listen for (someone or something)

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listen for (someone or something)

To be and remain attentive so as to hear some sound. You listen for Mary's car so we can get in our places to surprise her. Could you please turn down your music? I'm trying to listen for the pizza delivery guy.
See also: listen
Farlex Dictionary of Idioms. © 2015 Farlex, Inc, all rights reserved.

listen for someone or something

to try to hear someone or something. I will have to let you in the front door if you come home late. I will listen for you. I am listening for the telephone.
See also: listen
McGraw-Hill Dictionary of American Idioms and Phrasal Verbs. © 2002 by The McGraw-Hill Companies, Inc.

listen for

v.
To listen attentively to hear some sound; wait expectantly to hear something or someone: Listen for the doorbell—the pizza should be here soon.
See also: listen
The American Heritage® Dictionary of Phrasal Verbs. Copyright © 2005 by Houghton Mifflin Harcourt Publishing Company. Published by Houghton Mifflin Harcourt Publishing Company. All rights reserved.
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References in periodicals archive ?
32) and in which we "hear things we cannot see" by listening for those excesses that exceed any one discourse or perspective (p.
A focus on listening for receptivity rather than mastery suggests that tutors might use listening as a means to invent flexible understandings of the students they work with and of themselves as tutors--ones that don't rely solely on recognizing commonalities or negotiating away differences.
Eavesdropping with permission: The politics of listening for safer speaking spaces.
Listening for the other: Ethical implications of the Buber-Levinas encounter.
The author explores the possibilities of performative listening for research and pedagogy, as a qualitative method of inquiry and a means of engaging with and learning from others.
Furthermore, for more advanced listening proficiency (LP) learners, previewing questions may encourage them to be more selective rather than listening for everything.
Therefore, it is apparent that only (9) listening for detailed information because the topics were known was truly influenced by topical background information.
Other strategies such as translating what is heard into Chinese, trying to understand every word, listening for key words, creating a picture of what is heard, and guessing content based on the understood parts were considered general strategies that students would use without being provided with support.
directly listening for detailed information because the topics were known, and
If the effects of varied types of listening support are excluded, the two most frequently used strategies were guessing the content based on the understood parts and listening for key words (see Appendix B).
Moving to the strategies used by non-anxious students, in the PQ group, the three students all used varied strategies, which included translating what they heard into Chinese, taking notes, focusing on key words, listening for necessary information only, and listening hard and trying to understand every word.
Overall, three strategies reflected the direct influence of support methods: listening for relevant information and predicting topics and identifying key words through studying the vocabulary and reading the test questions.
The strategies most frequently mentioned were: matching words found in the test questions and heard in the recordings, predicting discourse topics from test questions, continuing to revise comprehension through repeated input, directly listening for detailed information when the topics were known, and predicting the topics through vocabulary in the lists and test questions.
Metacognitive instruction in listening for young learners.