bluuebunny/crossref_metadata_2025 huggingface dataset:
Book Reviews
Authors: Perry Christopher , Matthews Boris
Published: October 2006

Meier, Carl AlfredPersonality: The Individuation Process in the Light of C.G. Jung's Typology

Kast, Verena. Folktales as Therapy

Neumann, Erich. The Fear of the Feminine: and Other Essays on Feminine Psychology

El Saffar, Ruth Anthony. Rapture Encaged: the Suppression of the Feminine in Western Culture

Stein Murray, & Hollwitz, John (eds.). Psyche at Work: Workplace Applications of Jungian Analytical Psychology

Robertson, Robin. Beginner's Guide to Revelation: a Jungian Interpretation

Thrail, Emma. Retrospect: The Story of an Analysis

Ulanov, Ann Belford. The Wizard's Gate: Picturing Consciousness

Walker, Steven F. Jung and the Jungians on Myth: An Introduction

Alexandris, Athina & Vaslamatzis, Grigoris, (eds.). Countertransference: Theory, Technique, Teaching

Clulow, Christopher (ed.). Rethinking Marriage: Public and Private Perspectives
Purposive aspects of the erotic transference
Authors: Covington Coline
Published: October 2006

This paper illustrates the erotic transference of a male patient towards his female analyst and the pressures and resistances within the transference and counter‐transference to act out sexually. The patient's desire to act out sexually is seen both as a form of repetition compulsion within the transference and, in its purposive aspect, as an expression of the patient's need to find a loving breast and an empathic father. The patient's confused sexual identity is seen as a narcissistic defence against the experience of unbearable frustration in the pre‐Oedipal stage. Through internalizing a new primal scene, the patient is able to separate from his past and to work through the Oedipus complex within the transference.
Alchemy, homeopathy and the treatment of borderline cases
Authors: Whitmont Edward C.
Published: October 2006

Homeopathy is presented as a modality of potential usefulness in the treatment of borderline patients refractory to psychoanalytic work. In these instances a minimally adequate centre of consciousness did not solidify from the identity with the psychoid stratum. In the view of Alchemy, this failure of the mind to separate from the unio naturalis or massa confusa could be remedied by a medicamentum spagyricum, an archtypal essence acting according to the simile principle, which was to be extracted from various substances. Homeopathy is described as a modern, clinically effective modification of the alchemistic method. Two cases example are given for illustration.
The analytic initiation: the effect of the archetype of initiation on the personal unconscious
Authors: Sullivan Mark
Published: October 2006

The author proposes the term ‘analytic initiation1’ to describe a rite of passage from childhood to adult life effected by psychotherapy. He suggests this passage is based upon a personal regression within the embrace of an archetypal symbolic process. Archetypal symbols orientate the analysand towards the transformative potential of a regressive experience. They also contain him as he separates from parental complexes and tolerates their dissolution. The analysand's growth depends on his submitting to an intrapsychic and interpersonal experience of the initiatory process with its attending regression. Correspondingly, it relies on the analyst being available for both the personal and impersonal transference/countertransference interaction. Over time, the analysand's participation in this process brings his ego in greater relationship to the Self.

The most important outcome of a successfully constellated analytic initiation is not the dissolution of a group of complexes. Rather, it is the establishment of a symbolic process that allows the individual to continue to evolve. The author supports his findings with a critical review of Jung's writings on initiation and additional case material.
Developing insight through supervision: relating, then defining
Authors: Gee Hugh
Published: October 2006

By the use of tape recordings, I attempt to understand the main ways in which a supervisor helps the supervisees to gain insights into their work with their patients. Through this research I became aware that insights come into being by way of a process involving unconscious identity and differentiation. I have use supervisory examples to illustrate the ways in which the supervisor interacts with the supervisee.
at home in the world
Authors: Hill John
Published: October 2006

To be at home in the world is an expression of attachment observed in all living beings and the specifically human need to create a world of shared meaningful experiences. Recent history has been a history of lost homes and lost nations. Although modern man and woman have gained new opportunities of finding a home with any person or community, an analysis of homesickness reveals the archetypal need for enduring attachments that are rooted in the actual history of our experiences of a whole world. The mythic notion of Sacred Space symbolizes an archetypal intention to invest kinship libido in people, animals and objects that are within the boundaries of a known world. Home becomes an inner psychological dimension not dependent on geographic location. We may understand it as a capacity of the psyche to offer a fixed point of reference to which we may return so that we may assimilate new experiences without loss of identity. The discoveries of infant research indicate that self‐continuity manifests in infancy as an attribute of the core self. If this is not matched by a holding environment, psychologically painful experiences of felt abandonment can ensue. It is shown how this theme can appear as part of the analytic space, in dreams and in transference, and that a working through of its meanings individually can help restore our being at home in the world.
Book reviews
Authors: Alister Ian , Matthews Boris
Published: October 2006

GuggenbÜhl‐Craig, Adolf. From the Wrong Side: A Paradoxical Approach to Psychotherapy

Zoja, Luigi. Growth and Guilt: Psychology and the Limits of Development

Langs, Robert. Doing Supervision and Being Supervised

Schaverien, Joy. Desire and the Female Therapist: Engendered Gazes in Psychotherapy and Art Therapy

Parker, Rozsika. Torn in Two: The Experience of Maternal Ambivalence

Kawai, Hayao. Dreams, Myths and Fairy Tales in Japan

Priestley, Mary. Essays on Analytical Music Therapy
A View of the violence contained in chronic fatigue syndrome
Authors: Bennett Angela
Published: October 2006

In this paper I ask whether there might be any one particular psychopathology likely to be linked specifically with the physical illness known as chronic fatigue syndrome (CFS) or myalgic encephalomyelitis (ME), and whether CFS/ME aids and abets and ‘fits’ an original mental state. I think the question cannot yet be answered. However it is my hypothesis that in some personality structures the onset of CFS/ME following a physical illness exacerbates negativity and is an aspect of ordinary depression where there is a lowering of energy levels and a loss of zest for life, or it may reveal the pathological aspect of unresolved rage.

Depending on the degree of pathological disturbance, working with and through the rage may or may not result in a resolution of the symptoms of ME. In this paper I consider some of the problems in the transference and countertransference relationship, which make it extremely difficult to separate out reality from phantasy. There is then the further problem of the denial of the psyche by the patient as part of the violence inherent in the illness.

One case is presented, an example of ME in a borderline male patient in whom resolution could not be achieved.
Jung in the academy: devotions and resistances
Authors: Tacey David
Published: October 2006

Jung's position in the contemporary mainstream English‐speaking university is problematical indeed. For various historical and ideological reasons, Jung is generally not included in the courses in academic psychology, and in the humanities and social sciences his reception is lukewarm to say the least. He has only a marginal place in religious studies. This notorious academic resistance to Jung is compensated, some would say overcompensated, by student interest and enthusiasm, which sometimes seeks to make a religious dogma out of Jung's psychology. In a sense, cynical resistance to Jung and fanatical devotion to Jung can be seen to generate each other in a sort of binary opposition. This situation is unfortunate because neither extreme presents a fair or balanced view of Jung's thought or of his contribution to intellectual history. These and other problems associated with the teaching of Jung in a university setting are briefly outlined in this paper.
Is teaching Jung within university possible?: a response to David Tacey
Authors: Papadopoulos Renos
Published: October 2006

Until recently, Jungian psychology has been suspicious of academia and remained almost exclusively connected with analytical practice. Attempts by analytical psychologists towards a rapprochement have, by and large, failed because they were based either on inappropriate efforts to fit Jung within an unsuitable paradigm of science or on omnipotent expectations that academics accept the Jungian ‘wisdom’ unquestionably. By distinguishing two different Jungian epistemologies (an open and closed one) it is argued that the emergence of the new paradigm in social and human sciences (based on constructivist and non‐essentialist ideas) offers now a unique opportunity to connect the epistemologically open Jung with these new developments in the academy. Thus, Jungians should now face the challenge of open dialogue with academics which can result in mutual benefit.
Book reviews
Authors: Alister Ian , Matthews Boris
Published: October 2006

Fordham, Michael. Analyst‐Patient Interaction: Collected Papers on Technique

Edinger, Edward G. The Aion Lectures: Exploring the Self in C. G. Jung's ‘Aion’

Sedgwick, David The Wounded Healer: Countertransference from a Jungian Perspective

Shorter, Bani. Susceptible to the Sacred: The Psychological Experience of Ritual

Mclynn, Frank. Carl Gustav Jung

Symington, Joan & Symington, Neville. The Clinical Thinking of Wilfred Bion

Hazell, Jeremy. H. J. S. Guntrip: a Psychoanalytical Biography

Mace, Chris (ed). The Art and Science of Assessment in Psychotherapy

Gray, Richard M. Archetypal Explorations: An Integrative Approach to Human Behavior
The plural taboo
Authors: Diggs Stephen
Published: October 2006

The human incest taboo is here conceptualized as a plural, gender‐related psychological reality whose major strands are (1) an instinctual female incest inhibition and (2) a cultural father incest prohibition. These strands are experienced in a plural phenomenology ‐ as a mother taboo, father taboo, daughter taboo, son taboo, and brother‐sister taboo. The instinctual inhibition can be demonstrated in a wide range of plant and animal life, not just humans. The cultural prohibition would appear to have originated out of the instinctual inhibition after humans realized the existence of the previously unrecognized father‐daughter relationship. The individual ontology of the taboos is explained in terms of object relations theory; the inhibition and prohibition are seen as psychodynamically unique and their differences are compared. It is proposed that the fuller realization of the plural nature of the incest taboo will not only maximize human ability to prevent actual incest but also lead to greater effectiveness for both males and females in the arena of sexual politics. Finally, the notion of the plural taboo is a clinical standpoint from which to explore sexual transference and countertransference in psychotherapy.
Temenos Lost: Reflections on Moving
Authors: Abramovitch Henry
Published: October 2006

This article examines some clinical dilemmas engendered by moving. At such times, certain patients (or the analysts themselves) may lose their sense of containment that the therapeutic space has provided. When such a disruption threatens the course of treatment, this changed condition may be archetypaily termed ‘temenos lost’. Consideration of this condition has led the author to reconceptualize healing as composed of two distinct components: the healing relationship and the healing space. Together, these components define the healing archetype. Using two historical examples, the King's Evil in Tudor England and healing pilgrimages in Israel, he shows how each component may indeed operate independently. More often, however, they function together. Using an extended published case (Volkan 1984), the author examines various aspects of how patients and analysts cope with ‘temenos lost’. He emphasizes the importance of the emotional atmosphere in the physical setting, anticipatory anxiety of losing the temenos, and the basic anxiety that the move will damage the analysis. The importance of the rite of re‐entry for the patient is emphasized as a symbolic way of resolving ‘temenos loss’ that permits a healing move into a ‘temenos regained’.
Jungian Constructivism and the Value of Uncertainty
Authors: Young‐Eisendrath Polly
Published: October 2006

Introducing the basic assumptions of constructivism as a philosophical position, this paper illustrates how Jung's psychology ‐ especially complex, archetype and transcendent function ‐ is consonant with constructivism. Further, the paper explores some clinical implications of constructivism by reviewing the problems of chronic projective‐identification in a stalemated analytic case, drawing on the contributions of Winnicott, Ogden and Modell in expanding our understanding of, and facility with, the transcendent function.
DRILLING AND METHODOLOGY
Authors: Strain Jeris E.
Published: October 2006

Examining the function of Drilling in the Mim‐Mem and Pattern‐Practice Methods of teaching a foreign language, one arrives at two observations: (a) the former method emphasizes situational utterances and learning derived from a socio‐cultural meaning base while the latter emphasizes grammatical patterns and learning derived from a grammatical meaning base; (b) the former uses lexical meanings to shift the learner's attention from the mechanics of producing paired utterances to communicating by means of those utterances while the latter uses lexical meanings to shift the learner's attention from the conscious production of a grammatical pattern to the total meaning of the sentence being produced.
Effects on ESL Reading of Teaching Cultural Content Schemata
Authors: Floyd Pamela , Carrell Patricia L.
Published: October 2006

Research by Gatbonton and Tucker (1971) showed that due to cultural misunderstandings, EFL students drew incorrect assumptions when reading unfamiliar texts; however, when provided with pertinent cultural information, their performance increased significantly. Similar findings were reported by Yousef (1968). Steffensen, Joag‐dev, and Anderson (1979) demonstrated that implicit cultural knowledge presupposed by a text and the reader's own cultural background knowledge interact to make texts based on one's own culture easier to read and understand than syntactically and rhetorically equivalent texts based on less familiar, more distant cultures. Johnson (1981) demonstrated that the cultural origin of a text has a greater effect on ESL reading comprehension than does linguistic complexity.

The related pedagogical question is: “Can we improve students' reading by helping them to build background knowledge on the topic prior to reading?” Available pedagogical research in English as a first language suggests an affirmative answer to this question (Stevens 1982). The present study investigated this question for English as a second language. Using pre‐ and posttests with experimental and control groups of intermediate‐level ESL students, half of each group receiving syntactically more complex versions of the test passages than the other half, the experimental group was taught appropriate cultural background information between pre‐ and posttesting.

Results showed that by providing the students with first‐hand experiential knowledge, reading comprehension, as measured by objective tests as well as by a free written recall test, was facilitated. Differences in the syntactic complexity showed no significant effect on ESL reading comprehension.
“THE CHILD'S LEARNING OF ENGLISH MORPHOLOGY” REVISITED
Authors: Natalicio Diana S. , Natalicio Luiz F. S.
Published: October 2006

This paper reviews the methodologies of both experimental structure and data analysis of recent studies of child learning of English morphology, in particular, Jean Berko's work of 1958. It concentrates on the child s acquisition of English plurals, noting that possibilities for the refinement of these studies lie in subject‐sample selection and the control of subject aptitude and socio‐economic status. It points out that increased reliability can result from a reduction of the number of linguistic parameters selected for study, concomitant with an increase in the number of stimulus items in an instrument. The procedural difficulties of item sequence and subject misperception of stimuli are explored with the suggestion that subject repetition of the stimuli is a way of separating error of misperception from actual errors in plural formation. The Kernan and Bount study (1966) is regarded as derivative from Berko's work, and (it is noted) that their interpretation of results concerning plural formation performance of given final segments is statistically unfounded. This paper suggests that researchers must take more care to present all the data relevant to the statistical analysis from which the study's conclusions are drawn so that discussion is diverted from interpretation of the findings to the evidence itself.
SOME PROBLEMS OF INTERFERENCE IN THE USE OF ENGLISH VERBS BY NATIVE TAGALOG SPEAKERS
Authors: Reyes Elena V.
Published: October 2006

The forms signaled by the inflectional verb endings {‐s},{‐ed}, {‐en}, and {‐ing} in English, and categories involving these forms, are either absent or reinterpreted in Tagalog. The absence of obligatory distinctions of number and person in Tagalog verbs gives rise to a problem frequently observed even among highly educated Tagalog speakers of English, that of failing to mark consistently the third person singular verb. Voice is reinterpreted in Tagalog by the focus system, and English tense, with its multiple axes of orientation, by the single‐axis aspect system of Tagalog. The Tagalog imperfective aspect includes English “simple present” and all nonfuture {be + ‐ing} forms; the perfective aspect, English “simple past” and all {have + ‐en} forms. Furthermore, tense distinctions signaled by intlectional endings in English, such as those between past and non‐past {have + ‐en} forms, are often signaled in Tagalog only by non‐verbal markers. The interference problems traceable to this reinterpretation of English tense distinctions are the Tagalog speaker's inconsistent use of verbal markers to signal perfected events, and his tendency to overlook distinctions between past and non‐past forms of auxiliaries and between different {have + ‐en) and {be + ‐ing} forms.
DEEP TO SURFACE CONTRASTS IN ENGLISH AND ITALIAN IMPERATIVES
Authors: Kessler Ann Carolyn
Published: October 2006

The task of contrastive analysis is to discover underlying similarities in the deep structure of two languages and the rules which provide language specific features on the surface. Within the model of a transformational grammar identifying syntactic primes and basic proposition rules in the deep structure together with rules for the realization of surface constructions, i t can be demonistrated that the language specific English and Italian imperatives rest on the same underlying deep structure. A unified set of rules marks the progression from a set of common primes and syntactic relations to different surface realizations for the two languages. Contrastive statements of this type, accounting for both similarities and differences, become useful in language teaching for learning problems arise in the deep to surface realization or stylistic rules operating on the lower nodes of the underlying deep tree structure. Explicating surface relationships through recognition of the relation between deep and surface structures makes possible a more explicit contrastive analysis.
ACTION AND ASPECT IN ENGLISH VERB EXPRESSIONS
Authors: King Harold V.
Published: October 2006

It is well known that some English verbs and expansions thereof name states rather than events or processes. It is also known that linked to the inherent durative aspect of stative verbs there is another, nonaspectual, feature: such verbs are not used with an active (agential) subject. However, we must not conclude from this that nonstative verbs necessarily name activities. It is easy to find examples of events and processes which are not activities. The co‐occurrence restrictions which define aspectual categories such as event or process are quite distinct from those which lead to the activity‐nonactivity categorization. The system must include both dimensions.
THE ROLE OF LINGUISTICS IN TEFL METHODOLOGY1
Authors: Krohn Robert
Published: October 2006

This paper begins with a consideration of the language learning process from a transformational point of view. It is suggested that acquiring a language can be thought of as internalizing a set of rules of the language. Next, three possible roles for linguistic theory in TEFL methodology are discussed: (1) TEFL is completely dependent upon linguistics; (2) linguistic theory can be used to justify TEFL classroom activities; and (3) linguistics provides insights into, but does not determine, teaching methods. It is argued that the latter position is the most reasonable role for linguistics vis‐à‐vis foreign language pedagogy.
THE CONTRASTIVE ANALYSIS HYPOTHESIS AND SPELLING ERRORS
Authors: Oller John W. , Ziahosseiny Seid M.
Published: October 2006

The implications of three versions of the contrastive analysis hypothesis (CAH) are explored. The strong and weak forms are rejected in favor of a more moderate version which predicts the results of a spelling error analysis on the dictation section of the UCLA placement examination in English as a second language. Spelling errors of foreign students whose native language employed a Roman alphabet (Group H) were compared with spelling errors of foreign students whose native language used some non‐Roman system (Group NR). An analysis of covariance with non‐spelling errors as the covariate, and spelling errors as the dependent variable showed NR superior to R (p < .025) with a significantly smaller percentage of spelling errors. These results support a more moderate CAH which predicts that spelling errors are based on “interference” of similar patterns due to false generalizations.
SOME SOCIOLINGUISTIC FACTORS IN THE PRODUCTION OF STANDARD LANGUAGE IN GUYANA AND IMPLICATIONS FOR THE LANGUAGE TEACHER
Authors: Cave George N.
Published: October 2006

Problems in the production of Standard English in Guyana have their roots deep in the historical development of the people. The great admixture within the population—comprised largely of the descendants of former African slaves, former indentured Indian immigrants, citizens of the major European colonizing powers, and the indigenous Amerindians—has led to the incorporation into the Guyanese dialect of many non‐English loans and pronunciation variants, with social‐class and education contributing towards an extensive linguistic continuum. Additional problems derive from the fact that Guyanese Creole has a smaller range of possible consonant clusters than Standard English, uses as a verb any important word in the sentence, and has over two dozen forms of the personal pronoun; and all these factors militate against children of certain social‐class backgrounds in the educational system. Teachers of these children should resist the temptation to ridicule the children's language. They should make systematic analyses of the children's language, and compile accurate statistics of major variant speech forms, which should then be taken up one by one in the classroom to help the children gain mastery.
REACTIONS OF PROSPECTIVE ENGLISH TEACHERS TOWARD SPEAKERS OF A NON‐STANDARD DIALECT
Authors: Hewett Nancy
Published: October 2006

This study tests the hypothesis that prospective English teachers have unfavorable stereotypes of speakers of non‐standard English dialects. After listening to a recorded tape of black and white speakers with standard and non‐standard styles of pronunciation, subjects were asked to judge solely on phonological variation certain personality characteristics, the races, and probable occupations of the speakers. Results tend to support the original hypothesis.
TALKING TO TEACHERS ABOUT SOCIAL DIALECTS
Authors: Burling Robbins
Published: October 2006

Linguists have recently become aware of the agonizing problems faced by school children who speak non‐standard English. When these children learn to read, they must cope not only with a certain amount of linguistic interference, but also with the severely deprecatory attitudes of their teachers toward their dialect. Linguists have a responsibility to help teachers learn more about the nature of dialectical variability and, in particular, about non‐standard English. Helping teachers is often difficult, however, for they start with assumptions about language that differ so radically from the assumptions of linguists that it is sometimes difficult to achieve an intelligible dialogue. Linguists must find ways to make their knowledge meaningful to teachers. They must not bury teachers in technical complexities but offer their insights in ways that will strike the teacher as relevant to the practical concerns of their teaching. Some personal experiences are recounted that may help other linguists to avoid certain pitfalls as they try to enter into communication with teachers.
A LOOK‐SEE AT SOME VERBS OF PERCEPTION
Authors: Scovel Tom
Published: October 2006

It is important for language teaching to show how grammar and meaning are interrelated in the structure of language. One way in which this interrelationship can be revealed is through an analysis of the activities and states of perceiving the five senses: sight, hearing, smell, taste, and touch. Examples of these pairs of perception verbs are presented in English (e.g. “listen to”– the activity of using the ears; “hear”—the state of using the ears), and the constraints which operate upon these verbs are discussed in some detail. The paper concludes with examples of perception verbs in other languages and a discussion of a third type of perception verb, resultative verbs (e.g. “to sound”—the result of the state of using the ears).
CLOZE TESTS IN ENGLISH, THAI, AND VIETNAMESE: NATIVE AND NON‐NATIVE PERFORMANCE
Authors: Oller John W. , Bowen J. Donald , Dien Ton That , Mason Victor W.
Published: October 2006

A passage in English was translated into Vietnamese and Thai, and a passage in Thai and one in Vietnamese were each translated into English. Speakers of English (35 subjects), Thai (122), and Vietnamese (115) were tested on the cloze passages in their native languages, and the Thais and Vietnamese, all of whom had studied English as a foreign language (EFL) for at least six years, were tested in the English passages. Response types of natives and non‐natives were compared. Native speakers in contrast to non‐natives made almost no responses which failed to conform to at least some of the contextual constraints in the cloze tests. The errors of natives were not only fewer but tended to be different in type. Mean scores for native speakers on the originals and translations revealed that carefully translating a passage from one language into another yields cloze tests of approximately equal difficulty in both languages. Item analyses, and K‐R (20) measures of reliability ranging from .80 to .98 indicate considerable internal validity for the cloze tests used with non‐natives. A comparison of items (on the English passages only) by the grammatical category of the response(s) most frequently employed by natives, item facility for natives and non‐natives, and the determinacy of items stated in terms of the number of different correct responses given by native speakers, showed little obvious interdependence among these variables. The context of items was apparently much more important than any other single variable contributing to item difficulty.
AN INQUIRY INTO THE RELEVANCY OF CURRENT ENGLISH INSTRUCTION
Authors: Jacobson Rodolfo
Published: October 2006

Any innovative curriculum to be designed for the training of English teachers in urban schools should consider at least two basic assumptions: (1) Black English is a linguistic system in its own right and, (2) current English instruction fails to motivate the child toward his school subject because of the lack of creative programs in most American schools. A number of descriptive and historical aspects of Negro non‐standard English are discussed, and, in a plea for greater relevancy, various motivational factors regarding current English instruction are examined. Finally, an appeal is made to create more interdisciplinary programs in order to help future teachers acquire appropriate attitudes and gain motivational and methodological insights, in the expectation that this would contribute toward the solution of some of our most urgent problems in urban education.
REMEMBERING FOREIGN LANGUAGE VOCABULARY: ACOUSTIC AND SEMANTIC PARAMETERS
Authors: Henning Grant H.
Published: October 2006

To determine whether second‐language learners encode vocabulary in memory by families of associated meanings and/or interrelated sounds (acoustic and semantic encoding clusters), and to ascertain the correlation between such encoding and language proficiency, 75 students were administered tests of STM vocabulary recognition and language proficiency. In experiment 1, 59 Ss were selected from 5 groups: 1 native speaker group and a group from each of the 4 proficiency levels for foreign students studying English as a second language. In a second study to cross‐validate the experiment, 16 native speakers and students of Persian as a second language were tested.

Results indicated that second‐language learners do encode vocabulary into acoustic and semantic memory clusters; semantic and acoustic recognition errors were significantly more frequent than nonrelated errors (p < .01). Learners at a low‐proficiency level appeared to register vocabulary in memory more by sound similarities than by related meanings; high‐proficiency learners relied on associated meanings rather than sound similarities. Significant positive correlations (r= .612, .675) were found between proficiency and percentage of semantic errors. Significant negative correlations (r=−.573, −.675) were found between proficiency and the percentage of acoustic errors.
CHILDREN'S PHONOLOGICAL RULES: A FAILURE TO REPLICATE
Authors: Baird Raymond
Published: October 2006

Thirty‐six children performed a Berko‐type morphophonemic taskin which ability to mark words for plural number, possession, and noun‐verb agreement with /s/, /z/, and /∂z/ inflections was assessed. Correlational analysis revealed substantial covariation in performance within morphemes and across inflections but not within inflections and across morphemes. This was interpreted as a failure to support the hypothesis that children's morphophonemic ability is governed by internalized phonological rules.
AFFECTIVE VARIABLES IN SECOND LANGUAGE ACQUISITION
Authors: Brown H. Douglas
Published: October 2006

Affective variables have not been adequately investigated in the study of second language acquisition. Imitation, egoism, and inhibition are three egocentric factors which have been treated only lightly in previous research. Three social variables, empathy, introversion/extroversion, and aggression, may be keys to understanding the social nature of second language learning. And the merging of cognition and affect in “cognitive styles,” which vary within and among individuals, might account for varying degrees of success in learning a second language. Widespread interdisciplinary research in the affective domain of the psychology of language acquisition could lead to the construction of a comprehensive theory of second language acquisition as well as more effective approaches to language teaching.
SHOULD WE TEACH CHILDREN SYNTAX?
Authors: Dulay Heidi C. , Burt Marina K.
Published: October 2006

Two research studies on child L2 acquisition were conducted sequentially over the last year. The first study used comparative error analysis to determine whether the actual L2 errors children make can be accounted for by “creative construction” or “habit formation.” The findings provided the impetus for the second study which compared the sequence of acquisition of certain grammatical morphemes in three different groups of children, using a cross‐sectional technique. The combined findings of the two studies suggest that, given a natural communication situation, children's innate ability to organize structure accounts in a major way for their acquisition of L2 syntax. Although we believe that an L2 teacher should continue to diagnose children's L2 speech, our findings suggest that we should leave the learning of syntax to the children and redirect our teaching efforts. Practical suggestions are offered to help create speech environments in the classroom that capitalize on the child's natural language learning processes.
THE MEANING OF DRILLS AND EXERCISES1
Authors: Stevick Earl W.
Published: October 2006

“Meaning” as used here refers to the total effect which participation in a drill or an exercise has on a student. The planned linguistic result is only a small part of this effect. Transactional Analysis is a widely‐known interpretation of what happens inside and between people. This paper summarizes some of the most conspicuous features of that theory, and applies it to two of the simplest and most widely‐used kinds of activity in the language classroom. Although on the overt, social level most of the transactions in organized study of foreign languages are Adult‐Adult, on the psychological level they are often Parent‐Child or Parent‐Adult or Child‐Child. This conflict between social and psychological levels gives rise to various “games”. Certain extensions of the most basic drill procedure produce results that are desirable from a Transactional point of view.
AN ERROR IN ERROR ANALYSIS1
Authors: Schachter Jacquelyn
Published: October 2006

Presently, a number of proponents of an error analysis approach to the investigation of 2nd language learning argue that contrastive analysis (CA) apriori is inadequate as an account of target language learning problems. They claim that the only tenable version of CA is an aposteriori approach, i.e. CA in just those areas that have been proven by error analysis to be difficulties in production. This claim is disputed in a study involving the acquisition of English relative clauses by speakers of Persian, Arabic, Chinese, and Japanese. The aposteriori approach obscured the fact that the Chinese and Japanese learners have more difficulty with relative clauses and therefore avoid them, a fact predicted by the apriori approach.
THAI DIFFICULTIES IN USING ENGLISH PREPOSITIONS1
Authors: Khampang Phon
Published: October 2006

Three questions were investigated: 1) Do Thai students have greater difficulty learning English prepositions of place and time or are prepositions equally difficult for all students learning English as a second language? 2) Are certain prepositions more difficult than others depending on the students’ first language? 3) Do contrastive analysis and error analysis predict the subjects’ performance on a test of English prepositions in the same manner? The prepositions investigated were at, by, for, from, in, on, to, and θ.

A diagnostic test with three parts was administered to 169 Ss: 40 Thai, 48 Japanese, 38 Spanish, and 43 Other. The analysis showed no significant difference in the groups on total scores; all four groups had difficulty with English prepositions. There were no items that were specifically Thai problems. Rather, their problems with prepositions were shared by all groups. A contrastive analysis via a “translation” task provided information on how English and Thai prepositions differ. The results showed that while English and Thai preposition systems contrast in many ways and predictions can be made based on these contrasts, error analysis was just as effective in showing problems Thai students have with English prepositions.
THE USE OF ELICITED IMITATION IN SEARCH OF AN INTERIM FRENCH GRAMMAR1
Authors: Markman Barbara R. , Spilka Irene V. , Tucker G. Richard
Published: October 2006

The study was an initial attempt to tap the French language competence of two groups of English‐speaking pupils who are being educated via French. Third and fifth grade English‐speaking pupils were compared with French‐speaking children of the same age using a sentence repetition task constructed to test control of selected French linguistic features. It was hypothesized that the English speakers would have a different internalized grammar of French than would French speakers; furthermore, that the different internal grammars would be reflected by differences in task performance. The results of the study can best be explained with reference to two factors: an “internalized grammar” factor as was hypothesized; and a memory factor attributable to familiarity with, and exposure to, French.
THE IMPORTANCE OF INPUT DATA IN SECOND LANGUAGE ACQUISITION STUDIES
Authors: Wagner‐Gough Judy , Hatch Evelyn
Published: October 2006

In investigating second language acquisition, most writers have concentrated on the speech production of their subjects, most frequently on the order of acquisition of a set of morphemes. Such studies are useful in descriptive terms especially if they consider acquisition of both form and function, but they leave us with many unanswered questions regarding the acquisition process. The following paper discusses the relationship between speech directed to the learner and his speech production, one of several areas which require further investigation.
EUROPEAN SYLLABUSES IN ENGLISH AS A FOREIGN LANGUAGE1
Authors: Currie William B.
Published: October 2006

Characteristic movements in European traditional EFL teaching show a closer link with communication approaches than is found in America, and a rejection of linguistic selection of items. The Council of Europe movement is linked with function, with communication and, indeed, with traditional rhetoric. A broadly semantic, or “notional” syllabus has been proposed, based on the semiotic act. An inventory of language functions has been devised and a threshold defined below which the learner can not function successfully in the language. The threshold inventory and subsequent units form a common core of language functions to be learnEd. Following Wilkins (1972), common core proposals distinguish semantico‐grammatical categories and categories of communicative function, both of which a syllabus must embrace. The methods implied in the teaching are situational, inductive and communicative. There is clear evidence that these proposals will succeed at both lower levels (elementary) and at the upper levels, but the middle ranges at present seem to resist the notional approach, in theory. There are serious implications for teacher training. The strong socio‐linguistic tone of communicative teaching involves teachers in judgements of items, materials, and methods which emphasise the richness and the responsibility of the teaching art.
SPEECH ADDRESSED TO CHILDREN: ISSUES AND CHARACTERISTICS OF PARENTAL INPUT
Authors: Landes James Earle
Published: October 2006

The linguistic environment of the child was largely taken for granted by the generative grammarians of the 1960's because of their emphasis on innate ideas as a basis for first language acquisition. Only recently have researchers studied the child's environment linguistically, indicating that not only are adults sensitive to and affected by the need to communicate with their children, but that interaction patterns between parent and child change according to the increasing language skill of the child. These interaction patterns are linguistically summarized here in terms of their syntactic and stylistic features. Such features include sentence complexity, number of transformations involved, types of sentences addressed to the child, the use of repetition, modeling, correcting, baby talk register, and the speed of delivery. All of these features are correlated with the age of the child, but many relationships are still unexplored and questions unresolvEd. If the current trend of research continues, our outlook on the role of parental input in the process of first language acquisition may change quite drastically.
ON TWO INDEPENDENT SOURCES OF ERROR IN LEARNING THE SYNTAX OF A SECOND LANGUAGE1
Authors: Dommergues Jean‐Yves , Lane Harlan
Published: October 2006

The syntactic errors adults make in learning a foreign language are often those native children make as well. These “analogy” errors are just as important, as the adult progresses towards mastery of L2, as “interference” errors based on his L1. The former errors actually increase as learning progresses while the latter decrease steadily. The two contributions to a syntactic error can be measured by asking L2 and L1 speakers, respectively, whether a sample sentence is a plausible native utterance (literally translated for the latter). Judges' ratings of 40 common errors correlated .41 and .47, respectively, with the probability of actually committing them (R = .59). With students' L2 proficiency taken into account, along with the two kinds of ratings, syntactic errors were highly predictable (R = .78).
STUDENT PERSONALITY AND SUCCESS IN AN ENGLISH LANGUAGE PROGRAM
Authors: Brodkey Dean , Shore Howard
Published: October 2006

An original personality test based on Myers‐Briggs style statements is used to aid in screening and advisement of applicants to a freshman English tutorial program for foreign, minority, and Anglo‐American students. The test gives indications that it is strongly predictive of good and poor language‐study behavior as judged by language teachers.
ON THE NATURE OF INTERLANGUAGE SYSTEMS
Authors: Adjemian Christian
Published: October 2006

This paper argues that the Interlanguage Hypothesis, as it is currently stated, lacks clear definitions of some of its most important characteristics. The central characteristics of ILs are examined. It is suggested that interlanguages (ILs) are natural languages, in the obvious sense, but that their grammar is peculiar in being permeable. This permeability of ILs explains why learners can transfer grammatical properties from their native language and why they can generalize or otherwise distort target language properties in an effort to communicate. Accepting this view of ILs forces the researcher to gather specific and copious data to support the hypotheses which may be proposed concerning the grammatical intuitions of any IL speaker. The relevance of this proposal to research strategies and the advantages of research with a more explicit notion of ILs are discussed.
SECOND LANGUAGE ACQUISITION: THE PIDGINIZATION HYPOTHESIS
Authors: Schumann John H.
Published: October 2006

This paper is a case study of the untutored acquisition of English by a 33 year old Costa Rican named Alberto. His language learning was examined longitudinally for a ten month period. During that time he evidenced very little linguistic growth. Three causes for Alberto's lack of development are considered: ability, age, and social and psychological distance. Performance on a test of adaptive intelligence indicated that lack of ability is not adequate to explain his acquisition pattern. Also, due to the inadequacy of the arguments for a biological critical period in language acquisition, age is also rejected as a cause. However, Alberto's English speech showed evidence of pidginization. Pidginization is seen as the result of the learner's social and psychological distance from speakers of the target language. Hence, it is argued that Alberto's lack of development in English is the result of his social and psychological distance from native speakers of English.
A CROSS‐SECTIONAL STUDY OF MORPHEME ACQUISITION IN FIRST LANGUAGE LEARNERS
Authors: Porter John H.
Published: October 2006

Speech samples were elicited by means of the Bilingual Syntax Measure from eleven children aged 27–48 months covering a wide span of linguistic development. The presence or absence of eleven functors was scored in obligatory occasions and an acquisition sequence was determined using three different methods of speech analysis. Although all three methods yielded a strong intercorrelation among themselves, no correlation was obtained when these three methods were compared with two previously determined orders of acquisition based on first and second language research. It was concluded that the previous order of morpheme acquisition obtained through research on L2 learners was probably an artifact of the Bilingual Syntax Measure testing situation. It was suggested that the sequence of morpheme acquisition as determined by the Bilingual Syntax Measure be subjected to a more rigorous validation with the sequence observed in spontaneous production of first and second language learners.
DIRECT EVALUATION OF SECOND‐LANGUAGE PROFICIENCY: THE EFFECT OF RATER AND SCALE IN ORAL INTERVIEWS
Authors: Mullen Karen A.
Published: October 2006

Oral interviews have frequently been used as a means of testing speaking proficiency and are considered a supplement to the standard paper‐and‐pencil tests of second language proficiency, of which the TOEFL is an example. Although a properly conducted interview is a suitable means for examinees to demonstrate their ability to use the rules of the language effectively and proficiently, methods for evaluating such performances rest on scales and judgments. This paper reports the results of a study in which the same two judges used the same four scales in evaluating the performances of two different groups of subjects. It was found that there was no significant difference between the mean performance of the two groups, between the two judges, or among the four scales. It was also found that the greatest source of variation in scores was attributable to differences among subjects. It was also found that interaction effects between judge and scale and between judge and subject exist. Such results suggest that 1) oral proficiency interviews ought to be conducted by at least two judges at the same time so that scores are independent of a single judge; 2) the four scales ought not to be considered separate and distinct measures of oral proficiency if the same judges evaluate a performance on all four scales; 3) the procedure is capable of distinguishing the more proficient speakers from the less adept ones.
A DEVELOPMENTAL ANALYSIS OF ERRORS OF ADULT IRANIAN STUDENTS OF ENGLISH AS A FOREIGN LANGUAGE
Authors: Henning Grant H.
Published: October 2006

A method was devised for eliciting responses from learners which enabled a comparison between expected and observed frequencies of errors against a standard of native English frequency of usage. A 69,113‐running‐word sample gathered from 22 Iranian college students over a four‐month period of instruction yielded 2,402 errors. Errors were analyzed into 27 lexical categories and 16 verb operations according to five comprehensive dimensions. Syntactic class and verb operational categories were then rank‐ordered for difficulty. Developmental error trends were plotted in five regular developmental stages according to the five dimensions of error elicited. Paradigmatic‐semantic errors were found most predictive of general language acquisition when error rates were examined for predictive validity.