bluuebunny/crossref_metadata_2025 huggingface dataset:
Journal Reviews
Authors: Samuels Andrew
Published: October 2006

Bash, K. (Berne). ‘Ein Verglich dreierlei Messmethoden für die Extraversion/Introversion’

Cahen, R. (Paris). ‘Inquiétez‐vous, c'est psychique’

Cahen, R. (Paris). Prefface to the ‘nth’ edition of L'Homme à la Decouverte de son Ame

Goldenberg, N. (Ottawa). ‘A feminist critique of Jung’

Maduro, R. (San Francisco). ‘working with Lations and the use of dream analysis’

Masse‐Rouquette, J. (Le Mesnil‐St Denis). ‘Femme et surréalisme’

McCully,R. (Charleston). ‘Parapsychology and symbol formation’

Pignatelli, M. (Rome). ‘Un incognita chiamata amore’

Pegnatelli, M. (Rome). ‘Il fantasma del terzo’

Pignatielli, M. (Rome). ‘Psiche e realta del fenomeno umano’

Pontius, A. (New York). ‘Stimuli triggering violence in psychoses’.

Pontius, A. (New York). ‘Geometric figure‐rotation task and face representation in dyslexia: role fo spatial relations and orientation’.

Pontius, A. (New York). ‘Face representation linked with literacy with literacy level in colonial American tombstone engravings and Third World pre‐literates’

Taylor, C. (New York). ‘Sexual intimacy between patient and analyst’.

Ziegler, A. (Zürich). ‘Die schattern von olympia—über Veitstanz und Zitterkrankheiten’
Journal Reviews
Authors: Wharton Barbara
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 secrtions of books may also be sent provided the book has not been submitted to our Book Review section.]

Beebe, J. (San Francisco). ‘The trickster in the arts’

Gordon‐Montagnon, R. (London). ‘Jung: fils rebelle ou prophete?’

Gordon‐Montagnon, R. (London). ‘Desire and woman: a Jungian approach.’

Gordon‐Montagnon, R. (London). ‘Tentative d'anatomie d'un concept: le soi.’

Salzmann, M. (Paris). ‘Divin Corbeau. Approche d'un my the sibérien’

Samuels, A. (London). ‘Gender and psyche: developments in analytical psychology’
Reviews
Authors: Samuels Andrew
Published: October 2006

Fordham, Michael. Explorations into the Self

Redpearn, Joseph. My Self, My Many Selves

Hobson, Robert F. Forms of Feeling: the Heart of Psychotherapy

Casement, Patricia. On Learning from the Patient

Shepherd, Michael. Sherlock Holmes and the Case of Dr Freud

Abend, S. M., Porder, M. S., Willick, M. S. Borderline Patients: Psychoanalytic Perspectives

Van Herik, Judith. Freud on Femininity and Faith
Reviews
Authors: Wharton Barbara
Published: October 2006

Perry, John W. The Self in Psychotic Process: its Symbolization in Schizophrenia

Caggia, Dario V. (Ed.). L'Immaginale

Meier, C. A. Soul and Body: Essays on the Theories of C. G. Jung

Hinshaw, R. (Ed.) A Testament to the Wilderness

Koltuv, Barbara Black. The Book of Lilith

Monick, Eugene. Phallos: Sacred Image of the Masculine

Leonard, Linda Schierse. On the Way to the Wedding: Transforming the Love Relationship

Field, Joanna (Marion Milner). A Life of One's Own

Clancier, Anne and Kalmanovitch Jeannine. Winnicott and Paradox from Birth to Creation

Goldberg, Carl. On Being a Psychotherapist: The Journey of the Healer

Ridgway, Roy. The Unborn Child: How to Recognize and Overcome Prenatal Trauma

Hofstadter, Douglas. Metatnagical Themas: Questing for the Essence of Mind and Pattern
Reviews
Authors: Wharton Barbara
Published: October 2006

Asper, Kathrin. Verlassenheit und Selbstentfremdung. Neue Zugänge zum Therapeutischen Verständnis

Ulanov, Ann AND Barry. The Witch and the Clown: Two Archetypes of Human Sexuality

Milner, Marion. The Suppressed Madness of Sane Men

Rosenfeld, Herbert. Impasse and Interpretation. Therapeutic and anti‐therapeutic factors in the psychoanalytic treatment of psychotic, borderline and neurotic patients
Reviews
Authors: Wharton Barbara
Published: October 2006

Kast, Verena. The Nature of Loving: Patterns of Human Relationship

Sandler, Joseph. From Safety to Superego: Selected Papers of Joseph Sandier

Spillius, Elizabeth Bott (ed.). Melanie Klein Today. Developments in Theory and Practice

Rodman, Robert F. (Ed.) The Spontaneous Gesture: Selected Letters of D. W. Winnicott

Stern, Daniel N. The Interpersonal World of the Infant. A View from Psychoanalysis and Developmental Psychology

Roith, Estelle. The Riddle of Freud. Jewish Influences on his Theory of Female Sexuality

Brown, N. O., Levertov, D., Lifton, R. J., Hillman, J., et al

Hinshelwood, R. D. What Happens in Groups: Psychoanalysis, the Individual and the Community
Book Reviews
Authors: Wharton Barbara
Published: October 2006

Sandler, J. (Ed.). Projection, Identification, Projective Identification.

Meier, C. A. The Meaning and Significance of Dreams. Volume II of The Psychology of C. G. Jung.

Menzies Lyth, I. Containing Anxiety in Institutions: Selected Essays.

Thomä, H. and Kächele, H. Psychoanalytic Practice. Vol. I, Principles.

Winnicott, D. W. Babies and their Mothers.
Book Reviews
Authors: Wharton Barbara
Published: October 2006

Schwartz‐Salant, Nathan. The Borderline Personality: Vision and Healing

Spiegelman, J. M. (Ed.) Jungian Analysts: Their Visions and Vulnerabilities

Sandler, Joseph (Ed.): Dimensions of Psychoanalysis

Robertson, Jamesand Joyce. Separation and the Very Young

Hinshelwood, R. D. A Dictionary of Kleinian Thought

Mattoon, M. A. (Ed.) The Archetype of Shadow in a Split World: Proceedings of The Tenth International Congress for Analytical Psychology, Berlin, 1986
Book Reviews
Authors: Wharton Barbara
Published: October 2006

Fromm, M. G. AND Smith, B. L. (Eds) The Facilitating Environment. Clinical Application of Winnicott's Theory

Jung, C. G. Essays on Contemporary Events: Reflections on Nazi Germany

Stevens, Anthony. The Roots of War: a Jungian Perspective

Mcdougall, J. Theatres of the Body

Homans, Peter. The Ability to Mourn. Disillusionment and the Social Origins of Psychoanalysis

Bollas, Christopher. Forces of Destiny: Psychoanalysis and Human Idiom

Britton, R.; Feldman, M.; O'Shaughnessy, E. The Oedipus Complex Today: Clinical Implications

Weissman, Stephen M., His Brother's Keeper: A Psychobiography of Samuel Taylor Coleridge
Book Reviews
Authors: Covington Coline
Published: October 2006

JUNG, C. G. Nietzsche's Zarathustra: Notes of the seminar given in 1934‐9 by C. G. Jung.

C. G. JUNG. Aspects of the Masculine.

MAIN, T. The Ailment and Other Psycoanalytic Essays.

ISRAELS, H. Schreber: Father and Son.
Book Reviews
Authors: Covington Coline , Jalbert Ronald
Published: October 2006

King, P. and Steiner, R. (eds) The Freud‐Klein Controversies, 1941‐45

Brooke, R. Jung and Phenomenology

Whitmont, E. and Perera, S. B. Dreams: A Portal to the Source: A Guide to Dream Interpretation

Schaverien, J. The Revealing Image: Analytical Art Psychotherapy in Theory and Practice

Wilmer, H. (ed.) Creativity: Paradoxes and Reflections

Schwartz‐Salant, N. and Stein, M. (eds). Liminality and Transitional Phenomena
Critical Notice
Authors: MOORE NORAH
Published: October 2006

Baring, A. and Cashford, J. The Myth of the Goddess: The Evolution of an Image
Aspects of Anima and Animus in Oedipal Development
Authors: Colman Warren
Published: October 2006

This paper aims to insert the contrasexual archetype into the dynamic narrative of the Oedipus complex. Jung used the terms ‘anima’ and ‘animus’ to classify observed phenomena but did not explore the developmental origins of these phenomena in terms of personal history and experience. Some typical manifestations of anima and animus are described and shown to be rooted in the vicissitudes of Oedipal development. The contrasexual archetype is initially mediated by the oedipally loved parent and subsequent manifestations bear the imprint not only of the parent himself or herself but of the entire complex of object relationships in which Oedipal love is embedded. Successful resolution of the Oedipus complex depends on freeing the anima/animus from its Oedipal bonds so that its function as a bridge to the unconscious can be realized. This function is connected with the emergence of a symbolic capacity through which anima and animus can be recognized and valued as imaginal rather than external realities. The clinical material explores the damaging impact of a split parental couple on this process and the positive role of idealization as a stimulus to psychic development.
Book Reviews
Authors: Perry Christopher , Matthews Boris
Published: October 2006

Luke, Helen M. Kaleidoscope: The Way of Woman and Other Essays.

Prétat, Jane R. Coming to Age: The Croning Years and Late‐Life Transformation.

Ryce‐Menuhin, Joel. (ed.). Jung and the Monotheisms: Judaism, Christianity and Islam.

Whitmont, Edward C. The Alchemy of Healing: Psyche and Soma.

Horowitz, Mardi J., Kernberg, Otto F. and Weinshel, Edward M. (eds). Psychic Structure and Psychic Change: Essays in Honor of Robert S. Wallerstein, M.D.

Goldman, D. In Search of the Real: The Origins and Originality of D. W. Winnicott.

Langs, Robert. Empowered Psychotherapy: Teaching Self‐Processing: A New Approach to the Human Psyche and Its Reintegration.

Roazen, Paul. Meeting Freud's Family.
Archetypes and Spirits: A Jungian Analysis of Puerto Rican Espiritismo
Authors: Molina Mario NúAñez
Published: October 2006

In this paper a comparison is made between Jung's approach to healing with a traditional healing system practised in Puerto Rico, called ‘Espiritismo’. Jungian psychology and ‘Espiritismo’ have several strong similarities in their conception of the therapeutic process, similarities which suggest that the healing process itself has generic properties which can be found in several therapeutic systems. In addition, by analysing Jung's development as a healer, it is possible to draw parallels between his development as a psychotherapist and the process of becoming a spiritist healer.

In both healing systems, a transpersonal dimension is recognized as an integral element in the healing process. In ‘Espiritismo’, the suffering individual has to confront the spirit world; in analytical psychotherapy the patient has to confront the collective unconscious. This parallel was explicitly recognized by Jung in his autobiography when he compared the collective unconscious with the land of the dead. For Jung, knowledge of the figures of the unconscious enormously facilitates the individuation process; in ‘Espiritismo’ it is necessary to know the spirit world and to establish a relationship with the spirits.

In Jungian psychology, healing is a process of ‘exorcizing’ some types of complexes or integrating others to consciousness. On the other hand, spiritist healers ‘exorcize’ ignorant spirits in order to heal a client or help him/her to identify spirit guides. In both systems, healing is essentially a process of establishing a dialogue with a transpersonal dimension (archetypes or spirits).

Healing in ‘Espiritismo’ and Jungian psychology is a process of transcending the limited perspective of the ego (the ‘material world’) in order to experience a much broader reality (spiritual world or collective unconscious). Both systems emphasize the need to work with resources beyond the boundaries of the ego and to connect with forces that belong to a different reality.
Chronic fatigue syndrome/myalgicencephalomyelitis as a twentieth‐century disease: analytic challenges
Authors: Simpson Michael , Bennett Angela , Holland Penelope
Published: October 2006

The challenges of chronic fatigue syndrome (often called myalgic encephalomyelitis, especially in the UK) (CFS/ME) to analytical and medical approaches are connected with our inability to understand its distressing somatic symptoms in terms of a single identifiable and understandable disease entity. The evidence for the roles of viral aetiologies remains inconclusive, as does our understanding of the involvement of the immune system. The history and social context of CFS/ME, and its relation to neurasthenia and psychasthenia are sketched. A symbolic attitude to the condition may need to be rooted in an awareness of psychoid levels of operation, and the expression and spread of CFS/ME may sometimes be aided by the ravages of projective identification. Psychic denial, sometimes violent, in sufferers (especially children and adolescents) and their families may be important in the aetiology of CFS/ME. We draw out common threads from psychodynamic work with five cases, four showing some symptomatic improvement, analytic discussions of three cases being presented elsewhere in this issue of JAP.
A body with chronic fatigue syndrome as a battleground for the fight to separate from the mother
Authors: Simpson Michael
Published: October 2006

I describe the therapy of a 20‐year‐old woman who believed that her difficulties in concentrating and remembering were caused by her ‘ME’ (Myalgic encephalomyelitis, Chronic fatigue syndrome, or CFS). She had been fathered by a man who never left his own wife. Work with her dreams revealed a within‐body drama in which she was locked in an unspeakable fight to the death with her mother. Her symptoms improved after parallels between a dream and an accident showed her own self‐destructive hand in her story. Another dream, reflecting her first ‘incestuous’ affair, showed her search for her original father‐self as someone separate from mother, and a later affair provided a between‐body drama, helping her to own the arrogant and abject traits she had before seen only as her mother's. I show how we worked in the area of Winnicott's first ‘primitive agony’ as experienced by a somatizing patient, stuck in a too‐close destructive relationship with her mother‐body. I discuss how analytical work can be done with the primitive affects and conflicts against which the ME symptoms may be defending.
Individuation and paideia
Authors: Zoja Luigi , Martin Henry
Published: October 2006

This article attempts to discover an important historical precedent for the concept of individuation in the idea of paideia, which today, mistakenly, is often understood to have been simply the form of ‘education’ practised in ancient Greece. Paideia, however, was not limited to the instruction of youth and was based on no fixed programmes. It was conceived as continuing throughout the life of the individual, and as a development of natural, in‐born potential. Paideia articulated a notion of ‘inner culture’, or cultura animi, which has since receded from Western civilization, with its anti‐psychological emphasis on progress, specialization and extra‐version, and with its notion that a civilization's ‘culture’ is primarily defined by its social structures and material tools. Present‐day interest in the Jungian concept of individuation can thus be seen as a return of the repressed. An analysis of the Telemachy ‐ the opening cantos of the Odyssey ‐ in which Odysseus’ son, Telemachus, accomplishes his passage to adulthood, reveals the need for the realization of natural potential to be an innate and archetypal ideal. Homeric poetry is then seen to have furnished a unified canon for the whole human being, whereas the subsequent course of European civilization, starting with the Greek Sophists and an ever more specialized notion of philosophy, is seen to have fostered a unilateral mode of maturation. It is argued that nostalgia for paideia indirectly reasserts itself through the widespread cultural interest in the idea of individuation.
Book Reviews
Authors: Alister Ian , Matthews Boris
Published: October 2006

Jung, C. G. The Psychology of Kundalini Yoga: Notes of the Seminar Given in 1932

Papadopoulos, Renos K. (ed.). Carl Gustav Jung: Critical Assessments

Spoto, Angelo. Jung's Typology in Perspective

Stein Murray (ed.). The Interactive Field In Analysis: Volume One

Stevens, Anthony. The Two‐Million‐Year Old Self

Bollas, Christopher & Sundelson, David. The New Informants, The Betrayal of Confidentiality in Psychoanalysis and Psychotherapy

Shepherd, R., Johns, J. & Robinson H. R. (eds). D. W. Winnicott Thinking About Children

Clay, John. R. D. Laing: A Divided Self

Coltart, Nina. The Baby and the Bathwater
Book reviews
Authors: Alister Ian , Matthews Boris
Published: October 2006

Stein, Murray, Practicing Wholeness

Spiegelman, J. Marvin. Psychotherapy as a Mutual Process.

Shearer, Ann. Athene: Image and Energy.

Colman, Arthur D. Up from Scapegoating: Awakening Consciousness in Groups.

Kahr, Brett. D. W. Winnciott: A Biographical Portrait.

Siegel, Allen M. Heinz Kohut and the Psychology of the Self.

Stewart, Harold, with chapters by Elder, Andrew, & Gosling, Robert. Michael Balint: Object Relations Pure and Applied.

Adams, Michael Vannoy. The Multicultural Imagination: ‘Race’, Color and the Unconscious.
SYSTEMATIZING THE TEACHING OF ENGLISH VOWEL PHONEMES
Authors: Michalski Charles
Published: October 2006

(Mr. Michalski, of the English Language Institute of the University of Michigan, has just returned from Peru, where he served as the English Teaching Specialist for the Education Division of the Institute of Inter‐American Affairs. For the last four years he has been training and working with teachers of English in Peru, Chile, Puerto Rico and Bolivia.)
SOME TYPES OF ORAL STRUCTURE DRILLS
Authors: Cook V. J.
Published: October 2006

The aim of a structure drill is for the learner to produce a number of utterances consisting of the same grammatical structure. A drill has two parts: the input (what is supplied to the learner); and the output (what the learner has to produce him‐self). There are two methods of describing drills: by considering the relationship of each input/output pair; by considering the relationship of successive outputs. The latter method seems preferable. Contextualisation plays a part in drills and four degrees can be recognised: I. noncontextualised; II. semi‐contextualised; III. contextualised; IV. situational. To aid contextualisation, drills may have frames–settings for the input or output unconnected with the particular structure being taught. Four operations are possible in a drill: A. Substitution, in which the outputs vary a master output by substituting items in various ways; B. Mutation, in which the output changes the structure of the input; C. Repetition; D. Addition, in which the successive outputs are added together.
FINDING THE PERFECTIVE STEM OF ACTIVE VERBS IN MODERN GREEK
Authors: Kazazis Kostas
Published: October 2006

This paper suggests a method for helping students find the perfective stem of active verbs in Modern Greek, given their imperfective stem. This method consists of teaching the students a few phonological rules, whose relevance extends well beyond the grammatical point at hand. With respect to easing the students’ task in learning the perfective stem of some superficially irregular verbs, the paper suggests that teachers familiarize their students with the “underlying” imperfective stem of such verbs, as well as with related lexical items that carry the phonological information which is absent from the surface form of the imperfective stem, but which must be posited for the underlying form of that stem. On the whole, the paper advocates that teachers should not shy from conveying to their student linguistic information which “explains” some of the processes which language‐learners have to learn in order to manipulate a new language, provided that such information is given in terms which the students can understand.
ON THE EXPLANATION OF PHONIC INTERFERENCE1
Authors: Ritchie William C.
Published: October 2006

The question as to what information is of fundamental importance in the construction of phonological tasks in a course in a foreign language is raised and an attempt is made to indicate an answer with respect to a particular problem encountered by native speakers of Japanese and Russian in learning English. Conventional phonemics and contrastive analysis are found deficient as bases for the explanation of this problem and generative phonology is shown to provide a more promising basis. Finally, suggestions are made for incorporating information from a generative phonology into a set of tasks which would have the goal of eliminating the observed interference behavior.
DETERMINING WITH THE DEFINITE ARTICLE
Authors: Michaels David
Published: October 2006

The grammatical analysis of definite noun phrases shows that they contain, at some level of interpretation, restrictive adjuncts. These restrictives are presupposed by occurrence of the definite article in much the same way as antecedent reference is presupposed by occurrence of a definite pronoun. Even where the restrictive is not present in the surface structure of the definite noun phrase it is posited in the deep structure to interpret the meaning of the construction. In actual discourse, the restrictive may turn up as part of the situational context or elsewhere in the linguistic context–i.e., discourse related sentences. Conventions of unique and generic reference allow for the deletion of the restrictive. Practical applications for teaching the uses of the definite article to foreign learners of English follow from the analysis.
Topic‐Prominence in Interlanguage*
Authors: Fuller Judith W. , Gundel Jeanette K.
Published: October 2006

This study investigates the role of topic‐comment structure in the acquisition of English as a second language by adults. Oral narratives, both native and interlanguage, from speakers of three highly topic‐prominent languages (Chinese, Japanese, and Korean) and three relatively less topic‐prominent languages (Arabic, Farsi, and Spanish) were analyzed. We found that 1) there were no differences in topic‐prominence in the English interlanguage narratives of speakers in the two groups and 2) the interlanguage narratives as a whole were more topic‐prominent than native English, and intermediate in topic‐prominence between topic‐prominent and non‐topic‐prominent native languages. These results support the hypothesis that second‐language acquisition is, in general, characterized by an early topic‐comment stage, independent of the learner's native language.
Contrast and Construction in a Parameter‐Setting Model of L2 Acquisition
Authors: Flynn Suzanne
Published: October 2006

There is an emerging awareness in the field of L2 acquisition regarding the contributions made by both Contrastive Analysis (CA) and Creative Construction (CC) theories of L2 acquisition. CA theories indicate that the L1 experience is important in L2 acquisition, and CC theories indicate that principles of acquisition independent of this experience are also integral to L2 learning. Reconciliation of these two aspects within a principled, empirically‐based theory of L2 acquisition has been difficult (cf. Eckman 1977, 1984; Zobl 1980; Andersen 1983, 1984; Gundel and Tarone 1983; Liceras 1983; Rutherford 1983, 1984; White 1985).

This paper argues that the parameter‐setting model of Universal Grammar (UG) (proposed by Flynn 1983a, b, 1987) for L2 acquisition provides the scaffolding necessary for an integration of these two components within one explanatory account. Consistent with CC, L2 learners within this model use principles of UG isolated in L1 acquisition in the construction of the L2 grammar; however, when values of parameters associated with these principles differ between the L1 and the L2, learners assign a new value to cohere with the values for the new target language. The L1 experience counts in determining whether such a new assignment of a parametric value is necessary. This aspect of the model is consistent with a traditional CA theory of L2 learning.

Empirical support for this model is provided by a study that investigates the role of the head‐initial/head‐final parameter (Stowell 1981) in adult L2 acquisition of pronoun anaphora. Two groups of adults — L1 speakers of Spanish, a head‐initial language and L1 speakers of Japanese, a head‐final language — were studied in their elicited production of English, a head‐initial language. Results indicate that both groups of learners use the head‐initial/head‐final parameter as a source of structural organization for the L2. Results also indicate that Japanese speakers (L1 ≠ L2) are sensitive, from early stages of acquisition, to the mismatch in head‐direction in English and Japanese, and that they assign new values to this parameter to cohere with the target L2 value. These speakers are thus argued to have the head‐initial/head‐final parameter set in two different ways.

Parameters of acquisition in the two cases correspond to those isolated for L1 acquisition of English; however, the point at which this similarity is observed depends upon the degree of correspondence between the two languages.
The Selective Use of Specific Exemplars in Second‐Language Performance: The Case of The Dative Alternation*
Authors: Tanaka Shigenori
Published: October 2006

This study examined the selective use of two give structures [NP NP] and [NP PP] in two (translation and judgment) tasks by Japanese college students within a framework of transfer and markedness. The results of the translation task showed that in dealing with prototypical cases of dative give, the students used the two structures with equal frequency, while the [NP PP] was strongly favored with cases deviating from the prototype. In the acceptability‐judgment task, we were concerned with the type of constraints on dative alternation. Three constraints were discussed in this paper: discourse, semantic, and perceptual. The students in this study were more sensitive to the perceptual than to the discourse constraint, which was subtler and more opaque than the semantic one from the students' point of view. This study favors a theory of sealer markedness over a theory of binary markedness as far as acceptability judgments about give sentences are concerned.
Testing Pronunciation: An Application of Generalizability Theory*
Authors: van Weeren J. , Theunissen T. J. J. M.
Published: October 2006

Pronunciation is regarded as a valuable subskill in foreign language teaching and testing. Its quality is commonly assessed in a global way by having testees read aloud. A more systematic and explicit approach to evaluation is proposed. The reliability of this so‐called “atomistic” approach is compared with the reliability of a traditional “holistic” procedure.

Generalizability theory was applied in order to comprise all relevant factors in one psychometric model. Decision studies were carried out to counter the effects of the number of raters and test length.
THE FAILURE OF THE DISCIPLINE OF LINQUISTICS IN LANGUAGE TEACHING
Authors: Johnson Francis C.
Published: October 2006

The primacy of Linguistic Description in influencing language content and methodology of second language teaching has led to the failure to develop an adequate discipline of language teaching and learning. This failure manifests itself in inadequate criteria for the selection of language content and a misplaced emphasis on the acquisition of language content rather than language skills. Second language learning and teaching has been too preoccupied with language, not occupied enough with learning and teaching. The result is that while language teachers, materials writers and academics are eager to exploit the latest fashions in linguistic description they seem unconcerned that their pedagogy and learning theory is fifty or more years out of date. There is a need for language teachers to develop their discipline as independent of but related to the discipline of linguistics. Linguistics is one of the prime sources of raw material for language teaching but it is necessary for language teachers to develop processes of scrutiny of this raw material so that the raw material may be used functionally to facilitate the acquisition of language communication skills.
CONTRASTIVE ANALYSIS OF THE MONOSYLLABLE STRUCTURE OF AMERICAN ENGLISH AND MANDARIN CHINESE
Authors: Tiee Henry Hung‐yeh
Published: October 2006

The basic structure of any language is the individual syllable, that is, the concatenation of syllabic phonemes and nonsyllabic phonemes within minimal sequences of speech. The structure of monosyllables in the two languages can be described by the following formulas (N = nonsyllabic phoneme, S = syllabic phoneme);

image

In English there are nineteen different permissible patterns in monosyllabic structures with many variations of nonsyllabic clusters in both initial and final position; the maximum number of nonsyllabics in these clusters is three in initial position, four in final. Mandarin, on the other hand, has only nine permissible combinations, with no consonant clusters. There are fourteen syllabic phonemes (11 simple vowels; 3 diphthongs) and twenty four nonsyllabics in English, whereas there are twenty syllabics (6 simple vowels, 9 diphthongs, and 5 triphthongs) and twenty two nonsyllabics in Mandarin. Each system has its significant features. The most important features to be considered in teaching either of the two languages are the contrasts between the tense‐lax contrast in English syllabics, noncontrast in Mandarin syllabics, voicing and aspiration in nonsyllabics, clustering in English nonsyllabics, allophones of English nonsyllabics, and allophones of Mandarin syllabics.
SECOND LANGUAGE LEARNING AND TRANSFER THEORY: A THEORETICAL ASSESSMENT1
Authors: Jakobovits Leon A.
Published: October 2006

Extrapolation from laboratory experiments to real life learning situations is not a scientifically rigorous process. Nevertheless, it is possible to be systematic without at the same time being rigid about the manner in which additions to knowledge are made. The analysis of transfer effects in second language learning should be molecular and have a systematic character that could potentially organize the knowledge language teachers have developed through their experience in the classroom. The analysis presented in the paper outlines some specific transfer expectations under four different conditions of second language acquisition: coordinate and compound training for related and unrelated languages. Some unexpected predictions are generated; for example, with related languages a compound setting will yield more positive transfer (hence be more facilitative) than a coordinate setting. Similarities between two languages in terms of their surface features are more relevant to the operation of transfer effects than deep structure relations. A distinction must be made between structural factors based on contrastive analyses and non‐structural factors pertaining to the learner's attitudes and the sociolinguistic context of the learning situation. Transfer effects operate at various levels of language functioning (e.g., mechanical skills, semantic sensitivity, communicative competence) and measures to assess these effects are suggested.
LANGUAGE LEARNING IN RELATION TO FOCUS
Authors: Pike Eunice V.
Published: October 2006

Learning a language while living in that language area can be accelerated if the student is in focus, that is, if he interacts with the people. If, however, the people of the area do notselect the learner as one for attention, it is difficult to get into focus and difficult to learn the language. It is a sociological problem. This article discusses socially acceptable ways of getting into focus. It suggests ways that the colleagues of the student can help to put him into focus and to give him opportunity for conversational practice. It suggests activities whereby the learner can interact with people in situations in which he can carry on a conversation within a controlled context. It suggests activities which provide opportunities for conversation and topics for casual conversation. It also suggests profitable language learning ways of spending out‐of‐focus time.
THE APPLIED LINGUISTICS OF PEDAGOGIC DIALOGUES
Authors: James Carl
Published: October 2006

The tenets of audiolingualism are being challenged by those who subscribe to the cognitive‐centered views of language‐learning implicit in Transformational‐Generative Grammar. The proposed move is from a teacher‐centered to a learner‐centered methodology, owing to the belief that the learner will acquire the L2 on condition that he is exposed to many representative instances thereof. The dialogue has been proposed as a medium for such exposure. Its function, it is claimed, is to teach the use rather than the form of sentences. This paper questions the necessity for teaching language‐use, on the ground that possession of an L1 is evidence of the learner's knowledge of language‐use. It is then demonstrated that the dialogue has a long history in L2 pedagogy, so that the current proposals are not innovative. The author goes on to suggest possible definitions, linguistic and psychological, of the dialogue, and concludes that a course writer attempting to produce useful pedagogic dialogues cannot avoid the issue of form even if his dialogues are primarily intended to demonstrate use: the form‐use dichotomy is a specious one. An appendix illustrates the argument.
TEACHING COMMUNICATION
Authors: Palmer Adrian
Published: October 2006

A second‐language teacher's classroom activity can be optimized by considering its relationship to the development, in his students, of communication skills. The development of these skills presupposes the presence and insights of a live teacher, and cannot be accomplished by a machine. That the techniques advocated here are practical, is illustrated by a description of communication practice (CP), as well as the following considerations: the introduction of new material, some aspects of course organization, and finally, the students' proper mental attitude toward language learning.
THE ACQUISITION OF MORPHOLOGICAL INFLECTIONS BY CHILDREN FOUR TO TEN1
Authors: Bellamy Martha M. , Bellamy Sidney E.
Published: October 2006

In contrast to earlier studies which examined the acquisition of morphological inflections within a narrow age range, this study attempted to determine the age at which children achieve productive and comprehensional control of the morphological inflections of regular nouns and verbs. Two aspects of production were examined: (a) the ability to add an inflection to a nonsense word; and (b) the ability to delete an inflection from a nonsense word (and, in the case of verbs, to substitute other inflections). The two facets of comprehension studied were: (a) the ability to choose one of two supplied inflected nonsense words to fit a picture; and, (b) the ability to select one of two pictures to fit a supplied inflected nonsense word.
ONCE MORE: PROGRAMMED INSTRUCTION IN THE LANGUAGE FIELD: THE STATE OF THE ART1
Authors: Ornstein Jacob
Published: October 2006

An assessment is made here of the status of programmed instruction in the foreign language field. From available evidence, neither unbridled optimism nor gloomy pessimism is justified. On the contrary, the potential of the approach has barely been touched, and examples of successful development and use of programmed materials ought to encourage further efforts and act as an antidote to extremist views.
THE CLOZE TECHNIQUE AND ESL PROFICIENCY
Authors: Oller John W. , Conrad Christine A.
Published: October 2006

The variety of fill‐in‐blank test known as the “cloze” procedure is discussed as a device for teaching and testing ESL proficiency. Research with native speakers and the sparse literature available concerning studies with non‐native speakers are explored briefly. An experiment is conducted to attempt to partially determine the discriminative power of a cloze test (scored by the exact‐word method) and its validity as a device for measuring ESL skills. Students in beginning, intermediate, and advanced ESL along with two control groups of native (ENL) speakers (freshmen and graduates, respectively) are tested. Differentiation of levels of proficiency among the ESL groups seems adequate, but ENL freshmen are not significantly distinct from advanced ESL students though they are significantly inferior to KNL graduate students. The cloze test correlates best with the dictation (.82) on the UCLA ESLPE 2C, and next best with the reading section (.80): multiple correlation with all sections is .88. It is concluded that the cloze method is a very promising device for measuring ESL proficiency.
COMMUNITY LANGUAGE LEARNING: A PILOT STUDY
Authors: La Forge Paul G.
Published: October 2006

In the face of scepticism regarding the value of modern psychology for language teaching, attempts have been made by some psychologists to adopt a group approach to language learning which takes into account personality, motivational, and emotional factors. Both a theory of language learning and a practical methodology for language teaching can be gathered from the research of Curran (1961, 1966). “Community Language Learning” (CLL) emerged as an application of the group counseling process to language teaching and learning. Five demonstrations of CLL at the University of Michigan suggested the emergence of a theory of human learning. Practical results were: (i) quick apprehension of the phonology of an inflected, but not of a tone language; (ii) difficulties and insights experienced by both client and counselor; and (iii) positive motivational factors.
STEM ENDINGS AND THE ACQUISITION OF INFLECTIONS
Authors: Solomon Martha
Published: October 2006

This study attempted to determine if the stem ending to which an inflection is affixed influenced the acquisition of the plural allomorphs by young children. The materials consisted of forty‐six nonsense monosyllables, two examples for each possible, final, single consonant in English. Using the technique developed by Berko, the researcher discovered that children do significantly better inflecting some stems requiring a particular allomorph than inflecting other stems requiring the same allomorph. In other words, the stem ending does influence the acquisition of the plural allomorphs. Children's rules for plural inflections are also discussed briefly.
A STUDY OF INTER‐ AND INTRALINGUAL ASSOCIATIONS IN ENGLISH AND GERMAN1
Authors: Riegel Klaus F. , Zivian Irina W. M.
Published: October 2006

Free associations and eight types of restricted associations were obtained to 40 nouns from 24 American students of German under four conditions: EE, GG, EG and GE (where English (E) and German (G) are stimulus and response languages, respectively). Because many interlingual responses were translations or partially identical with the stimuli their interlingual variability was lower than that of the intralingual free associations. Interlingual responses were primarily, paradigmatic whereas intralingual responses were syntagmatic. The variabilities of all interlingual and of some intralingual restricted associations were larger than those of free associations. The overlap between different types of restricted associations was markedly higher for the second than for the first language. In the interpretations, classes of possible responses were compared with “subjective” response preferences and sets.
THE DEVELOPMENT OF PHRASE STRUCTURE RULES
Authors: Ingram David
Published: October 2006

The development of phrase structure (PS) rules is observed from grammars written for ten children of increasing linguistic sophistication. The simplified PS rules described by Rosenbaum (1967) provïde the grammatical framework. The results suggest five stages of development, during which subject noun phrases and verb phrases become obligatory, and complements and relative clauses appear.
DICTATION AS A MEASURE OF MUTUAL INTELLIGIBILITY: A PILOT STUDY
Authors: Brodkey Dean
Published: October 2006

An experiment using dictation in foreign and native accents of English suggests that this is a fruitful device for the study of individual and group differences affecting mutual intelligibility. Prior listener‐experience with the voice of the speaker appears to be a prominent factor in intelligibility, indicating that accommodation to the speaker over time is a crucial variable, and that language teachers are apt to be the poorest judges of their students’ability to communicate with strangers. A combination of age, education, and ESL teaching experience seems to increase ability to comprehend unfamiliar speakers. Bilingual Spanish‐English listeners have an advantage in decoding Spanish‐accented English, while American Indians scored below ESL students in ability to decode a heavy Spanish accent. Neither clear nor noise‐contaminated tapes showed consistent superiority in maximizing discrimination among listener groups.
TEACHING COMPOSITION: A REPORT ON A BIDIALECTAL APPROACH1
Authors: Brader Mary Newton , Hayden Luddy
Published: October 2006

Whichever theoretical position one holds regarding the problem of non‐standard dialects, it is clear that productive competence of standard formal composition style is a mandatory skill for anyone who wishes to obtain a university degree in this country. An outline is given of a rationale for choosing a bidialectal approach for teaching composition to users of non‐standard dialects including a description of the approach, the assumptions, and the class objectives.

A description is then given of some of the methods, (e.g., contrastive analysis and the study of dialects and registers) and classroom techniques (e.g., lectures, discussions, exercises) which were used to achieve the objectives. The discussion includes an evaluation of the success of each technique, and concludes with an informal evaluation of the total experimental program.
CHILDREN'S JUDGMENTS OF PHONETIC SIMILARITIES IN RELATION TO ENGLISH SPELLING1
Authors: Read Charles
Published: October 2006

In an investigation of the assumption that children judge sound similarities in the same manner as adults, we studied the salience of particular vocalic and consonantal features in judgments of phonetic similarities by children in grades K‐2 and by adults. The task required a judgment concerning which of two real words “sounds more like” a third, nonce, word. A modified design was used with the younger children. The results indicate that children can make consistent overt judgments of sound similarity, and that their judgments differ from those of adults. Theoretical and pedagogical implications are discussed.
TOWARD A THEORY OF LANGUAGE ACQUISITION1
Authors: Taylor Barry P.
Published: October 2006

The claim that the adult, in contrast to the child, is deficient in his ability to learn a second language leads to the conclusion that adult second language acquisition is a process which is characteristically different, cognitively, from that of child first or second language acquisition. This paper challenges this claim. The differences which do exist are more quantitative than qualitative and can be discovered by a shift of attention from the cognitive domain to the affective domain and to the psychological variables of attitude, motivation, and permeability of ego‐boundaries. Five central issues are dealt with: 1) the notion of a “critical period” for second language acquisition, 2) psychological learning strategies in language acquisition, 3) the influence of the native language in second language acquisition, 4) the variable of cognitive maturity, and 5) affective psychological variables.
BILINGUAL SCHOOLING THROUGH THE ELEMENTARY GRADES: THE ST. LAMBERT PROJECT AT GRADE SEVEN1
Authors: Bruck Margaret , Lambert Wallace E. , Tucker G. Richard
Published: October 2006

This is the seventh annual report of a longitudinal study of the progress of two different groups of children following an educational program designed to develop proficiency in a second language by using that language as the sole medium of instruction in the early elementary years and as the major medium of instruction in the later elementary years. The two groups were in grades seven and six respectively at the time of the present testing. In May 1973, they were tested for achievement in English‐language skills, mathematical abilities, French‐language skills, and cognitive development. When possible their progress was compared with that of appropriate French or English control groups; otherwise, their progress was measured using norms from standardized tests. On all measures, the children in bilingual classes showed that this form of education has had no detrimental effects upon their academic, linguistic, or cognitive development. Furthermore, we saw that the pupils could communicate effectively, using their second language, with French Canadian agemates on a new task of communication skills.
A NEW PERSPECTIVE ON THE CREATIVE CONSTRUCTION PROCESS IN CHILD SECOND LANGUAGE ACQUISITION1
Authors: Dulay Heidi , Burt Marina
Published: October 2006

A new perspective is outlined on the creative construction process in second language acquisition. First, an attempt is made to use Brown's notions of semantic and linguistic complexity to account for differences between first and second language acquisition orders. Second, the notions “learning complexity” and “learning strategy” are clarified. Third, an alternative to rank order analyses of acquisition sequence is presented, along with some findings on L2 acquisition. Finally, the outline of a framework for research in second language acquisition is presented.
AN ANALYSIS OF ENGLISH LEARNER SPEECH
Authors: Bertkua Jana Svoboda
Published: October 2006

Samples of English speech were collected from fifteen adult native Spanish speakers and fifteen adult native Japanese speakers who were at an ‘intermediate’ proficiency level in English. An analysis of the data revealed recurring patterns of speech, or variants, in the subjects’ data. The distribution of these variants indicated that the subjects did not possess a coherent learner language and that individual learner idiolects existed which were composed of subsets of variants. The variants reflected common efforts on the part of the learners to simplify the target language either by shortening sentence structure, overgeneralizing verb morphology or omitting functors such as articles and auxiliaries. A universal process of simplification in language learning was postulated to account for the recurrence of the same variants in different learner idiolects. This study shows that any theory of second language acquisition must recognize that learners employ a simplification process.
SIMPLIFICATION AS THE GOAL OF PHONOLOGICAL PROCESSES IN CHILD SPEECH1
Authors: Oller D. Kimbrough
Published: October 2006

It is argued here that childhood phonological errors systematically simplify the child's inventory of phonetic elements and strings. The argument is based upon a straightforward criterion of simplicity which is formalized in the following definition: if a phonological error reduces the total number of contrastive phonetic elements or strings which would otherwise occur in the child's speech, it can be said that the error is one of “simplification.” All of the well‐documented types of phonological errors in child speech are a result of simplification.
LANGUAGE AND PERSON STUDIES IN LANGUAGE BEHAVIOR1
Authors: Guiora Alexander Z. , Paluszny Maria , Beit‐Hallahmi Benjamin , Catford John C. , Cooley Ralph E. , Dull Cecelia Yoder
Published: October 2006

Starting with an interest in basic psychological processes, whose complexity is matched only by the difficulty of their study, we developed what seemed to us to be more appropriate research strategies—the so‐called transpositional research—and forged a link between the acquisition of native‐like second language pronunciation ability and certain personality constructs, such as empathy. From there we pursued over the years a line of inquiry that studied the influence of language on person and person on language. While engaging in this basic research we were able to reap incidental pay‐offs in the several instruments we produced: the STP, MME and the MIGIT.
ONE SIMPLE VISUAL AID: A PSYCHODYNAMIC VIEW
Authors: Stevick Earl W.
Published: October 2006

A three‐centimeter Cuisenaire rod may be used to elicit from a student a relatively elaborate mental image. The student helps the teacher to construct this image in his own mind, through the use of language, and the teacher uses language to show that he has gotten the desired picture. This simple procedure is used in this article as a vehicle for exploring certain aspects of what happens inside and between people in a language classroom, drawing on the work of Charles A. Curran, Abraham Maslow, Carl Rogers, Roy Schafer, and others. The essential feature of the procedure seems to be the teacher's ability to make “counseling responses” to what the student says. The same type of teacher‐response may be of value in many other procedures as well.