and the complexities of American history, bringing into focus local ecologies through the lens of song. This document accompanies my thesis performance The Sound of a Stone, an immersive exploration of song, language, ecology and locational listening performed in a 4-channel surround format. In the semi-improvised composition, I sample live vocals, mandolin and found natural objects in a combination of roots music traditions and experimental techniques. Utilizing the software Ableton Live to process and layer the samples in real time, I build a series of "songscapes" which connect to a specific site: the fall line of the James River. The Sound of a Stone premiered April 8, 2019 at Sonia Vlahcevic Concert Hall, W. E. Singleton Center for the Performing Arts, Virginia Commonwealth University, Richmond, Virginia.

This study evaluated the effect of an explicit comprehension read-aloud routine of science content on first grade students’ listening comprehension.The read-aloud routine taught the structures common in the informational text (compare, contrast, and compare-contrast) and found in first grade science big books with the goal of improving understanding of the science content. Students who received the intervention showed improvements in their ability to understand the compare-contrast text structures compared to students who were taught the same content without the routine or students who were taught typical science read-aloud content without the routine. Observations revealed that teachers who were most consistent in implementing high quality comprehension strategies during the read aloud had students who made the best gains in listening comprehension of the content, regardless of whether the teachers used explicit text the compare-contrast text structure routine.The results demonstrated that even though the instruction of the compare-contrast text structures was not necessary to produce listening comprehension of science content, the compare-contrast instruction added value to the high quality comprehension instruction for students assigned to the intervention group. The results of the study are discussed in terms of the available research on instruction of informational text structures in the early grades. Recommendations for future research are provided.

Esta pesquisa abre uma trajetória de leitura a partir de André Gide, centrando-se majoritariamente em dois de seus livros: Les Faux-monnayeurs, o único romance do autor, e Ainsi soit-il ou les jeux sont faits, livro de memórias e uma de suas últimas publicações em vida. A questão que guia a trajetória de leitura é primeiramente a escuta, de modo a entrelaçar o ensaio de Jean Luc-Nancy, À lécoute, o livro de Philippe Lacoue-Labarthe, Lécho du sujet e o texto de Jean Starobinski, La relation critique. Esse tecido teórico ajuda a investigar mais a fundo as seguintes perguntas: o que significa escutar um texto? Que implicações a escuta carrega para a crítica? Que tipo de fronteiras e divisões esse gesto é capaz de desfazer ou de reorganizar? Guiar-se pela escuta é possível segundo os pressupostos de escrita de uma tese acadêmica? Tais perguntas desencadeiam uma série de experimentos de leitura e escrita que diluem a nítida separação entre sujeito e objeto em meu texto, fazendo com que eu, como leitora, também me implique na narrativa a ser construída pela tese e dê a ver as experiências que funcionam como suas condições de enunciação (como, por exemplo, a discotecagem). Essa trajetória me conduzirá por fim às potenciais implicações políticas desse gesto por assim dizer experimental no interior da tese de doutorado. / This research opens a reading path based on André Gide, focused majorly on two of his books: Les Faux-monnayeurs, his only novel, and Ainsi soit-il ou les jeux sont faits, a memoir and one of his last publications in life. The main issue which guides this reading path is, first of all, listening itself, in a way to entwine Jean Luc-Nancys À lécoute, Philippe Lacoue- Labarthes Lécho du sujet, and Jean Starobinskis La relation critique. This theoretical tissue supports a deeper investigation around these questions: what does it mean to listen to a text? What implications listening conveys to critics? What kind of borders and divisions is this gesture capable of undoing or reorganizing? Is it possible to guide oneself through listening according to writing assumptions inside an academic thesis? These questions triggers a series of both reading and writing experiments that dilutes clear separations between subject and object in my text, enabling myself, as a reader, to enter this thesis narrative and manifest experiences that work as its utterance conditions (for example, DJing). This path ultimately guides me into potential political implications of the so to speak experimental gesture within this thesis.

A partir de três notas, desenvolveu-se neste trabalho a investigação do laço social, ou daquilo que se desvela do laço social, na escuta clínica com sujeitos que moram na rua. O trabalho abordou a contextualização da população em situação de rua articulada ao sistema capitalista. Depois, foi-se diferenciando terminologias e feita à escolha da expressão moradores de rua para apresentar algo no que tange a clínica psicanalítica com esses sujeitos. As notas são modos de grifar, ressaltar, colocar em relevo algo da experiência clínica com esses sujeitos, com todos os adendos, impasses, construções, direções e descobertas envolvidas nessa travessia. A metodologia deste trabalho foi realizada a partir da escuta de cenas e fragmentos clínicos vividos em cotidianos de serviços, tanto do Sistema Único de Saúde (SUS), como no Sistema Único da Assistência Social (SUAS). Além da revisão da literatura e da análise dessas cenas, optou-se por uma escrita que trouxesse a dimensão da narrativa na construção do trabalho. São três notas que disparam à temática: 1) O testemunho da barbárie; 2) A aposta teimosa no direito de desejar e 3) A vivência da rua articulada à dimensão do inumano. Visou-se o exercício de honestidade na construção de um trabalho que é atravessado por questões complexas: escuta clínica e dimensão política; efeitos da barbárie na experiência analítica/naquele (a) que ocupa a função analítica; exploração da noção de desejo desatrelando-se da vontade individual; exploração do laço social, proposto por Freud e por Lacan e assunção de um laço em que considere o território brasileiro como digno de ser acentuado, já que a escuta se deu num país, chamado Brasil / From three notes, it was developed in this work the investigation of the social bond or what the social bond reveals in clinical listening with subjects who live in the streets. The work approached the contextualization of the street population articulated to the capitalist system. Later, we differentiated terminologies and made a choice of using the expression \"homeless people\" to present something about the psychoanalytic clinic with these subjects. The notes are ways to underline, emphasize and highlight the clinical experience with these subjects, with all addendums, impasses, constructions, directions and discoveries involved in this crossing. The methodology of this work was based on the listening of scenes and clinical fragments lived in daily services, from both United Health System (Sistema Único de Saúde - SUS) and United Social Assistance System (Sistema Único da Assistência Social - SUAS). In addition to the literature review and the analysis of the scenes, it was chosen a writing that would bring the narrative dimension in the work construction. There are three notes that permeate the theme: 1) The testimony of barbarism; 2) The insistence on the right to desire; 3) The street life articulated to the inhuman dimension. The aim was to exercise honesty constructing a work that is crossed by complex issues: clinical listening and political dimension; barbarity effects on the analytical experience on that one which occupies the analytic function; exploring the notion of desire unattached to the \"individual will\"; exploring the social bond, proposed by Freud and Lacan; assumption of a bond that considers the Brazilian territory as worthy of being marked, since the listening took place in Brazil

This study focuses on student listening needs in the context of the English for Academic Purposes program taught by distance education at the University of the South Pacific. It explores the relationship between learners� awareness of the learning strategy they use for developing their listening skills and their teachers� knowledge of the strategy use and listening needs of learners. Using an ethnographic case study approach, the study was conducted at various campuses and centres of the University of the South Pacific. Interviews were conducted with five EAP/study skills teachers, five subject/course teachers, 19 past learners and 10 present learners of the EAP/study skills course. Questionnaire data was also obtained from 19 past learners and 153 present learners. In addition, a course material analysis was carried out. The study confirms and adds weight to the conclusions of earlier researchers such as Berne (1998), and Mendelsohn (2001) who explain that discrepancies exist between L2 listening research and practice. The findings of this research indicate that teachers differ from their learners in terms of learners� knowledge and understanding of listening skills and learning strategies in use. The findings also indicate that even though learning had taken place in this distance education context some face-to-face teaching would have been desirable. A combination of distance teaching with longer teacher-learner contact for distance teaching of listening skills is recommended, since regular contact between teachers and learners is seen by learners as very beneficial and more likely to lead to a better development of listening skills. It also helps create an awareness of learners� present and future listening needs. The nature of distance teaching at the University of the South Pacific, and the challenges faced by both teachers and learners are discussed in this study, and the requirement for further needs analysis in regard to distance EAP courses are noted. The study concludes with recommendations for strategy training for distance learners as well as for raising teacher awareness about the importance of strategy teaching. It is also recommended that similar studies be undertaken in other language skills courses offered by distance at universities like USP such as reading, writing and speaking courses.

For many students, listening to academic lectures is one of the hardest listening skills (Lebauer, 1988). There are various possible reasons for this: the jargon and specialised words of the field that are used; also the language that is used is often at a more formal level; the lecture situation which is unidirectional with the listener having little role to play, and no control of the oral message; the expectations that the listener is assumed to have in listening to lectures which depends on many factors such as attitude, motivation, linguistic knowledge and world experience. Trying to find an answer to where difficulties lie is the purpose of this study, with the focus on the type of problems that post-graduate non-native students of English might have had during their study in a native English academic environment. Chapter one presents the purpose and significance of study, and deals with a few problems in the history of the teaching of listening in Vietnam. Chapter two looks at the different developments in understanding the listening processes in general and listening to lectures in particular. Chapter three studies difficulties that non-native speakers of English may face in lecture listening. Chapter four mentions some of the recommendations that the study implies.

A newly emerging, developing country has many high priority areas. Many of these high priority areas are related to the educational system. Education is viewed by many political leaders (and also by citizens rich and poor) as a 'Golden Key' which will unlock doors labelled with words such as 'Development', 'Progress', 'Success', and 'the English Language'. The English Language, a modern technical, trade and diplomatic language, is one of the avenues of communication which may enhance development within Vietnam. At the present moment, foreign language teaching and especially Teaching English as a Foreign Language and Teaching English for Special/Specific purposes, are given high priority ratings by those who plan the development stages for Vietnam. It is also recognized that EFL and ESP teaching can and should be improved. Australia is assisting this process of improvement by supporting an assistance programme. Twenty two teachers from tertiary language centres have been studying Teaching English as a Foreign Language at the Canberra College of Advanced Education. This writer is one of these students. One of the requirements for the Master's Degree in Teaching English as a Foreign Language is an extended Field Study in a specific area. This writer selected 'Aural Comprehension'. In this Field Study, the writer has explored the past and present position of teaching ' Aural Comprehension' in Vietnam. The writer has identified several significant problem areas and has suggested alternative options which may improve the teaching and the learning in this area.

This study involves listening to illness narratives embedded in in-depth life review processes. The method of multiple interview and multi-modal analysis and reflective responding utilised in the study aims to add to the existing field of research by expanding the understanding of what it is like to be heard or not heard, for people who are either patients, or family members. The study also aims to demonstrate how self-aware ,compassionate and reflective listening, particularly in healthcare relationships, can allow meaning to emerge from within the illness experience, thus enriching the wellbeing of patients, family members and their various healthcare professionals. / Stories of disruption arising within healthcare settings often confronted me during more than forty years of nursing experience and also resonated within my personal experiences. These stories express a gulf between patients, family members, or residents in healthcare institutions, and the healthcare organization and its staff. A recurring theme was that these people felt that they had not been listened to by those they trusted to give them care, with a lasting sense of disruption to their wellbeing. In focusing on the dimensions of reflective listening and intersubjective responding, the implications of being heard on the well being of both narrator and listener can be elucidated. An objective of the research became to articulate the attributes and values of compassionate, reflective listening and elucidate the complex nature of the narrating and listening relationship. (For complete abstract open document)