bluuebunny/crossref_metadata_2025 huggingface dataset:
The Archetype of the Way: Part 2 The Ego‐Self Relationship
Authors: MOORE NORAH
Published: October 2006

The Valley Spirit never dies; It is the woman, primal mother. Her gateway is the root of heaven and earth. Ii is the mother of ten thousand things. Being great it flows. it flows far away. Having gone far, it returns.

Lao Tzû: Tao Tě Ching
Reviews
Authors: Peterson Coritina
Published: October 2006

Campbell, Joseph (Ed.). Spirit and Nature: Papers from the Eranos Yearbooks.

Herzog, Edgar. Psyche and Death

Hoeller, Stephan, A. The Gnostic Jung and the ‘Seven Sermons to the Dead’.

Hillman, J. Archetypal Psychology: a Brief Account.

Moore, Thomas. The Planets Within: Marsilio Ficino's Astrological Psychology.

Berry, P. Echo's Subtle Body.

Williams, H. A. Some Day I'll Find You.

White, Victor. God and the Unconscious.
Book Reviews
Authors: Peterson Corinna
Published: October 2006

Wheelwright, Joseph B. Saint George and the Dandelion. Forty Years of Practice as a Jungian Analyst.

Whitmont, Edward C. Return of the Goddess.

Klauber, John. Difficulties in the Analytic Encounter.

Bettelheim, B. Freud and Man's Soul.

Bion, Wilfred R. The Long Week‐End, 1897–1919, Part of a Life.

Kugler, P. The Alchemy of Discourse: an Archetypal Approach to Language.
Journal Reviews
Authors: Samuels Andrew
Published: October 2006

[Authors are invited to submit for review articles published in professional journals on subjects likely to be of interest to readers of The Journal of Analytical Psychology. Chapters or sections of books may also be sent provided the book has not been submitted to our Book Review section.]

Bash, K. (Berne). ‘“Bewusstseins” Schwund’ (Loss of ‘consciousness’). Nervenarzt

Cahen, R. (Paris).

Clark, G. (London). ‘A black hole in psyche’. Harvest

McCully, R. (Charleston). ‘The nature of collective movements: the hidden second force’. Amer.J. Psychotherapy

Rassback‐McPherson, S. (Los Angeles). ‘In Yahweh's shadow’. Psychological Perspectives

Samuels, A. (London). ‘The theory of archetypes in Jungian and post‐Jungian analytical psychology’. Int. Rev. Psycho‐Anal.

Samuels, A. (London). ‘Dethroning the self. Spring

Samuels, A. (London). ‘Beyond compensation: modifying Jung's approach to dreams’. Harvest

Sartorius, B. (Geneva). ‘Der Mythos von Narziss: Notwendigkeit und Grenzen der Reflexion’ (The myth of Narcissus: necessity and limits of reflection). Analytische Psychologie

Sartorius, B. (Geneva). ‘La tentation faustienne’ (The Faustian temptation). Cahiers de Psychologie Jungienne

Schlegel, M., Zeier, H. (Zürich). ‘Psychophysiologische Aspekte des Assoziationsexperiments und Normdaten zu einer Reizwörterliste’ (Psycho‐physiological aspects of the word association test and normative data for a list of stimulus words). Analytische Psychologie

Wilkinson, A. (London). ‘Fashion, addiction and progress in group analysis’. Group Analysis
Reviews
Authors: Wharton Barbara
Published: October 2006

Birkhäuser‐Oeri, S. The Mother: Archetypal Image in Fairy Tales

Hubback, J. People who Do Things to Each Other; Essays in Analytical Psychology.

Kast, Verena. Märchen als Therapie.

Schwartz‐Salant, Nathanand Stein, Murray (eds.). Archetypal Processes in Psychotherapy.

Young‐Eisendrath, Polly and Hall, James (eds.). The Book of the Self: Person, Pretext, and Process.

Socarides, C. W. The Pre‐Oedipal Origin and Psychoanalytic Therapy of Sexual Perversions.

Mattinson, J. Work, Love and Marriage.
Book Reviews
Authors: Wharton Barbara
Published: October 2006

Meltzer, D. and Williams, M. H. The Apprehension of Beauty.

Wehr, Gerhard. Jung: A Biography.

Winnicott, D. W. Human Nature.

Sidoli, M. and Davies, M. (Eds.) Jungian Child Psychotherapy: Individuation in Childhood.

Willeford, W. Feeling, Imagination, and the Self: Transformations of the Mother‐Infant Relationship.

Ryce‐Menuhin, Joel. The Self in Early Childhood.

Mahdi, L. C., Foster, S. Little, M. (Eds.). Betwixt and Between: Patterns of Masculine and Feminine Initiation.
Reviews
Authors: Covington Coline
Published: October 2006

Henderson, Joseph, L. Shadow and Self: Selected Papers in Analytical Psychology.

Jung, C. G. Analytical Psychology: Notes of the Seminar given in 1925.

Hopcke, Robert H. Jung, Jungians, and Homosexuality.

Jacoby, Mario. Individuation & Narcissism: The Psychology of Self in Jung & Kohut.

Edinger, Edward, F. The Living Psyche: A Jungian Analysis in Pictures.

Bisagni, Francisco (Ed.) Analysis: An International Review of Clinical Psychotherapy
Book Reviews
Authors: Covington Coline , Jalbert Ronald
Published: October 2006

Kast, Verena. The Creative Leap: Psychological Transformation through Crisis

Kast, Verena. Die Dynamik der Symbole: Grundlagen der Jungschen Psychotherapie

Bion, W. R. A Memoir of the Future

Ziegler, Alfred J. Bilder einer Schattenmedizin
New Material Concerning Jung, Anti‐Semitism, and the Nazis
Authors: SAMUELS ANDREW
Published: October 2006

with the collaboration of SONU SHAMDASANI (London), GOTTFRIED HEUER (London), and MATTHIAS VON DER TANN (Berlin)
Book Reviews
Authors: Perry Christopher , Jalbert Ronald
Published: October 2006

Beebe, John. Integrity in Depth

Sedgwick, David. Jung and Searles: A comparative study

Ruszczynski, Stanley (ed.). Psychotherapy with Couples: Theory and Practice at the Tavistock Institute of Marital Studies

Kelly, Sean. Individuation and the Absolute: Hegel, Jung, and the Path Toward Wholeness

Segal, Robert A. The Gnostic Jung: Including ‘Seven Sermons to the Dead’

Haule, John R. Divine Madness: Archetypes of Romantic Love
Escaping to the Angels: A Note on the Passing of the Manic Defence
Authors: Mogenson Greg
Published: October 2006

This essay examines how some psychologically adroit individuals use creativity as a manic defence against the affects that they cannot bear to experience directly. Conceived within the perspectives of Jungian psychoanalysis, manic creativity is shown to effect a defence against the subjective distress of personal complexes by means of an identification with the archetypal cores of the complexes. This defensive use of creativity, however, may ultimately play a decisive role in healing. Indeed, when considered from a prospective or teleological point of view, manic creativity, for all its insensitivity to the suffering that has inspired it, can also be understood as gradually creating a container in which affects formerly defended against may be received and suffered, felt and grieved. It is in this way that manic creativity, though clearly a defence (and at times a very costly one), participates in the reparative initiative of the self.
Farting as a defence against unspeakable dread
Authors: Sidoli Mara
Published: October 2006

This paper describes some features of the behaviour of a severely disturbed adopted latency boy. Peter was born premature, suffered several early hospitalizations and surgical operations, and at 2 months of age was removed from his mother's care by Social Services for neglect and abandonment.

Although his subsequent development has been clouded by a series of losses and sudden changes of caregivers, Peter has maintained an unexpected desire to relate, showing considerable innate resilience. When feeling endangered, Peter had developed a defensive olfactive container using his bodily smell and farts to envelop himself in a protective cloud of familiarity against the dread of falling apart, and to hold his personality together.

In the paper Fordham's views of development and Anzieu's concept of psychic envelopes constitute the theoretical underpinning. Bion's concepts of beta‐ and alpha‐elements are discussed in relation to Jung's views on symbolic development and psychological containment.
Close encounters in the liminal zone: experiments in imaginal communication Part II
Authors: Reed Henry
Published: October 2006

The phenomenology of the experience of being in psychic contact with another person was explored in a series of observations using a novel dyadic interaction in imaginal space. Research participants working in pairs with eyes closed received instructions to imagine being in mental contact with one another for three minutes while they observed their internal experiences. Their reports indicated that the imagined contact was experienced as real, as intimate, and aroused the ambivalences usually associated with intimacy as well as phenomena suggestive of projective identification effects. This first part demonstrated that the liminal zone, or the transitional space between individuals, can be experimentally observed through the imagination. Part II of this report will present evidence that the experienced psychic contact was more than ‘just imagination’, and involved transpersonal interactions, including suggestions of synchronicity and telepathy.
If only jung had had a rabbi
Authors: Rosen David
Published: October 2006

An analytical and feeling response regarding the question of Jung's anti‐Semitism is presented. The author calls for a compassionate and understanding approach to Jung's lifelong development, based on an appreciation of Jung's religious attitude, which evolved toward a deep acceptance of Judaism and its traditions. Characteristic of analysts as healers is the maxim that individuals grow and change; such was certainly the case with Jung as can be seen clearly in his later sunset years. After all, will we remember Frederick de Klerk as a proponent of apartheid or as the Afrikaaner who shared the Nobel Prize for Peace with Nelson Mandela?
Female perversion: scenes and strategies in analysis and culture
Authors: Springer Anne
Published: October 2006

The author presents some ideas derived from observation in analysis about differing positions of Freud and Jung on perversion and about probable differences in perverse structural elements of women in contrast to men. In general perversion is understood as a defence of the self; in particular with women it is seen as a defensive way of achieving a false wholeness, a pseudo‐androgyny. A case study describes the unfolding of a perverted transference. The importance of reaching the analyst and being understood by the analyst through projective identification is stressed. Quite often a sexually abusing mother seems to play an important role in generating female perversion; the implications in analysis are discussed as well as some ideas about culture and gender.
Book Reviews
Authors: Alister Ian , Matthews Boris
Published: October 2006

Sidoli, Maraand Bovensiepen, Gustav (eds). Incest Fantasies and Self‐Destructive Acts: Jungian and Post‐Jungian Psychotherapy in Adolescence

Stevens, Anthony. Private Myths, Dreams and Dreaming

Kast, Verena. Imagination as Space of Freedom: Dialogue Between the Ego and the Unconscious

Segal Robert A. (ed.). The Allure of Gnosticism: The Gnostic Experience in Jungian Psychology and Contemporary Culture

Edinger, Edward F. The Eternal Drama: The Inner Meaning of Greek Mythology

Hillman, James. Healing fiction

Knapp, Bettina L. Manna and Mystery: A Jungian approach to Hebrew Myth and Legend

BlÉandonu, GÉrard. Wilfred Bion: His Life and Works, 1897–1979

Broadribb, Donald. The Mystical Chorus: Jung and the Religious Dimension

Symington, N. Emotion and Spirit: Questioning the Claims of Psychoanalysis and Religion

Negri, R. The Newborn in the Intensive Care Unit: A Neuropsychoanalytic Prevention Model

Early, Emmett. The Raven's Return: The Influence of Psychological Trauma on Individuals and Culture
Identity, sexuality and the self in late adolescence
Authors: Feldman Brian
Published: October 2006

This paper explores the concepts of identity, sexuality and the self within the context of adolescent development. The development of the identity concept in adolescence is traced in Jung's theoretical, clinical and autobiographical writings. Jung's adolescent development is viewed as the matrix out of which the identity concept emerged within analytical psychology. This was later elaborated theoretically by Jung in Symbols of Transformation (1912/1956). One of Jung's clinical cases of a late adolescent is discussed in which themes related to the development of identity and sexuality emerged. An adolescent case from the author's analytic practice is presented where similar themes of identity, homosexuality and self emerged. The developmental and symbolic themes which emerged in the analysis are viewed within the context of the transference/countertransference relationship.
Psychological Type: A 32‐Year Follow‐Up
Authors: Bradway Katherine , Detloff Wayne
Published: October 2006

This study is a follow‐up to three previous studies of psychological type published in this Journal in 1964, 1976 and 1978 by Bradway, Bradway and Detloff, and Bradway and Joseph Wheelwright. Participants in all of our studies were limited to Jungian analysts and candidates. Participants of the first two studies and of the current study were from California; participants of the 1978 study included the participants from the previous study plus persons attending the 1974 International Congress in London.

In 1993 we sent letters to the 232 current analysts and candidates in the San Francisco and Los Angeles C.G. Jung Institutes, as well as to the nine participants in our 1974 study who were no longer members of the Institutes but could be located, asking them to fill out a questionnaire that included self‐typing, and to self‐administer the Gray‐Wheelwrights Jungian Type Survey (GW). The response rate was high: 196 or 81% of the 241 persons to whom we sent letters returned filled‐in questionnaires and GWs; all 67 or 100% of the participants in the 1974 study who could be located returned the filled‐in material. Eight of those 67 had also been in the 1961 study.

The current study provides data on the changes in psychological type over time, in some instances over a period of 32 years. It added for the first time a consideration of analysts' rating of themselves as primarily clinically or symbolically orientated, and a survey of analyst opinions as to the determinants of psychological type.

Summarizing the results: A smaller percentage of analysts typed themselves as intuitive thinking than in 1961; the percentages of congruence between self‐typing and the Gray‐Wheelwrights scores in the three dimensions (introvert/extravert, sensation/intuition, and thinking/feeling) in 1961, 1974 and 1993 are between 76% and 96%; changes in typology from 1961 to 1993 occur more frequently in the younger age group than in the older age group; 65% of the participants considered the distinction between clinical and symbolic important, but only 41% rated themselves as either primarily clinically oriented or symbolically oriented with essentially no relationship between that orientation and typology; a sub‐study of typology of partners within this study does not support the concept that opposites marry; according to the opinion of this group of analysts and candidates as to the determinants of adult typology, genetics (chromosomes) is distinctly the strongest contributor with family dynamics a not‐very‐close next contributor.
Jung in the academy: a response to David Tacey
Authors: Brooke Roger
Published: October 2006

It is argued that responsibility for academia's disdain for Jungian psychology needs to be accepted by the Jungian community to the extent that it remains unrelated to contemporary literature, academic concerns and modes of enquiry in the social sciences. Several illustrative examples are presented. Of special concern is that the most powerful marketing of the name of Jung comes from American publishing companies that produce New Age Jungian pop, which is, even in Jungian terms, theoretically weak and further damages the academic standing of Jung. Reasons for the relatively good standing of Jungian psychology in South Africa are discussed. Special mention is made of the contributions of Vera Buhrman and several other academics. It is argued, however, that the academic criticisms of Buhrman's cross‐cultural writing have merit. In the current intellectual climate in South Africa, Jung's cultural essentialism is anachronistic, and to endorse it will be to forfeit credibility in South African academic circles. In contrast to Tacey it is argued that academic excellence is not to be equated with dispassionate, liberal objectivity and balance. Instead, I argue for the cultural and epistemological importance of our complexes, and for the transformative personal and intellectual significance of falling in love with Jung. This defence of the complexity of knowing and thinking leads into a discussion of the tricksterlike strategies involved in successfully teaching Jungian psychology, for both the sceptical intellectual elite and the star‐struck Jungian lovers need to be seduced into richer, more informed thought. It is concluded that the tensions between analytical psychology and related fields in the social sciences need to be more centrally integrated into the Jungian field itself.
Teaching Jung in a theological seminary and a graduate school of religion: a response to David Tacey
Authors: Ulanov Ann Belford
Published: October 2006

In this article, in response to Professor Tacey's, I discuss the teaching of depth psychology, and of Jung in particular, in a theological seminary which is also a graduate school of religion. What distinguishes our approach to the teaching of religion at Union is the conviction that no finite theory can capture the whole truth. Our teaching in the program of Psychiatry and Religion is always part of a continuing conversation with other theorists of the unconscious. Thus we avoid the extremes of repudiation and idolization of Jung which Professor Tacey describes. Ours is less a world of disjunction than of conjunction. Resistance in my context focuses on the objectivity of psychic reality, especially the unconscious dimension. Through all of this, happily, closeness of the living psyche to religious life and thought is understood, experienced, and accepted.
Animus and creativity in psychotherapy: a position statement
Authors: Liotta Elena
Published: October 2006

Calling attention to what the author calls the ‘maternalization of our profession’, a warning is sounded to psychotherapists, and women practitioners in particular, not to neglect their own creativity in the course of professional development undertaken to take better care of patients. Development of the animus, here reformulated as ‘an archetype of the capacity for non‐relationship’, is seen as a balancing alternative to the usual training in the capacity to contain object relations. A literary parallel can be found in Ibsen's play, The Woman from the Sea. It is hoped, too, that through her own initiation into a creative life, the analyst will be better able to help the analysand find a connection with a ‘creative centre’.
The envious will to power
Authors: Anderson Reid. W.
Published: October 2006

Envy, from Klein's perspective, is an inherent hatred of goodness that seeks to destroy love, creativity, and life itself. Devoid of constructive value, envy becomes an evil to be restrained or renounced, rather than a potential to be understood or developed. Confusion with evil can be avoided if envy is seen as a defence against the impact of ‘otherness’ and the greatness of ‘others’ rather than an inherent hatred of goodness. From this perspective envy emerges as a desperate attempt to preserve one's unique sense of self against the terror of non‐being.
The psychosomatic symptom and the self: a sirens' song
Authors: Kradin Richard L.
Published: October 2006

This paper examines the symbolic nature of the psychosomatic symptom. It is suggested that the psychosomatic symptom is an informationally rich symbolic derivative of the Self that serves to focus attention on developmental disturbances in the archetypal processes of constructing body image and interpreting dysphoric somatic sensations. Clinical examples are offered to illustrate the changing nature of the psychomatic symptom in society. The therapeutic importance of monitoring affectual transactions in the transference‐countertransference field is stressed.
Self as the feminine principle
Authors: Weisstub Eli B.
Published: October 2006

In analytical psychology, ego is associated with consciousness and the masculine principle. Although die feminine principle generally characterizes the unconscious, it was not assigned a psychic structure equivalent to the ego. This paper proposes a model of the psyche where self and ego are the major modes of psychic experience. The self as the ‘being’ mode represents the feminine principle and functions according to primary process; the ego represents ‘doing’, the masculine principle and secondary process. Feminine and masculine principles are considered to be of equal significance in both men and women and are not limited to gender.

Jung's concept of the self is related to the Hindu metaphysical concepts of Atman and Brahman, whose source was the older Aryan nature‐oriented, pagan religion. The prominence of self in analytical psychology and its predominantly ‘feminine’ symbolism can be understood as Jung's reaction to the psychoanalytic emphasis on ego and to Freud's ‘patriarchal’ orientation. In Kabbalah, a similar development took place when the feminine principle of the Shekinah emerged in a central, redemptive role, as a mythic compensation to the overtly patriarchal Judaic religion.

In the proposed model of the psyche neither ego nor self represents the psychic totality. The interplay of both psychic modes/principles constitutes the psyche and the individuation process.
The creative potential of play and regression in analytical training: a personal reflection
Authors: Addenbrooke Mary
Published: October 2006

The seminar group can serve as a framework in which to meet the fear generated during training. The group can become a maddening environment, but on occasions when it is experienced by the trainee as good enough, it can act like a playgroup which facilitates development. Experiences in the group can be viewed from the perspectives of group dynamics or of transference phenomena which embody regression. When this regression enables scope for play it can serve in the interests of ego development in the process of discovering the sort of analyst the trainee is becoming as the training unfolds. During play aspects of oneself can merge, then differentiate again. They can have different meanings at the same time. The rational and emotional, the adult and the childlike are all given a place in play.
Journal Reviews
Authors: Meredith‐Owen William , Cambray Joseph
Published: October 2006

Journal of Child Psychotherapy

Samuels, Andrew (ed.). (1996). ‘Symposium: post‐Jungian thought,’The Psychoanalytic Review

Schwartz‐Salant, Nathan. ‘On the interactive field as analytic object’. In The Interactive Field in Analysis, Vol 1. Chiron Clinical Series

Jacobs, Theodore J. ‘On therapeutic interventions in the analysis of certain “unana‐lyzable” patients’. Contemporary Psychoanalysis

Guntrip, Harry. ‘My experience of analysis with Fairbairn and Winnicott. (How complete a result does psychoanalytic therapy achieve?)’. First published in The International Review of Psycho‐Analysis

Padel, John. ‘The case of Harry Guntrip’.

Markillie, Ronald. ‘Some personal recollections and impressions of Harry Guntrip.’

Published together in The International Journal of Psycho‐Analysis

Plaut, F. ‘Analytiker als Minorität’. [Analysts as a minority]. Analytische Psychologic

Samuels, Andrew‘The politics of transformation/the transformation of polities’, International Journal of Psychotherapy
Internal Objects ‐ A Theoretical Analysis of Jungian and Kleinian Models
Authors: Knox Jean
Published: October 2006

In this paper I discuss the ways in which experimental and objective research from cognitive science and developmental psychology can help analysts evaluate the theoretical models of mental objects which we use; I indicate the ways in which such evidence tends to support models of internal objects as mental representations or developmental capacities rather than as wish‐fulfilling expressions of instinctual drives. This land of empirical evidence is not just of academic interest but also has direct clinical relevance, particularly with borderline patients; such patients’ sense of identity is totally dependent on the analyst's understanding of their internal world and for this to be misunderstood by the analyst can be catastrophic. An accurate theoretical model of mental objects can therefore help analysts to contain their patients more effectively.
REVIEWS
Authors: Lo Chang Pei
Published: October 2006

Thomas, Charles K. An Introduction to the Phonetics of American English.

Chao, Yuen Ren, and Yang, Lien Sheng. Concise Dictionary of Spoken Chinese.
REVIEWS
Authors: Marckwardt Albert H.
Published: October 2006

The American College Dictionary. Edited by Clarence L. Barnhart.
THE USE OF DICTIONARIES IN LANGUAGE TEACHING
Authors: Hill Archibald A.
Published: October 2006

[This article consists of extracts from a paper entitled “Some Possible Improvements in English Dictionaries,” which was read before the Linguistic Society of America at its summer meeting in Ann Arbor, Michigan. We are reproducing here three parts of the paper which we believe will be of help in clarifying the thinking of teachers as to what their dictionary needs are in language teaching and as to how present dictionary facilities can be used to best advantage. The material will be of most value to teachers of English as a foreign language but it will be helpful also to teachers of other languages whose dictionaries fall short of the ideal descriptive reference work.]
READING LITERATURE AND LFARNING A SECOND LANGUAGE 1
Authors: Arthur Bradford
Published: October 2006

If literature is to be a useful vehicle for the teaching of second language skills, that literature must first succeed as a literary experience for the student. The failure of literary texts in second language teaching is often the result of a failure to encourage or even to allow students to receive such texts as literature, that is, as a literary experience. Consequently, second language teachers interested in using literature in their classes must be aware of how literature can teach second language skills while, at the same time, retaining its literary value for second language learners.
The Resolution of Dynamic Speech in L2 Listening*
Authors: Hieke A. E.
Published: October 2006

In the absence of a comprehensive theory of the oral language, very little is really known about auditory decoding as a speech dynamic process in either L2 or L1. Since listening comprehension presupposes an orderly conversion of running speech into discrete linguistic units, certain restoration processes (operating on phonated speech as the input for listening) must apply. Thus, it is possible to view speech perception as a mirror‐image of speech production processes. Listening comprehension can then be seen to require two types of recovery rules: restoration to reverse the effects of absorption and boundary marking to facilitate the decomposition of the quasi‐uninterrupted acoustic signal into isolate lexical items.

The approach adopted here provides a principled way to explain the striking metamorphosis language undergoes from dynamic speech representations to citation form strings, under listening conditions, and suggests speech perception strategies helpful to L2 listeners for acquiring and improving listening comprehension skills. The account of performance characteristics presented here shows that speech event and formal content belong to separate domains of language, mediated not so much by derivation as by covariation.
FOREIGN ACCENTS, LANGUAGE ACQUISITION, AND CEREBRAL DOMINANCE1
Authors: Scovel Tom
Published: October 2006

It has long been accepted that children are able to master the sound patterns of a second language with much greater ease than adults. In fact, adults never seem capable of ridding themselves entirely of a “foreign accent”. There have been many attempts to account for this discrepancy in language learning between children and adults in terms of nurture, but, for the most part, these theories have proved inconsistent. It is proposed that it is the nature of the human brain, not its nurture, that is essentially involved here‐specifically, that the onset of cerebral dominance, which seems to occur around the age of twelve, inhibits the ability of a person to master the sound patterns of a second language without an impinging foreign accent.
ON THE IRRELEVANCE OF TRANSFORMATIONAL GRAMMAR TO SECOND LANGUAGE PEDAGOGY
Authors: Lamendella John T.
Published: October 2006

Many scholars view transformational grammar as an attempt to represent the structure of linguistic knowledge in the mind and seek to apply transformational descriptions of languages to the development of second language teaching materials. It will be claimed in this paper that it is a mistake to look to transformational grammar or any other theory of linguistic description to provide the theoretical basis for either second language pedagogy or a theory of language acquisition. One may well wish to describe the abstract or logical structure of a language by constructing a transformational grammar which generates the set of sentences identified with that language. However, this attempt should not be confused with an attempt to understand the cognitive structures and processes involved in knowing or using a language. It is a cognitive theory of language within the field of psycholinguistics rather than a theory of linguistic description which should underlie language teaching materials.
WHEN SHOULD STANDARD ENGLISH BE TAUGHT TO SPEAKERS OF NONSTANDARD NEGRO DIALECT?
Authors: Johnson Kenneth R.
Published: October 2006

Many culturally disadvantaged black children speak a variety of English which linguists have labeled “nonstandard Negro dialect.” Educators agree that the most significant education problem is to teach these children standard English; the age or grade level when this should be done, however, is controversial. The thesis of this paper is that disadvantaged black children should not be taught standard English until adolescence or the secondary grades. The paper specifically discusses some of the reasons standard English instruction should be delayed. The thesis is supported by discussing the difficulties of young children in learning another dialect of a language (because of the subtle differences between standard English and nonstandard Negro dialect); the difficulties of using second language instructional techniques (this is the only approach likely to be successful); and, the lack of a need and consequently motivation, for young disadvantaged black children to learn standard English.
TWO PROBLEMS IN THE DESCRIPTION OF ADJECTIVES
Authors: Michaels David
Published: October 2006

Certain facts concerning the sensitivity of predicate adjectives to the head noun of a subject noun phrase suggest (1) that selectional restrictions on adjectives involve the syntactic features of the head noun and not those of the whole noun phrase, and (2) that the identification of the feature specifications of the head noun is sometimes obscured by the syntactic configurations in which it occurs.
CONTRASTIVE ANALYSIS: PROBLEMS AND PROCEDURES
Authors: Whitman Randal L.
Published: October 2006

A contrastive analysis must proceed through four steps: description, selection, contrast, and prediction. Most analyses are weakened by insufficient care at one or more of these steps, each of which is beset with problems. A basis for making selections, a format for contrasts, and a means of relating contrast and prediction is suggested.
THE INTERACTION OF DIALECT AND STYLE IN URBAN AMERICAN ENGLISH1
Authors: Arthur Bradford
Published: October 2006

The largely unexplained relationship between stylistic variation and dialect differentiation in urban American English is discussed in terms of five current assumptions made by socio‐linguists in recent years. Implications of such assumptions are drawn for language use and language development in inner city schools. Three general guidelines emerge: (i) it is desirable for teachers to encourage the natural development of more formal dialect variants for all of their students with full acceptance of the validity of the less formal dialects that all children use; (ii) teachers should be trained to understand and to accept the informal styles used by all of the students they encounter; and (iii) urban Americans should be encouraged to recognize the emergence of dialect differences in inter‐ethnic communication for what they, in fact, are: an indication of developing friendship and informality.
ON THE MORAL DILEMMA OF THE SOCIOLINGUIST
Authors: Paulston Christina Bratt
Published: October 2006

With a diversity of alternatives now open to sociolinguists and educators regarding problems of dialect and culture, we are suddenly faced with an unusual aspect of linguistic description, that of morality. In fact, because of the biases that linguists all share and the contextual realities of socio‐cultural‐economic forces, a moral dilemma has arisen: “ideal” solutions to language and dialect problems have very little if any possibility of ever being implemented. A viable solution for the sociolinguist may be possible somewhere between sweeping social revolution and passive submission to the status quo.
ON PARADOXES, RULES, AND RESEARCH IN SECOND‐LANGUAGE LEARNING1
Authors: Lawler John , Selinker Larry
Published: October 2006

After a detailed consideration of Saporta's (1966) “paradox of second‐language learning” as a point of departure, the nature of paradoxes in general is discussed, particularly the conclusions they force upon a researcher. The nature of Saporta's paradox is then dealt with in terms of the linguistic aspects of second‐language learning. This leads to the proposal of a research strategy involving profiles of idealized learners with specific types of individual differences. Detailed suggestions are provided for experiments relevant to the way individuals actually learn second languages.
ARTICLE USAGE AND OTHER LANGUAGE SKILLS
Authors: Oller John W. , Redding Elcho Z.
Published: October 2006

Scores on a test of article usage are correlated with scores on the U.C.L.A. ESL Placement Examination in order to determine the extent to which article usage relates to other English skills. Comparisons of article usage scores are made among various groups of non‐native speakers according to native language. Implications for the contrastive analysis hypothesis are explored. Results show that skill in article usage is closely related with overall proficiency. This is more true in the case where the learner's native language uses formal equivalents of the English articles. No conclusion can be drawn concerning the contrastive analysis hypothesis although positive transfer is demonstrated.
EXTENDING LANGUAGE ACTION
Authors: Imhoof Maurice
Published: October 2006

A theory of language pedagogy, particularly with respect to the teaching of English to so‐called nonstandard speakers, must rely on the research contributions of linguistics, psycholinguistics, and sociolinguistics. But language pedagogy models of the past, perhaps relying too heavily on contributive disciplines, particularly descriptive contrastive analysis, tended to ignore the social (economic, racial, cultural) reality of the learner. New language programs with the professed purpose of improving communicative and academic competence must also draw on the individual's learning/communication strategies as a base for language instruction. Some of the strategies can be formalized for instructional purposes in a model‐Extending Language Action (ELA). ELA provides the framework for language instruction which extends the learner's language ability through participation in social actions that place him in new and sometimes unexpected language producing situations.
THE DEFINITE ARTICLE CONSPIRACY IN ENGLISH
Authors: Grannis Oliver C.
Published: October 2006

Teaching the use of the definite article to students of English as a second language is often difficult. Recent descriptions of English do not make the task any easier, for the major modern theoretical approaches to language description have not yet developed a means of adequately accounting for the referential complexities involved in the use of the definite article. American structural and, particularly, generative‐transformational approaches are examined and found to be inadequate. An alternative, non‐formal approach based upon the notion of a “conspiracy of uniqueness” is suggested.
LINGUISTIC REGISTER OF FOREIGN LANGUAGE INSTRUCTION
Authors: Henzl Věra M.
Published: October 2006

In an attempt to establish systematic characteristics and patterning of the language variety used by foreign language teachers in talking to their students, an experiment was designed to isolate significant features of this linguistic register from the speech of eight native speakers of Czech addressing a group of Stanford students who were studying Czech as a foreign language. It was found that a Foreign Language Classroom Register is a linguistic subsystem that can be defined (1) by rules of linguistic simplification similar to those of the Foreigner Talk and Baby Talk Registers, and (2) by constraints imposed by the social setting, which is the norm of the standard language used in a classroom communication.
ERROR ANALYSIS AND ENGLISH‐LANGUAGE STRATEGIES OF ARAB STUDENTS1
Authors: Scott Margaret Sue , Tucker G. Richard
Published: October 2006

This study examined the English proficiency of 22 Arabic‐speaking students enrolled in a low intermediate intensive English course at the American University of Beirut. Written and oral samples were taken at the beginning and end of the term. Errors were analysed in terms of performance mistakes, mother‐tongue interference or false intralanguage analogy. The data provided a rank ordering of the subjects' areas of difficulty and enabled us to describe tentatively some aspects of their transitional grammar. The results should provide useful information to teachers of Arabic speakers studying English and to researchers investigating the phenomenon of second‐language acquisition in general.
THE INFLUENCE OF THE LISTENER ON CODE‐SWITCHING
Authors: Beebe Leslie M.
Published: October 2006

This research investigates the influence of the listener on the dialectal code‐switching behavior of a group of bilingual teachers in Thailand. The variable of the listener's ethnic identity is manipulated, whereas previous research has been focussed primarily on the speaker's ethnic identity. The primary finding of the study is that the Chinese‐Thai bilinguals selected the “Thai” vruriant for each of the nine phonological variables a higher percentage of the time when they were speaking Thai to a Thai listener than when they were speaking Thai to a Chinese listener. And conversely, they chose a “Chinese” variant more frequently when speaking to a Chinese‐Thai than to an ethnic Thai. The significance of these findings is that linguists must discontinue the still accepted practice of defining speech style in terms of the listener if they want to obtain reliable data. The data also point to the need for educators in bilingual and second language programs to continue researching the factors which affect dialectal codeswitching and other verbal encoding strategies used by language teachers and their students.
EMPIRICAL INVESTIGATIONS OF INDIRECTLY CONVEYED MEANING: ASSERTION VERSUS PRESUPPOSITION IN FIRST AND SECOND LANGUAGE ACQUISITION
Authors: Carrell Patricia L.
Published: October 2006

The theoretical linguistic distinction between assertion and presupposition was empirically tested with two groups of subjects—young children acquiring English as their first language and adults acquiring English as a second language. The distinction was tested via measurement of the frequency of perceptual errors as a function of differences between asserted information and presupposed information in cleft and pseudo‐cleft sentence patterns. Subjects heard a cleft or pseudo‐cleft sentence prior to presentation of a slide picture in which the asserted or presupposed noun phrase was misrepresented. The task was to decide if the sentence correctly described the picture. Results indicated that, for both groups of subjects, significantly more errors occurred when the misrepresentation involved the presupposed noun phrase than when it involved the asserted noun phrase.
CONTRASTIVE LINGUISTICS AND SOCIAL LECTOLOGY
Authors: Wolfram Walt
Published: October 2006

Within the last decade systematic attempts to contrast different sociolects of a language have been undertaken which have important theoretical and practical implications on “contrastive linguistics.” One of the essential findings of such studies is the existence of systematic relationships between fluctuating variants, the structured variability captured in Labov's formulation of the “variable rule.” The notion of structured variability developed from studies in social lectology seems to provide an essential framework for contrasting different languages as well since it can capture the structured variability found in fluctuating interference variants. Both the static and dynamic aspects of this variation are discussed here, and practical considerations for future contrastive studies are suggested.
THE PROCESS OF DECREOLIZATION: A MODEL FOR SECOND LANGUAGE DEVELOPMENT
Authors: Stauble Ann‐Marie E.
Published: October 2006

In examining a possible analogy between the process of decreolization and the process of second language learning in a natural environment, speculations are made here to account for the similarities between the linguistic development exhibited in decreolization and second language learning in terms of extra‐linguistic factors which seem to affect the degree to which the learner acculturates toward the ‘model’ language group. It is claimed that extra‐linguistic factors account for the varying levels of linguistic development exhibited in the fossilized speech of the three second language learners studied here. Within the framework of second language learning these extra‐linguistic factors take the form of social and psychological distance (Schumann 1975, 1976). Further examination of these two factors suggests that psychological distance exerts a greater effect on the second language learner's degree of acculturation than does social distance. In addition, the learner's motivational orientation seems to be the most influential aspect of psychological distance which determines the degree of acculturation toward the ‘model’ language group and consequently the degree of linguistic development toward the ‘model’ language.
ATTITUDES AND ATTAINED PROFICIENCY IN EFL: A SOCIOLINGUISTIC STUDY OF ADULT JAPANESE SPEAKERS
Authors: Chihara Tetsuro , Oiler John W.
Published: October 2006

Measures intended to assess attitudes of Japanese students of EFL toward themselves, toward other Japanese, toward English speakers, toward travel to an English speaking country, and finally toward learning English, are studied in relation to attained EFL proficiency. The measures used to assess attitudes and motivations were modelled after previous questionnaires by Gardner, Lambert, Spolsky, and others. Results show weak correlations between factors distilled from the attitude measures and attained EFL proficiency. In some cases where positive correlations are expected, negative or insignificant correlations are observed. Two possible explanations are suggested: first, as Gardner has surmised, the relationship between attitudes and the attainment of proficiency in a target language may be quite indirect and therefore weak. However, this suggestion cannot explain the unpredicted positive and negative correlations. A second alternative is to question the validity of the attitude measures. If this is done the results and conclusions of many previous studies are drawn into question.
INTELLIGENCE AND LANGUAGE PROFICIENCY AS SOURCES OF VARIANCE IN SELF‐REPORTED AFFECTIVE VARIABLES1
Authors: Oller John W. , Perkins Kyle
Published: October 2006

Self‐reported attitude data over the last decade have often been used as predictors of attained second language proficiency and for other purposes. Three possible sources of non‐random but extraneous vairance in self‐reported attitude data are considered: self‐flattery, response set, and the approval motive. It is suggested that some of the variance in verbal intelligence is common to variance in first and second language proficiency, some of which in turn may be common to the kinds of non‐random sources of variance in self‐reported data which are listed above. It is demonstrated that it is possible that self‐reported attitude measures may be surreptitious measures of verbal intelligence and/or language proficiency. To the extent that extraneous non‐random sources of variance in self‐reported attitude measures can be shown to exist, the measures must be assumed to be non‐valid.
PASSAGE DEPENDENCY IN ESL READING COMPREHENSION TESTS
Authors: Connor Ulla , Read Charles
Published: October 2006

Reading comprehension tests are supposed to measure students' understanding of what they have read; answering a question correctly should depend entirely on information contained in the associated reading passage. However, both teachers and students suspect that general knowledge and sound guessing may enable one to perform substantially better than chance, even with little knowledge of the reading passage. Studies of “passage dependency” in tests for native speakers of English confirm this suspicion.

This paper reports an experiment which measured passage dependency in one major ESL test: the reading comprehension section of the Michigan Test of English Language Proficiency (MTELP). We administered one form of this section (20 items) to 60 adult subjects: 30 native speakers of English and 30 non‐native speakers of varied language backgrounds. Half of the subjects in each group received an ordinary version of the test, with a reading passage preceding each set of five questions; the other half received only the questions, with appropriate instructions (the “passage‐out” condition).

The results indicate the extent to which the test is passage‐dependent for both native and non‐native students. Test items varied considerably in their passage dependency. We suggest that passage‐dependency is one measure which can be used to select good reading comprehension test items.
SYSTEMATICITY AND VARIATION IN THE NONYNATIVE CHILD'S ACQUISITION OF CONVERSATIONAL SKILLS1
Authors: Keller‐Cohen Deborah
Published: October 2006

This research examines the development of one conversational subsystem, turn‐allocation, in children acquiring English as a second language The purpose of the study was two‐fold to describe the devices used for turn‐allocation and to explore the role of prior experience with language in learning a second language under naturalistic conditions. Three female children, native speakers of Japanese, Finnish and Swiss German respectively; served as subjects for this month longitudinal study. The children were found to be similar in several ways including the presence of a limited number of turn‐allocation devices from the start and a general increase the use of such devices over the time period examined Some of the significant differences between them seemed due to their identifying second language properties that were congruent with features of their respective native languages. The child's use of syntactic and prosodic contrasts from her‐first language in learning a second language in discussed.
THE PLATTSBURGH FRENCH LANGUAGE IMMERSION PPOGRAM: ITS INFLUENCE ON INTELLIGENCE AND SELF‐ESTEEM
Authors: Samuels Douglas D. , Griffore Robert J.
Published: October 2006

This study reports the effects of one year's attendance in a French Language Immersion program (FLIP) on children's verbal and performance sections of the Wechsler. Intelligence Scale for Children and the self‐esteem, measured by the Purdue Self Concept Scale (PSCS). Ten female and eight male 6‐year‐olds attended the FLIP program, and eight female and five male 6‐year‐olds constituted an English Control group who attended a regular classroom. Repeated measures analyses of covariance showed that differences between the FLIP and English Control pup at the end of the school year were not significant on Verbal IQ or PSCS. Significant differences were found between groups on overall Performance IQ, Picture Arrangement, and Object Assembly.