![]() ![]() Observing the trends in the results, it was suspected that increasing the test power by testing a larger sample size of naïve listeners would yield significant results in favour of the hypothesis. Although the results were statistically not substantial, a graphical demonstration comparing the test scores of the three groups indicated that bilinguals and multilinguals have better critical listening abilities than monolinguals. A series of T-tests indicated that gender, age, listener experience, and whether or not an individual plays an instrument significantly affect critical listening abilities This further led to testing the hypothesis on only the naïve group of listeners. Initial statistical results seemed unable to find any statistical difference between the three groups. Using a bundle of listening tests, this approach was then utilised to compare the critical listening abilities of 31 monolinguals, 16 bilinguals and 50 multilinguals. Due to numerous definitions and a general lack of set procedures to objectively measure an individual's critical listening ability, this paper begins with defining critical listening and further establishing a set of auditory tests which collectively evaluate critical listening. This research tries to answer whether one of the benefits of language acquisition could be heightened critical listening abilities. Although additional languages are acquired to communicate cross-culturally in the diverse world that we live in, research reveals that it has other positive benefits. Today most of the world constitutes more bilinguals and multilinguals than their monolingual companions. Beyond a direct benefit to pedagogues, it is hoped that this review of the literature can provide a starting point for research in critical listening education. A range of specific instructional activities, such as technical ear training, is also explored, thus providing insights into training in this field. Moreover this paper uncovers pedagogical best practice for training sequence and the use of sounds/sight within instruction. Consequently a range of common curriculum topics is advanced as the focus areas in current practice. ![]() To provide a basis for the development of curriculum and training, this paper investigates both academic and non-academic work in the field. Furthermore audio engineering textbooks often view critical listening as secondary to technical concepts. Broadly speaking, academic research in this field is often limited to qualitative descriptions of curriculum and studies on the effectiveness of technical ear training. This paper reviews the literature on critical listening education. ![]()
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