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This is a report of a college-level program in which foreign students serve as animateurs with small groups of English-speaking students on a weekly basis. The underlying philosophy of the program and the role of the foreign language teacher in such a program are explained. The classroom becomes a workshop in which the American students are faced with authentic challenges to communicate in the target language with one of their peers who speaks that language natively. The teacher becomes a learning manager who builds bridges between learner and native speakers and provides explanations of grammar and usage as the American student may require it. In the traditional classroom, on the other hand, the teacher has had to assume a dual role, that of interlocuter and prompter, and students, feeling the lack of authenticity of this situation, are not motivated to use the language. An additional benefit of this program is the involvement and acceptance of the foreign student, which leads to the development of international goodwill at the grassroots level as well as to an appreciation of the culture and people of other countries through direct contact with them.

Sredinom rujna 1781. talijanski poligraf i veliki prijatelj naših naroda Alberto Fortis (1741.-1803.) i mladi dubrovački vlastelin Tomo Basiljević-Bassegli (1756.-1806.) nalazili su se na najtežoj dionici krivudava puta koji je iz Brescie, dolinom Valtellina, preko Poschiava, Chura i Luzerna trebalo da ih dovede u Bern. Fortis je sina svojih dubrovačkih prijatelja pratio u Bern, gdje je trebalo da Basiljević po Fortisovoj zamisli studira kako hi u novoj, za Dubrovčane dotad nepoznatoj protestantskoj sredini upoznao ideje vodilje, metode i težnje prosvjetiteljstva na području društvenih i prirodnih znanosti i tako se osposobio da kasnije postane reformator u svojoj zemlji.

Two groups of listeners were subjected to our own version of the Semantic Differential (Eindrucksdifferential) and responded to synthesized vocalic stimuli. One group consisted of professional phoneticians, the other group comprised subjects relatively inexperienced in any of the phonetic sciences. The two sets of judgments were factor-analyzed. The results of the dimensional analyses for the two groups differed in various respects as did the ‘psychological distance’ of segments which was operationalized by ‘profile distance’. These symptomatic differences were discussed with regard to ‘phonemic distance’ (Dph) which was computed according to various phonological models. It seems that the judgments of the expert group were strongly biased by phonological concepts whereas the phonetically inexperienced listeners responded in a truely naive manner.

ONE THING IT IS WELL to be clear about in discussing the poetry of Tennyson, Browning, and Arnold is that the term "dramatic monologue" was not in use during the period when the great Victorian dramatic monologues were being written. It did not come to be generally employed until the very end of the nineteenth century, and it was not firmly established as the name of a genre until the beginning of the twentieth century. It is true that Browning, in the phrase he prefixed to so many of his volumes, said that his poems were "always dramatic in principle, and so many utterances of so many imaginary persons, not mine.'l Presumably, he also called them monologues. But the two terms seem not to have been put together until 1857, when George W. Thornbury designated a group of poems in his Songs of the Cavaliers and Roundheads, Jacobite Ballads, &c. &c. as "Dramatic Monologues."2 Thornbury was writing under the influence of Browning, and as critics became more conscious of Browning's poetry and of the fact that it was giving rise to a school, they attempted to define its characteristics. A great occasion for this was the publication of The Ring and the Book in 186869. A critic of the London Quarterly Review in July 1869 contrasted the "idyllic school" of Tennyson with the "psychological school" of Browning and gave a long account of what he called the "psychological monologue." R. Buxton Forman in the Fortnightly Review spoke of "a large and what may be called dramatic use of the monologue form," and Robert Buchanan in the Athenaeum actually used the term "dramatic monologue."3 Within two years, when Rossetti's Poems of 1871 were being reviewed, it was possible for a reviewer to explain, "This form of dramatic monologue, in which a selected speaker is made to let us into the recesses of his nature and lead us along private complexities of character and history, has in modern poetry been made his own by a single Monologue

The usefulness of impedance audiometry as a screening method is evaluated. 800 nonselected 7-year-olds have been investigated with ordinary pure tone screening and impedance audiometry (tympanometry and stapedius reflex test). The results showed 6.5% pathological values with pure tone screening, 13.5% pathological values using tympanometry and 32% elevated or not elicitable stapedius reflexes. Analysis of our observations indicates that the stapedius reflex may be too sensitive a test to be used as a screening method. Tympanometry, on the other hand, is recommended as a complement to pure tone audiometry in screening of children. A 6–12 month follow-up was also performed on 357 ears in which initial study showed middle ear pressure ≤–100 mm H2O. At the repeat test 20% had pathological pure tone screening, 40% had middle ear pressure ≤–100 mm H2O, 57% had elevated or not elicitable stapedius reflex and 14% had middle ear effusion. The high frequency of persisting abnormal middle ear pressure and effusion i...

We provide evidence that the capacity of young children to engage in social interaction exceeds that suggested by Piaget (1926). Rather than being collective monologues, the conversations between the subjects of this study (twin boys) were dialogues: the children attended to one another's utterances and provided relevant responses. This was observed for conversations which were referentially based as well as for sound play exchanges. This is not to say that the children experienced no difficulty in sustaining cooperative discourse. It could take a speaker several turns to secure the attention of the coconversationalist and establish a discourse topic.

Data from a laboratory experiment which examines the relationship among awareness, attitude formation, and intent to behave over several levels of election races and several levels of advertising show that behavior is easily influencable by a high repetition level of innocuous advertising in the lower-level election; this phenomenon does not hold in the higher-level races. Furthermore, the authors find that this change in behavior is accomplished without an accompanying shift in attitude. Finally, it is found that the shift occurs equally among those subjects who were evaluated as having high involvement with the political process and those evaluated as having low involvement.

Cinefluorographic films of three normal adult speakers of American English were analyzed to determine the timing of the articulatory submovements in /spr/, /spl/, and /skw/ sequences containing variously positioned word and morpheme boundaries. The data reveal that some articulatory events are separated by as little as 10 msec and that certain articulatory intervals are essentially unaffected by variations in the position of linguistic boundaries. Feedback and preprogramming models of motor timing are discussed in relation to the temporal structure of the test sequences.

Skilled readers read passages that were displayed on a Cathode Ray Tube controlled by a computer. The readers' eye movements were monitored and certain critical words were changed by the computer as the eye was in motion. The experimental technique utilized in the study provided data on how wide the area is from which a reader acquires information during a fixation in silent reading. The results also delineate different types of visual information that are acquired from various areas within the perceptual span. It was found that a reader was able to make a semantic interpretation of a word that began 1–6 character spaces from his fixation point. When he fixated 7–12 character spaces prior to a word, he was able to pick up such gross visual characteristics as word shape and initial and final letters. It was concluded that the skilled reader is able to take advantage of information in the periphery. However, the size of the area from which he does is rather small.

Recordings and phonetic transcriptions of deaf children's speech were examined for nonstandard interjected elements associated with consonant production. Vowel release of both stop consonants and fricatives is found in word‐final position and between abutting or normally blended sounds, particularly where assimilation ordinarily occurs, such as between stops or between a stop and fricative. A lateral /1/ is also used as a release. Stop positions are arrived at too slowly, introducing a fricative of similar place and voice. A stop released with overeffort produces an affricate. A fricative may be preceded by a stop of similar place and voice. Cessation of nasality without movement from a position produces a plosive following the nasal sound. Extra nasals are inserted before or after a stop in the same place. The substitutions in deaf children's speech often result from undershoot of the articulatory target. Some interjected elements apparently represent overshoot, which may be due to conscious effort at articulatory placement, while others stem from slowness of movement of the articulators.

(1974). Liam o'flaherty's short stories‐visual and aural effects. English Studies: Vol. 55, No. 5, pp. 440-447.

An experiment was designed in such a manner that a sentence could be recalled given a certain cue only if the subject’s encoding of the sentence included details and involved distinctions in the senses of words which could not have been part of the correct dictionary readings for these words. The most plausible interpretation of the results is that comprehension of a sentence entails constructing a particularized and elaborated mental representation, and that this process depends more heavily on knowledge of the world and analysis of context than is generally appreciated. It is claimed that existing associative or semantic network theories would be strained to accommodate the data. A gedanken experiment: a group of subjects is presented with the sentence The container held the apples; another group sees The container held the cola. Later each group is given two retrieval cues, bottle, and basket. There are two questions: which cue will best facilitate recall for each group, and why? This paper addresses these questions. Our thesis is that sentence comprehension and memory involve constructing particularized and elaborated mental representations, and that network models currently have no satisfactory way of accounting for this. That language comprehension is a constructive, elaborative process has been demonstrated already (cf. Bransford, Barclay & Franks, 1972; Bransford & McCarrell, in press). Previous investigators have stressed the importance of a person’s using context to get a holistic interpretation of the to-be-comprehended sentences. Our emphasis is on the resulting mental representation. Specifically we claim that the representation is generally more detailed than the words in the utterance might appear to entail; that the words only loosely constrain the representation; and that one’s store of knowledge about the world and analysis of context are

LES TABLETTES DE TELL HARMAL COMPRENNENT CINQ TEXTES CONCERNANT LA DIVISION DE LA PROPRIETE. A = IM 51190 EST DATE PAR LA FORMULE DU SERMENT DE IBALPIEL II, DE MEME LE TEXTE B = IM 525999. C = 63305 NE COMPORTE PAS DE DATE. D = IM 52624 EST DATE DE DADUSA. E = IM 52590 EST DE LA MEME EPOQUE BABYLONIENNE ANCIENNE. CES TEXTES EXPLIQUENT CERTAINS ASPECTS DES DROITS CONCERNANT LES HERITAGES ET LES ADOPTIONS. TRANSCRIPTION ET TRADUCTION.

En este número no se incluyeron resúmenes ni palabras clave.

We reported previously that word- and stress-initial voiced consonants were 4–6 dB lower in intensity than medial and final ones. Attempts to incorporate those results into a program for speech synthesis, however, show the situation to be more complex. Accomplishing “intensity” variation by changing amplitude of excitation is clearly not as effective subjectively as changing the overall level by varying only the higher-frequency components. We present, now, new evidence to support this conclusion. (1) Spectral compositions of the voiced murmurs of initial stops are predominantly first and second harmonics; those of final stops are much richer in third and higher harmonics. (2) Vocal-cord transillumination data shows that initial stops have relatively sinusoidal oscillation by presumably partially open vocal cords; final stops have more closed cords with an oscillation that is richer in higher harmonics. We conclude that a strong cue for perception of initial-final contrasts in voiced stops is spectral balance associated with the difference in the vibration mode of the vocal cords.

Meeting the needs of the multilingual student population at King Elementary School posed a challenge. An ESL program met only some of those needs; to meet others, the school adapted the goals and principles of bilingual education. English was the basic language of the school, but non-English speakers were given language arts, in addition to tutoring in other subject areas, in their native language. They also received ESL instruction. At the same time, native English speakers studied a second language. Interculturai education was also emphasized, with the focus on the cultural background of the children and their teachers. The evaluation of the program showed that these students did as well on standardized tests as children from the total school district, that the King children were more willing to accept children speaking a different language, and that the King parents felt the program was successful. As a result, King School was opened to any child in the district, native or non-native English speaker, for whom there was room. This paper reports on the first year of the program.

Clark's (1973) hypothesis about the acquisition of semantics proposed that young children learn the meanings of words component by component, and that, within any given semantic field, they acquire the full adult meanings for the semantically simpler terms before they acquire the semantically more complex ones. The semantic field investigated in the present study was that of kinship terms. A new analysis of kin terms, employing relational components, was used to predict the relative order of acquisition of the terms. Definitions of 15 kin terms were elicited from children aged 3;5–8;10. The data showed that semantic complexity played an important role in determining the order of acquisition, and thus provided support for both the relational analysis of kin terms and the semantic acquisition hypothesis.

1.1 In the recently published Grammar of the Indonesian Language (Grammatika Indonezijskogo ]azyka3 N. F. Alieva, V. D. Arakin, A. K. Ogloblin, J. X. Sirk. Moskva 1972) one of the authors, Ogloblin, gives an elaborated survey of the phonetics and phonemics of Bahasa Indo nesia (BI). His description is based partly on his own investigations, partly on the valuable observations made by other Soviet linguists during the last decennium (among others: N. D. Andreev, L. G. Zubkova). In the subsequent paragraphs I shall give a brief exposition of what seem to me to be the most interesting facts, and I shall offer a few remarks on the phonemic system as it is proposed by Ogloblin. Comments and additions are given in square brackets. In the quo tations of the phonetic data, I adhere to the author's notation as closely as possible.2 My additions and/or transcriptions are labeled with S. In a great number of instances the authors do not indicate the place of the stress. I write the stress wherever I am reasonably certain of its place. '

Although the affective results of foreign language learning have been cited to justify enrollment in this field, considerably less attention has been devoted to evaluating the development of student feelings than has been devoted to measuring the growth of their cognitive skills. This article presents a taxonomy of three stages of affective behavior susceptible to development in the language classroom. It identifies student behaviors at each stage, suggests how these behaviors may be encouraged, and provides examples of relevant teacher observations and items suitable for student questionnaires.