<p>In jazz circles, someone with "big ears" is an expert listener, one who hears the complexity and nuance of jazz music. Listening, then, figures prominently in the imaginations of jazz musicians and aficionados. While jazz scholarship has acknowledged the discourse on listening within various jazz cultures, to date the actual listening practices of jazz musicians and listeners remain under-theorized. This dissertation investigates listening and aural experience in a New York City community devoted to avant-garde jazz. I situate this community within the local history of Manhattan's Lower East Side, discuss the effects of changing neighborhood politics on music performance venues, and analyze social interactions in this scene, to give an exposition of "listening to music" as a practice deeply tied into other aspects of my interlocutors' lives. I engage with cultural anthropology, urban sociology, and media studies, applying insights from those fields while engaging perennial concerns and topics of jazz scholarship: the nature of musical improvisation, and relatedly, the dynamics of listening and aural perception, as well as the complex, changing, but continuing relationship between African American cultural practices and jazz.</p><p>This project makes several contributions to the ethnomusicology of listening and to jazz studies. First, I argue for and demonstrate an ethnographically-informed mode of music analysis: I use ethnographic data on participants' aural experience as the basis for</p><p>fine-grained sound analysis. Second, in attending to the processes that produce alternative, parallel, and sometimes intersecting canons, I locate the work of canon formation in the everyday lives of listeners and reveal its political and ideological implications. Finally, building on the previous two arguments, I propose that listening, though often experienced as subjective and private, takes place in networks of social relationships that listeners constitute both through real-time interaction and through engagements with history. Although scene participants vary widely in their theories of how to listen, it is through interactions around shared aural experiences that they carry on the ethos of the 1960s countercultural and Civil Rights movements and reproduce their investments in the ideas of social and musical marginality in the post-Fordist New York of the early 21st century.</p> / Dissertation

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.

Thesis (M.A.)--Miami University, Dept. of Spanish and Portuguese, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 65-70).

Thesis (Ph. D.)--Ohio State University, 1980. / Abstracted in DAI-A 41/07, p. 2975, Jan 1981. Vita. Includes bibliographical references (leaves 108-124).

Diss. Linköping : Universitetet, 2005.

Thesis (D. Min.)--Northern Baptist Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 58-61).

Thesis (doctoral)--Ludwig-Maximilians-Universität München, 2008. / Title from PDF title page (viewed on Nov. 12, 2008). Includes vita. Includes bibliographical references (p. [111]-131).

Thesis (D. Min.)--Northern Baptist Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 58-61).

Thesis (Ph.D.)--Ohio University, March, 2009. / Title from PDF t.p. Includes bibliographical references.

Thesis (D. Min.)--Erskine Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 145-146).