bluuebunny/crossref_metadata_2025 huggingface dataset:
Book Reviews
Authors: Welch Mary
Published: October 2006

C. G. Jung: The spirit in man, art and literature

Elizabeth R. Zetzel: The capacity for emotional growth

Charles Hanly and Morris Lazerowitz (Eds.), Psychoanalysis and philosophy

Aniela Jaffé: The myth of meaning

June K. Singer, The unholy Bible: a psychological interpretation of William Blake

Janet Mattinson. Marriage and mental handicap

Alfred Friedman. Therapy with families of sexually acting out girls

William M. Easson. The severely disturbed adolescent
Book Reviews
Authors: Welch Mary
Published: October 2006

Joseph B. Wheelwright (Ed): The analytic process: aims, analysis, training

A. Alvarez: The savage god

Bernard Aaronson and Humphrey Osmond (Eds.): Psychedelics: the uses and implications of hallucinogenic drugs

Ernst Bernhard: Mitobiografia

Barbara Hannah: Striving towards wholeness

Craig R. Eisendraht: The unifying moment: the psychological philosophy of William James and Alfred North Whitehead
Trinitarian Models and Human Integration
Authors: DOURLEY JOHN P.
Published: October 2006

(It was considered that a summary of the following paper might assist those readers who are not by habit conversant with theological modes of thought to get a prior sense of it as a whole—Editor)
Reviews
Authors: Lambert Kenneth
Published: October 2006

Brome, Vincent. Jung: man and myth

Hill, G., Detloff, V., Kirsch, T., McGuire, W. and Stewart, L. (Eds.). The Shaman from Elko

Mattoon, Mary Ann. Applied dream analysis: a Jungian approach

Sandner, Donald. Navaho symbols of healing

Malan, D. H. Individual psychotherapy and the science of psychodynamics

Brown, D. and Pedder, J. Introduction to psychotherapy: an outline of psychodynamic principles and practice
Lilith, Or the Black Moon
Authors: COLONNA M. T.
Published: October 2006

The effort against the totality is an effort that can lead to the capacity to love—Whitmost (25)
Reviews
Authors: Peterson Corinna
Published: October 2006

Hall, J. A. Clinical Uses of Dreams: Jungian Interpretations and Enactments

Pontalis, J. B. Frontiers in Psychoanalysis—Between the Dream and Psychic Pain

Hurwitz, S. Lilith—die erste Eva. Eine Studie über dunkle Aspekte des Weiblicben

Kwawer, J. S.; Lerner, N. D.; Lernek, P. M.; Sugarman, A. (Eds). Borderline Phenomena and the Rorschach Test

Lomas, Peter. The Case for a Personal Psychotherapy

Mastekson, J. F.; Costeixo, J. L. From Borderline Adolescent to Functioning Adult

Farrell, B. A. The Standing of Psychoanalysis

Sherwood, Rae. The Psychodynamics of Race

Frederic, H.; Malinsky, M. Martin

Szasz, T. Sex by Prescription
Reviews
Authors: Peterson Corinna
Published: October 2006

Masterson, J. F. The Narcissistic and Borderline Disorders

Tustin, F. (Ed.). Austistic States in Children

Miller, David L. The New Polytheism: Rebirth of the Gods and Goddesses

Shaffer, H.; Burglass, M. E. (Eds). Classic Contributions in Addictions

Schneiderman, L. The Psychology of Myth, Folklore, and Religion

Olney, James. The Rhizome and the Flower. The Perennial Philosophy—Yeats and Jung

Bickman, Martin. The Unsounded Centre: Jungian Studies in American Romanticism
Reviews
Authors: Samuels Andrew
Published: October 2006

Edinger, Edward F. The Creation of Consciousness: Jung's Myth for Modern Man.

Dreifuss, Gustav. Papers 1965–1984.

Ajaya, Swami. Psychotherapy East and West: A Unifying Paradigm.

Sanford, J. A. (Ed.). Fritz Künkel: Selected Writings.
Reviews
Authors: Samuels Andrew
Published: October 2006

Henderson, Joseph L. Cultural Attitudes in Psychological Perspective

Carotenuto, Aldo. The Vertical Labyrinth: Individuation in Jungian Psychology

Kugelmann, Robert. The Windows of Soul: Psychological Physiology of the Human Eye and Primary Glaucoma

Dryden, Windy (ed.). Individual Therapy in Britain

Welch, John. Spiritual Pilgrims: Carl Jung and Teresa of Avila

Tomlin, E. W. F. Psyche, Culture and the New Science: The Role of PN
Reviews
Authors: Samuels Andrew
Published: October 2006

Meier, C. A. The Unconscious in its Empirical Manifestations

Dieckmann, H. Methoden der Analytischen Psychologic: Eine Einfuhrung

Deri, Susan K. Symbolisation and Creativity

Bradford, David Terry. The Experience of God: Portraits in the Phenomenological Psychopathology of Schizophrenia

Bernstein, Anne and Marmar Warner, Gloria. Women Treating Women—Case Material From Women Treated by Female Psychoanalysts

Whitaker, Dorothy Stock. Using Groups to Help People
Reviews
Authors: Samuels Andrew
Published: October 2006

Stein, Murray. Jung's Treatment of Christianity: The Psychotherapy of a Religious Tradition

Rycroft, Charles. Psychoanalysis and Beyond

Chasseguet‐Smirgel, Janine. The Ego Ideal: A Psychoanalytic Essay on the Malady of the Ideal

Rothstein, Arnold. The Narcissistic Pursuit of Perfection
Reviews
Authors: Samuels Andrew
Published: October 2006

Jacoby, Mario. Longing for Paradise. Psychological Perspectives on an Archetype

Samuels, Andrew (Ed.). The Father: Contemporary Jungian Perspectives

Wheelwright, J. H. For Women Growing Older‐the Animus

Frustration/Gratification. Rivista di Psicologia Analitica

Izutsu, Toshihiko. The Interior and Exterior in Zen Buddhism
Reviews
Authors: Samuels Andrew
Published: October 2006

Sámuels, A., Shorter, B., Plaut, A. A Critical Dictionary of Jungian Analysis

Jacoby, M. Individuation und Narzissmus. Psychologie des Selbst bei C. G. Jung und H. Kohut

Bührmann, M. Vera. Living in Two Worlds: Communications between a White Healer and her Black Counterparts

Masterson, James F. The Real Self: A Development Self, and Object Relations Approach
Journal Reviews
Authors: Wharton Barbara
Published: October 2006

Astor, James and Pawson, Michael. (London.) ‘The value of psychometric testing in the investigation of infertility.’Journal of Psychosomatic Obstetrics and Gynaecology

Black, D. (London). ‘Some thoughts on the future of analytical psychology, or the exclamation‐mark of Dr Schwartz‐Salant.’Harvest

Casement, A. (London). ‘Psychoanalysis may work, but what is it?’The Economist

De Koning, A. (Tilburg). ‘Reflections on the heart’ in The Changing Reality of Modern Man

Ghadiali, H. N. (Stafford). ‘The process of scapegoating.’The Midland Journal of Psychotherapy

Hillman, J. (Dallas). Egalitarian Typologies versus the Perception of the Unique

Hillman, J. (Thompson, Connecticut), Kugler, P. (Buffalo, New York). ‘The autonomous psyche. A communication to Goodheart from the bi‐personal field of Paul Kugler and James Hillman.’Spring

Hubback, J. (London). ‘Body language and the self: the search for psychic truth.’Chiron

Rothenberg, R. E. (Pacific Palisades). ‘Psychic wounds and body scars.’Spring

Ryce‐Menuhin, J. (London). ‘A sonata in the sand.’Harvest

Zahner‐Roloff, L. (Chicago). ‘The therapies of performance: The Dionysian, Hermetic and Apollonian archetypes of poetry therapy.’Psychotherapeia and Psychiatry in Practice
Reviews
Authors: Wharton Barbara
Published: October 2006

Zoja, Luigi and Hinshaw, Peter (eds) The Differing Uses of Symbolic and Clinical Approaches in Practice and Theory

Dieckmann, Hans. Twice‐Told Tales: The Psychological Use of Fairy Tales

Kohon, G. (ed.) The British School of Psychoanalysis: The Independent Tradition

Tustin, Frances. Autistic Barriers in Neurotic Patients

Winnicott, D. W. Home is Where We Start From

Hall, JamesA. The Jungian Experience: Analysis and Individuation
Critical Notice
Authors: Hubback J.
Published: October 2006

Humbert, E. G. C. G. Jung, the Fundamentals of Theory and Practice
Book Reviews
Authors: Wharton Barbara
Published: October 2006

Samuels, A. The Plural Psyche. Personality, Morality and the Father

Segaller, S., Berger, M. Jung, The Wisdom of the Dream

Stork, Anthony. Freud

Haynal, Andre. The Technique at Issue. Controversies in Psychoanalysis from Freud and Ferenczi to Michael Balint

Brähler, E. (Ed.) Body Experience. The Subjective Dimension of Psyche and Soma
Book Reviews
Authors: Wharton Barbara
Published: October 2006

Schwartz‐Salant, N. & Stein, M. (Eds.). The Borderline Personality in Analysis

Fabricus, Johannes. Shakespeare's Hidden World: A Study of his Unconscious

Wolstein, B. (Ed.) Essential Papers on Counts‐transference

Mcdougall, Joyce and Lebovici, Serge. Dialogue with Sammy: A Psychoanalytical Contribution to the Understanding of Child Psychosis
Book Reviews
Authors: Covington Coline , Jalbert Ronald
Published: October 2006

Dieckmann, Hans. Methods in Analytical Psychology: An Introduction

Sharp, Daryl. Jung Lexicon: A Primer of Terms and Concepts

Stern, Daniel N. Diary of a Baby

Bergmann, Martin S. and Jucovy, Milton E. (eds). Generations of the Holocaust
Critical Notice
Authors: PLAUT FRED
Published: October 2006

Bion, W. R. Cogitations
Book Reviews
Authors: Perry Christopher , Jalbert Ronald
Published: October 2006

Meckel, D. J. and Moore, R. L. (eds). Self and Liberation: The Jung/Buddhism Dialogue

Langs, Robert. Science, Systems and Psychoanalysis

Alvarez, A. Live Company: Psychoanalytic Psychotherapy with Autistic, Borderline, Deprived and Abused Children

Tatham, P. The Makings of Maleness: Men, Women, and the Flight of Daedalus.

Jack, D. C. Silencing the Self

Wright, K. Vision and Separation: Between Mother and Baby

Ryce Menuhin, J. Jungian Sandplay: The Wonderful Therapy
Firm Affinities
Authors: McGUIRE WILLIAM
Published: October 2006

Jung apparently had learned Enghsh by the time he went to the Burgholzli Clinic, in 1900. There he worked with American and British psychiatrists, wrote papers in Enghsh, and treated his first American analysands. Through one of these, Medill McCormick, Jung came to know influential Americans and his curiosity about the United States grew. In 1909, he first visited the States, along with Freud, and by the time of their break Jung had established ‘firm atfinities’ with America. His relations with Great Britain took root about then. The first Jungian group was formed under the leadership of Constance Long, who was effective also in organizing American Jungians. After the Great War, Jung fiequently visited England to lecture and lead seminars arranged by H. G. Baynes and M. Esther Harding. He travelled to the American Southwest, East Afiica, and India in the company of American and Enghsh fiiends. After World War 11, Jung's association with Mary and Paul Mellon's Bollingen Foundation and the publishers Routledge and Kegan Paul led to the joint project of the Collected Works. In 1976, fifieen years after Jung's death, the twentieth and final volume appeared, and work on editions of Jung's letters, interviews, and seminars, also under American and British auspices, was well advanced.
‘Reductive’ analysis in the light of modern infant research
Authors: Jacoby Mario
Published: October 2006

From a Jungian viewpoint the findings of modern infant research can be seen as dealing in minute detail with the process by which the Self, the archetype of order, becomes incarnated in the infant and organizes the individual's development and maturation in accordance with the facilitating environment. Viewing Lichtenberg's ‘groundplan of the infant‐environment system’ as archetypal, the paper traces the impact of this groundplan on the interactive field in analysis. Descriptions are offered of key issues in infant research, such as the growing sense of self (emerging self, core self, subjective and verbal self) with its various interpersonal needs and experiences (Stern 1985), the motivational systems (Lichtenberg 1989), the precursors of fantasy life i.e. the ‘RIGs’ (representations of interactions that have been generalized') (Stern 1985), and the categorical and vitality affects. The paper's main concern, however, is the practical application of these findings to the analytic situation, in so far as they cultivate a deeper sensitivity to and understanding of the emotional nuances, the ‘meta‐communications’, so to speak, beneath the discourse of manifest issues and ‘contents’ of the unconscious.
PUNCTUAL VERSUS DURATIVE AS COVERT CATEGORIES1
Authors: King Harold V.
Published: October 2006

The inherent meaning of punctualness or durativeness found in many English verbs, can best be studied in the framework of Whorf's theory of Grammatical Categories. When co‐occurrence restrictions attributable to other features such as activity or nonactivity are set aside, it is clear that we must posit at least these two aspectual features, punctual and durative, to account for the way verbs and longer verbal expressions are used with time adverbs such as “already” and with the tense signs and auxiliaries. For example, punctual verbs in the present tense form express a future meaning after “hope” as in “I hope he says something”, whereas durative verbs refer to present time, as in “I hope he knows”. Comparable reactances are found after “wish”, “like”, and “would like”. Whether semantic or syntatic, these restrictions can be described in terms of either lexical features or covert categories, but not in a mathematically rigorous way.
IN DEFENSE OF PATTERN PRACTICE
Authors: Brown T. Grant
Published: October 2006

Recent developments in theories of syntax and language learning have had a profound effect on the theoretical bases of pattern, habit, and interference which underlie the technique of pattern practice. Transformational grammar has shown the inadequacy of the concept of patterning in syntax and strict behaviorist theories of language learning have been shown to be unable to account for the acquisition of language by children. However, while the theories which describe many problems of second language learning are inadequate, the problems they were supposed to explain have not disappeared. Students of foreign languages still require intense oral practice of grammatical contrasts to overcome influences from native language structure. Pattern practice techniques were developed for this purpose and are no less effective as a result of revisions in theoretical matters.
THE NOTIONS OF COMPETENCE AND PERFORMANCE IN LANGUAGE TEACHING
Authors: Muskat‐Tabakowska Eliżieta
Published: October 2006

This paper examines the wide range of definitions of the basic linguistic concepts of competence and performance, particularly as these relate to problems involved in second‐language teaching. It shows possible implications of linguistic theory for the theory and practice of second‐language teaching. The paper also attempts to characterize some of the relevant general features of the process of second‐language learning in terms of the theory of linguistic competence and performance. It presents a discussion and a tentative definition of crucial functions of the language teacher in second‐language teaching in relation to the theory of linguistic competence and performance and points out some basic interrelations between linguistic theory and the task of the language teacher.
TRANSFORMATIONAL GRAMMAR AND LANGUAGE TEACHING1
Authors: Lakoff Robin
Published: October 2006

There are two major theories of language learning: one, based on behavioral psychology, emphasizes pattern‐practice and memorization; the other, the rationalist approach, attempts to give students the reasons for grammatical phenomena, relating facts about the second language to facts about the student's native language. Of these, the first has been much used recently, both in structuralist texts and those that are supposedly “transformational”. While memorization and pattern‐practice drills are sometimes useful, often they are not, because the choice between forms is based on the speaker's awareness of factors outside of the immediate syntactic environment: the definite or indefinite article, some or any, past or perfect tense are a few examples in English. To incorporate such insights in a text the writer must use his knowledge of transformational grainmar indirectly, to enable him to formulate and verify his intuitions; but he will not use any “transformational rules” in the text itself. The text will be rationalistically oriented‐it will encourage students to ask themselves why sentences are good and bad‐and in this sense will be truly transformational in accordance with the beliefs held by transformational grammarians about the nature and acquisition of language.
SOME REFLECTIONS ON “GOOD” AND “BAD” LANGUAGE TEACHING BEHAVIORS
Authors: Politzer Robert L.
Published: October 2006

In an experiment conducted recently at the Stanford Center for Research and Development in Teaching, the frequency of selected classroom behaviors of 17 French teachers was observed and correlated with measures of achievement in French on the part of their students. The frequency of some behaviors (e.g. use of Free Response drills; use of visual aids) correlated positively with student achievement. Behaviors showing no significant correlation with achievement included frequency of Repetition drills, Substitution drills. Other behaviors measured (including the use of Dialogue drills or Translation drills) showed significant negative correlations with student achievement. The conclusion is advanced, however, that most teaching behaviors cannot be classified as intrinsically “good” or “bad,” but that the relationship between the frequency of the use of a teaching behavior and student achievement is represented by a curve within which there are ranges of frequency with positive and negative correlations with achievement. A highly complex relation between the overall method, alternatively available teaching behaviors and student characteristics determines whether the frequency with which a teaching behavior is used falls within the positive or negative ranges.
THE EFFECT OF DELAYED COMPARISON IN THE LANGUAGE LABORATORY ON PHONEME DISCRIMINATION AND PRONUNCIATION ACCURACY
Authors: Sisson Cyrus R.
Published: October 2006

Three separate classes of students of English as a second language were divided into groups matched on measures of pronunciation discrimination and production. One half of the students monitored their previously recorded responses to pronunciation exercises in the language laboratory and the other half received comparable exposure to the contents of these exercises by responding actively a second time. A mobile language laboratory, The Plurilingua, used in this experiment, which permits up to six individuals to record and subsequently monitor their responses on one spool of magnetic tape is described. It was hypothesized that the active groups would show a significantly higher degree of improvement in discrimination accuracy and pronunciation authenticity of English phonemes. At the end of the experiment, no significant effects were found, although there was evidence of a trend which favored the active groups.
THE USE OF THE LANGUAGE LABORATORY FOR PHONETICS AT ADVANCED LEVELS OF ENGLISH LEARNING
Authors: Evans Lyn
Published: October 2006

The most pressing demand for phonetics courses in L2 studies of English comes from potential or practicing teachers of the language. Since the Language Laboratory (LL) does not seem to have been adequately exploited for their requirements, this paper outlines an attempt at preparing a course to meet their needs. While presenting the dilemmas of reconciling the demands of students who are at an advanced stage of language learning, yet at the novitiate stage in phonetics, it suggests some of the ways in which LL practice can be integrated into their course. It discusses the value of ‘learning from mistakes’ in the LL, and tries to show why some methods seem to succeed and others seem to fail. While the methods used are clearly indebted to recent research into the processes of language learning, the approach is a pragmatic one, utilizing principles that challenge the intellect and encourage creativity, as far as this is feasible in the LL. Since the vital question in all LL work is the extent of transfer it achieves, the difficulties of assessing such transfer are raised. Practical material in applied phonetics (including stress and intonation) is described, but conclusions about its efficacy are inhibited by the number of variables involved in measuring practical attainment in the world “beyond the booth.”
THE TRANSFORMATIONAL CHALLENGE AND THE TEACHER OF ENGLISH
Authors: Kandiah T.
Published: October 2006

The transformational model provides the English teacher with an insightful way of looking at the language. Since, however, a transformational grammar is hypothetical and abstract and thus excludes factors that the teacher must confront in the classroom, the application of such analysis raises serious problems. The problems, however, are generally purely pedagogical, and are no reflection on the model; the onus is on the teacher to develop a methodology that will enable him to maximally exploit the resources of the theory. At times, however, the classroom problems bring into sharper focus aspects of linguistic behaviour that the linguist might have missed. This might justify a modification of the linguistic statement, provided it is corroborated by other purely linguistic evidence. Transformational grammar might also at times suggest refinements of pedagogical methodology, for example, the introduction of translation as a means of exploiting the common deep structure of languages. It also restores intellectual activity to a position of respectability in the classroom, thereby helping to make language teaching more humane.
BEHAVIORISTIC AND COGNITIVE APPROACHES IN PROGRAMMED INSTRUCTION
Authors: Chastain Kenneth
Published: October 2006

The ability to communicate in a language involves the unconscious application of the rules of the language while focusing conscious attention on the content of what is being said. In order to develop language ability to the skill level, some modern language teachers prefer mechanistic techniques; others advocate mentalistic procedures. Although programmed materials have generally followed Skinnerian principles, they can be prepared to correspond to cognitive interpretations of learning. Utilizing both types of programming would enable the teacher to provide for individual differences in learning preference and style. Viewing the skill development sequence in its entirety would enable the teacher to ascertain what particular advantages programmed learning has to offer as well as to determine at what stages it must be supported by additional classroom activities.
FOREIGN ACCENTS, LANGUAGE ACQUISITION, AND CEREBRAL DOMINANCE REVISITED
Authors: Hill Jane H.
Published: October 2006

Scovel (1969) has suggested that three factors are universally true of all speech communities : (1) that all children are equally competent in the acquisition of second languages without a ‘foreign accent”; (2) that, while adults vary in the skill with which they acquire foreign languages, few adults ever rid themselves completely of foreign accents; (3) that adults can all recognize a foreign accent in their native language. Scovel has explained these factors by proposing that the ability to master the phonetic systems of second languages is lost with the completion of cerebral dominance. Some information in the literature suggests that factors (2) and (3) in particular may not operate in the same way in all human societies, and that lines of explanation alternative to the cerebral dominance theory may have to be considered, based on further research in societies where language and phonation do not have the same functions that they have in American English speech communities.
THEORIES OF LANGUAGE ACQUISITION IN RELATION TO BEGINNING READING INSTRUCTION1
Authors: Wardhaugh Ronald
Published: October 2006

Various theories of language acquisition are discussed: behavioristic, nativistic, and cognitive. Linguistically‐oriented theories are compared with learning‐oriented theories, and four controversial issues of frequency of stimuli, imitation, expansion, and meaning are reviewed. The theories are all rather unsubstantial at present. Reading acquisition seems to be very different from language acquisition, and the theories of language acquisition appear to have little to offer anyone in coming to a better understanding of how beginning reading should be taught.
TRANSFORMATIONAL‐GENERATIVE THEORIES OF LANGUAGE AND THE ROLE OF CONDITIONING IN LANGUAGE LEARNING
Authors: Ney James W.
Published: October 2006

At face value, the application of some aspects of transformational‐generative theories of language to second language pedagogy would seem to preclude the use of conditioning. These theories, however, do not debar conditioning from learning certain aspects of language. In fact, some specialists concerned with foreign language pedagogy recommend the use of conditioning for the learning of surface features of languages. The central question, then, is not whether conditioning should be used in second language learning and teaching but to what extent it should be used. Tentatively, it would seem that elements of universal grammar could be dedutively presented to the student in an effort to provide cognitive mediation between the surface features of the native and target languages. Conditioning could then be used to give the student control of the surface forms of the target language.
THE USE OF FILMS IN TEACHING ENGLISH AS A SECOND LANGUAGE1
Authors: Morley H. Joan , Lawrence Mary S.
Published: October 2006

[These are the first two parts of a three‐part report on the development of a program at the English Language Institute which uses documentary films for the improvement of aural comprehension, speaking, writing, and reading in English as a second language. Part I is a general description of the program; Part II is a discussion of the writing aspects of the program; Part III, to appear in the next issue of Language Learning, will discuss the treatment of aural comprehension in the program. The program itself will be published under the title Films for Advanced Practice in Aural Comprehension, Vocabulary Building, and Composition, by H. Joan Morley and Mary S. Lawrence (Ann Arbor: University of Michigan Press, forthcoming).]
SPELLING‐SOUND RELATIONS IN ESL INSTRUCTION1
Authors: Cronnell Bruce A.
Published: October 2006

Recent linguistic investigations have revealed that there is a good fit between English orthography and English pronunciation and that this goodness of fit is valid for different dialects of English. Thus, it is suggested that these relations be used in reading and spelling instruction for students of English as a second language (ESL). While revisions to account for speech differences may be necessary and while students whose native language uses the Roman alphabet may have problems of interference, procedures for native speakers may be used with second language learners. In addition, the orthography may assist one in acquiring additional knowledge of English.
EMPATHY AND SECOND LANGUAGE LEARNING1
Authors: Guiora Alexander Z. , Brannon Robert C. L. , Dull Cecelia Y.
Published: October 2006

The study reported here represents the culmination of the development and application of a research strategy whereby hypotheses generated in the clinical circumstance are transposed to a behavioral realm where more rigorous, reproducible, reliable, and valid experimentation is feasible (Guiora 1970). Our concern has chiefly been to apply this strategy to the concept of empathy, choosing as the transposed realm of behavior, language, in particular, authenticity of pronunciation of a second language. In a series of studies we investigated the hypothesis that empathy plays a significant role in the ability to authentically pronounce a second language. The measure which proved to be most successful in predicting authenticity of pronunciation was the Micro‐Momentary Expression (MME) test as modified by us. The present study confirms the original hypothesis that empathy as measured by the MME is positively related to the ability to authentically pronounce a second language. Essentially the MME measure coupled with the Verbal Mental Reasoning test of intelligence and a simple but apparently effective measure of motivation provide, we believe, a major contribution to the prediction of pronunciation ability. Adding the Army Language Aptitude Test as a linguistic measure, the combined instruments constitute a powerful predictive battery.
SOCIAL FACTORS, INTERLANGUAGE, AND LANGUAGE LEARNING1
Authors: Richards Jack C.
Published: October 2006

The field of second language learning is shown to encompass the study of interlanguage phenomena, which reflect the conditions under which language is learned and used. These include the processes of language transfer, transfer of training, strategies of learning, strategies of communication, and overgeneralization. Five different contexts for language learning are considered and the results of language learning in each context related to the social context for learning through the notion of interlanguage.
GOOFING: AN INDICATOR OF CHILDREN'S SECOND LANGUAGE LEARNING STRATEGIES1
Authors: Dulay Heidi C. , Burt Marina K.
Published: October 2006

From the viewpoint of syntactic error analysis, we look for children's second language (L2) learning strategies as manifested in their L2 speech. We discuss two conflicting hypotheses: 1) the contrastive analysis hypothesis which predicts that L2 goofs (errors) will result from first language (L1) interference, and 2) the L2 = L1 hypothesis which predicts that L2 goofs will be similar to L1 goofs and are not the result of negative transfer. We propose several theoretical assumptions that support the L2 = L1 hypothesis and that describe the process of L2 acquisition. Based on these assumptions, alternative explanations are offered for those goofs that seem to support the CA hypothesis. Thus, we propose language learning strategies that seem to account for all the available data on children's goofs.
ON THE ROLE OF MEANING IN SECOND‐LANGUAGE TEACHING
Authors: Woodsworth John A.
Published: October 2006

The writer questions two tendencies found in many language‐teaching programmes today and relates them to observed deficiencies in modern language‐teaching methods: 1) emphasizing the surface elements of language to the neglect of its “deep structure” or meaning; 2) treating the graphic processes of reading and writing as inherently dependent on the corresponding audial ones, independent of meaning. (“Meaning” is explained not as a semantic reference eventually attached to already‐formed sound sequences, but as the relating of spoken or written utterances to one's whole cognitive structure or experience.) The first tendency accounts for the failure of contrastive analysis and avoidance of native‐language use to handle the so‐called “interference” problem. The second retards the assimilation of all skills by replacing the student's normal meaning‐oriented learning mechanism by a system based on the artificial primacy of one form of surface structure over the other. As the writer admits, the article serves only to suggest some new directions for exploration. The question of specific application to language‐teaching methods is left for future consideration.
CLOZE TESTS OF SECOND LANGUAGE PROFICIENCY AND WHAT THEY MEASURE1
Authors: Oller John W.
Published: October 2006

Data from a wide variety of sources are cited in support of the cloze technique as a global measure of language proficiency. Cloze tests as measures of readability, reading comprehension, quality of translations, pragmatic expectancies due to textual illustrations, attitudes, and ethno‐linguistic background are discussed. In second language applications of the cloze procedure the effects of variations in difficulty, scoring methods, and the language used are considered. Analyses of response types and frequencies are examined. Correlations with external criteria and other theoretical considerations suggest that short term memory constraints are invoked by the cloze procedure. It is argued that such constraints are limitations on competence rather than mere performance. It is claimed that cloze tests tap this underlying competence.
THE EFFECT OF INTERACTIVE‐IMAGE ELABORATION ON THE ACQUISITION OF FOREIGN LANGUAGE VOCABULARY
Authors: Ott C. Eric , Butler David C. , Blake Rowland S. , Ball John P.
Published: October 2006

Interactive‐image mnemonics were used by college age men and women to learn the meanings of German words. One experimental treatment provided ready‐made interactive pictures and the other a procedure by which Ss could generate their own mental mnemonic pictures. The two control treatments included a repetition group and one which received no prescribed learning strategy. The two experimental groups remembered approximately twice as many words as either of the control groups, both on an immediate recall test and a delayed‐retention test two weeks later. Data from self‐reports suggested that over 75 per cent of the words which were remembered by Ss across all treatment conditions (including the control groups) were learned by elaborative strategies. These results suggest that the use of elaborative devices, either spontaneously or by design, is a natural and effective way for Ss to approach this kind of task.
THE CULVER CITY SPANISH IMMERSION PROGRAM: HOW DOES SUMMER RECESS AFFECT SPANISH SPEAKING ABILITY?
Authors: Cohen Andrew D.
Published: October 2006

This study looks at one aspect of second‐language mastery in depth: patterns of foreign language retention among young children after being removed from a language contact situation for a period of time. The subjects were 14 Anglo children from the Culver City Spanish Immersion Program, a pioneering project in American public school education. These children were immersed exclusively in Spanish during their kindergarten year. English was gradually introduced in first grade. This report deals with the effects of summer recess between first and second grade upon the spoken Spanish of the students. They were given an Oral Language Achievement Measure individually on a test‐retest basis. The results showed that a summer recess of three months took its toll on Anglo children's performance in Spanish. Utterances became shorter; at least one grammatical class (prepositions) was used slightly less while another (verbs) became more prominent; the children made more errors proportionate to what they said; problems with article/adjective agreement not only persisted, but in the case of the definite article, shifted in nautre; the ser verb began to be used more than estar when children were in doubt; and inflection for person in present tense indicative verbs continued to cause minor problems.
SPEECH PERCEPTION IN SECOND LANGUAGE ACQUISITION: A SUGGESTED MODEL
Authors: Tarone Elaine
Published: October 2006

In recent work on second language acquisition, reference has been made to the learner's second language “production grammar” and “perception grammar,” since decoding skills seem to be acquired before encoding skills. However, the postulation of two basically separate grammars for any language can pose problems. A model of speech perception and production is suggested here which attempts to account for different rates of acquisition of perceptual and productive skill in the second language, without assuming the existence of two separate second language grammars. In Neisser's model of speech perception, Stage One could correspond to a “perception grammar”; however, it cannot be strictly called a “grammar.” In Stage Two the second language grammar used in decoding the utterance is the same as that used in production of the second language utterance. The discrepancy between perception and production in second language acquisition can be accounted for by assuming the existence of a preliminary stage of speech perception, in which decoding is not based upon syntactic rules, but upon a feature analysis and hypothesis formation. Some principles which may be used in analyzing the utterance in this preliminary stage are discussed and related to some research findings in second language acquisition.
CLOZE, DICTATION, AND THE TEST OF ENGLISH AS A FOREIGN LANGUAGE
Authors: Irvine Patricia , Atai Parvin , Oller John W.
Published: October 2006

The Test of English as a Foreign Language (TOEFL) was taken by 159 non‐native speakers of English in Tehran, Iran. They also took a cloze test and two dictations. The former was scored for both exact and contextually acceptable responses. A correlation of.94 between the two methods recommends the exact method for non‐native teachers of ESL and concurs with the result of a study by Stubbs and Tucker (1974). Cloze scores correlated with the combined dictations at.75. Cloze scored by either method was more highly correlated with the TOEFL total score (.79, acceptable word method;.78, exact word method) than was the combined dictation (.69). Confirming earlier research by Darnell (1968) and Oller and Conrad (1971), both cloze and dictation correlated better with the Listening Comprehension than with any other sub‐section of the TOEFL. This tends to confirm the suspicion tha the Listening Comprehension section, which is a highly integrative and pragmatic task, is more valid than other sections of the TOEFL. On the whole, Listening Comprehension, cloze, and dictation were more highly correlated with each other, and with the remaining part scores on the TOEFL than the latter were with each other. This last fact provides strong support for integrative testing procedures.
THREE‐YEAR EVALUATION OF A LARGE SCALE EARLY GRADE FRENCH IMMERSION PROGRAM: THE OTTAWA STUDY1
Authors: Barik Henri C. , Swain Merrill
Published: October 2006

The school performance of pupils in Grades K‐2 of the French immersion program in operation in Ottawa public schools is evaluated in comparison with that of pupils in the regular English program. The results from three successive cohorts indicate that by the end of Kindergarten pupils in both programs are equally ready for beginning school work in Grade 1. By the end of Grade 1 immersion program pupils taught reading in French are found to lag behind their peers in the regular program in English language skills involving English reading, but they show some ability to transfer reading skills from French to English. By the end of Grade 2, following the introduction of English Language Arts into the curriculum for 60 minutes a day, immersion pupils have generally caught up to their regular program peers in English language skills. Throughout Grades K‐2 pupils in the two programs perform equivalently in mathematical skills and show the same level of cognitive development. Immersion pupils reveal a considerably higher level of achievement in French than pupils of corresponding or higher grade levels receiving daily instruction in French‐as‐a‐second‐language, and do reasonably well in comparison with native French‐speaking pupils. The findings of the evaluation corroborate those of other similar immersion programs involving smaller numbers of children and classes.
THE USE OF OVERGENERALIZATION AND TRANSFER LEARNING STRATEGIES BY ELEMENTARY AND INTERMEDIATE STUDENTS OF ESL1
Authors: Taylor Barry P.
Published: October 2006

An orally administered test requiring the written English translation of eighty Spanish sentences was administered to twenty native Spanish speaking students of English as a second language at the elementary and intermediate levels.

A taxonomy of twenty error types was designed to analyze the errors in the Auxiliary (Aux) and Verb Phrase (VP) of the translations. The error types were categorized into errors of overgeneralization, transfer, translation, indeterminate origin, and errors not considered.

The results indicated that the errors made by the elementary and intermediate students were not qualitatively different. However, the subjects' reliance on the stategies of overgeneralization and transfer was found to be qualitatively different. The elementary subjects' reliance on the transfer strategy was found to be significantly higher than that of the intermediate subjects; the intermediate subjects' reliance on the overgeneralization stategy was found to be significantly higher than that of the elementary subjects.

These findings appear to be consistent with a theory which considers second language acquisition to be an actively creative process dependent upon a student's ability to assimilate and subsume new information into already existing cognitive structures. The overgeneralization and transfer learning strategies appear to be two distinctly different linguistic manifestations of one psychological process: reliance on prior learning to facilitate new learning. The results also tend to confirm the weakness of a transfer‐based theory of errors and require an explanation which takes into account not only interference from within the target language inself, but also the learner's cognitive characteristics and his resulting learning strategies.
MEASURING FOREIGN LANGUAGE READING COMPREHENSION
Authors: Henning Grant H.
Published: October 2006

Seven correlates of reading comprehension were examined for predictive validity, difficulty, and discriminability. Twentyseven Iranian college students were administered a series of eight test batteries so that there was a repeated measure sample size of 178. Cloze‐recognition, synonym‐antonym selection, multiple‐choice sentence selection, question‐written response, and grammaticality of response predictors were examined at two levels of context difficulty. Intermediate difficulty synonym‐antonym selection (r =.768) and multiple‐choice sentence selection (r =.736) exhibited the highest correlations with the criterion.
FORGETTING A SECOND LANGUAGE1
Authors: Cohen Andrew D.
Published: October 2006

A previous study by this author investigated group patterns of foreign language retention among young children after being removed from a language contact situation for a period of time. The present study was undertaken to provide an in‐depth look at three students in an effort to determine whether the last things learned are, in fact, the first things to be forgotten, and whether forgetting entails unlearning in reverse order from the original learning process. Three subjects were administered an Oral Language Achievement Measure individually on a test‐retest basis at the beginning of June 1973, the 20th month of language contact, and again in September 1973, after the children had started second grade. Two subjects provided examples to support the notion that some of the things that are learned last are also the first to be forgotten when the learners are removed from second language contact for a period of time. The third subject provided an example of reversion to an earlier pattern in the use of the definite article, perhaps skipping stages in between. Some data suggest that forgetting may produce forms that were never tried out during the process of language acquisition prior to the respite. Other data suggest that a pause in the learning process may actually cause a reduction in certain problem areas. Although the findings from this study are merely suggestive, since they are based on insufficient data to make them definitive, this is considered a first step in the direction of investigating the ways in which young children forget a language in which they have been immersed.
AFFECTIVE AND ABILITY FACTORS IN SECOND‐LANGUAGE ACQUISITION
Authors: Chastain Kenneth
Published: October 2006

Although past research studies have failed to yield consistently positive correlations between motivation and achievement in second‐language classes, teacher experience clearly indicates that student attitudes and opinions do have a decided effect on learning. The question confronting both teachers and researchers is what student affective characteristics influence learning and what influence each has. The purpose of this study was to examine the effect of three affective student characteristics, in comparison with selected student ability characteristics, on course grade in elementary language courses. In this study there were as many positive correlations between the affective characteristics and course grade as there were between ability factors and course grade. The implication was that affective characteristics have at least as much influence on learning as do ability factors.
AFFECTIVE FACTORS AND THE PROBLEM OF AGE IN SECOND LANGUAGE ACQUISITION
Authors: Schumann John H.
Published: October 2006

This paper reviews several bodies of literature concerned with the relationship of affective factors such as language shock, culture shock, attitude, motivation and ego permeability to second language acquisition. These issues are then related to the problem of age in second language learning. It is suggested that affective variables may play a more important role than does biological maturation in problems associated with adult second language acquisition.
ETHNIC ATTITUDES AND THE ACQUISITION OF SPANISH AS A SECOND LANGUAGE1
Authors: Teitelbaum Herta , Edwards Allison , Hudson Alan
Published: October 2006

A cloze test of Spanish proficiency and a questionnaire dealing with linguistic and general ethnic attitudes were administered to 116 students in their third semester of Spanish at the University of New Mexico. Although the study was relatively unsuccessful in predicting second‐language proficiency from attitudinal data, there was sufficient evidence to suggest that a positive orientation toward the local Chicano community was not a prerequisite for the successful acquisition of Spanish. The factorial structure of the linguistic and ethnic attitudes was also examined and comparable clusters of motivational, general attitudinal, and commitment items were obtained for the Anglo and Spanish‐background students in the sample.
ADULT PERFORMANCE ON THE SLOPE TEST: MORE EVIDENCE FOR A NATURAL SEQUENCE IN ADULT SECOND LANGUAGE ACQUISITION
Authors: Krashen Stephen D. , Sferlazza Victoria , Feldman Lorna , Fathman Ann K.
Published: October 2006

Sixty‐six adult speakers of English as a second language were tested on the SLOPE test, a measure of oral production covering 20 structures in English. The difficulty order found was not significantly different from that found in children learning English as a second language in previous studies (Fathman 1975b), and no significant difference was found between speakers of different first languages. These results confirm and extend Bailey, Madden, and Krashen's (1974) findings and support the hypothesis that certain similarities exist in the language acquisition processes utilized by children and adults.
A CASE STUDY OF A JAPANESE CHILD LEARNING ENGLISH AS A SECOND LANGUAGE1,2
Authors: Hakuta Kenji
Published: October 2006

Major findings are reported here of a longitudinal, naturalistic study of the acquisition of English as a second language by a five‐year old Japanese girl. The emphasis is on empirical findings based on careful distributional analyses performed on the data, rather than on any particular theoretical orientation. The major content areas discussed are 1) the problem of prefabricated patterns (Hakuta 1974b); 2) the order of acquisition of grammatical morphemes; and 3) the problem of language transfer. It is argued that there is still great need for a broader empirical data base before any serious attempts at theoretical formulations of the second language acquisition process are made.
METHODS AND MORPHEMES IN SECOND LANGUAGE ACQUISITION RESEARCH1
Authors: Rosansky Ellen J.
Published: October 2006

Recent morpheme studies of second language acquisition are methodologically difficult to interpret and the validity of some conclusions is questionable. The present study sought to ascertain (a) whether the morpheme order obtained using an elicitation instrument resembles the order of morphemes obtained from spontaneously collected second language acquisition speech data, and (b) whether the cross‐sectional and longitudinal research findings in second language acquisition research are comparable. The results of the study raise serious questions about the validity of cross‐sectional studies of second language acquisition based on instrument‐elicited morpheme data. The analysis of spontaneous data examined longitudinally suggests that such data may provide richer insights into the second language acquisition process.