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AN EFFORT WAS MADE TO MEASURE THE EXTENT TO WHICH THE OBSERVED DIFFERENCES IN THE PERSONALITY STRUCTURE OF AMERICAN COLLEGE STUDENTS AND COLLEGE STUDENTS IN INDIA MIGHT HAVE BEEN AFFECTED BY CROSS-CULTURAL DIFFERENCES IN A SOCIAL DESIRABILITY SET DERIVED FROM THE EDWARDS PERSONAL PREFERENCE SCHEDULE (EPPS). EIGHT HYPOTHESES WERE TESTED ON 243 AMERICAN LIBERAL ARTS UNDERGRADUATE FEMALES AND 258 FROM TWO LINGUISTIC REGIONS (HINDI AND BENGALI) OF INDIA. RESULTS SHOWED THAT SOCIAL DESIRABILITY SCALE VALUES OF PERSONALITY STATEMENTS WERE POSITIVELY AND SIGNIFICANTLY RELATED NOT ONLY ACROSS TWO DISTINCT LINGUISTIC REGIONS OF INDIA BUT ALSO ACROSS THE AMERICAN AND INDIAN CULTURES. IT WAS CONCLUDED THAT PERSONALITY TESTS IN WHICH VARIOUS RESPONSE SETS HAVE BEEN PURPOSELY CONTROLLED MAY PROVE TO BE USEFUL IN THE OBJECTIVE CROSS-CULTURAL STUDY OF PERSONALITY. (GD)

THE MATERIALS IN THIS REPORT WERE COMPILED FOR USE AS INSTRUCTIONAL AIDS IN A TWO-SEMESTER COURSE IN ELEMENTARY HINDI, THE PRIMARY LANGUAGE OF INDIA. THE COMPILATION IS PRESENTED IN PRELIMINARY FORM AS ITS PRACTICAL USEFULNESS IN A CLASSROOM SITUATION WAS UNKNOWN AT THE TIME OF REPORTING. MATERIALS INCLUDE (1) CONVERSATIONAL UNITS ADAPTED FROM HENRY HOENIGSWALD'S "SPOKEN HINDUSTANI," (2) 11 CONVERSATIONS BASED ON INDIAN CULTURAL SITUATIONS, AND (3) GLOSSARIES TO 10 SELECTED READINGS IN HINDI SCHOOLBOOKS, AVAILABLE IN THE MEMORIAL LIBRARY OF THE UNIVERSITY OF WISCONSIN. (SEE ALSO ED 010 445.) (JH)

This paper compares respect forms used in Bhojpuri, standard Hindi, and suddh Hindi. The role and use of each dialect are described, and a comparison of respect forms used in each is presented, considering phonemic, grammatical, syntactical, suprasegmental, paralinguistic, and kinesic features. The differences noted appear in a continuum among the dialects. (VM)

The great diversity in the linguistic backgrounds of children in Trinidad could be a significant factor in problems in English language learning and teaching. To investigate this possibility, teachers have been completing questionnaires concerning the linguistic background and regular exposure to Hindi, French Creole, Spanish, or Chinese, of some of their pupils. The findings of the survey can have implications for language courses, instructional materials, teacher education, and teaching methods. (VM)

In India, the use of language dialect and style, like many aspects of Indian thought and life, follows a continuum from the ritually pure and worthy of respect to the ritually defiled and unworthy. In North India, according to adult informants, Hindi is spoken at school, in formal business contacts or government offices, in formal ceremonies; it is the written language. Bhojpuri is the language spoken at home and in more informal relationships. Dialect in India is defined by attitudes, vested interests, and cognitive assumptions as to the nature of ritual, social and linguistic context, and kinesic and paralinguistic markers. Studying a child's development in the recognition and use of the language styles and dialects indicates some of the learning processes that are involved. It is possible to see various stages in the language development of children as they learn the proper usage of the styles and dialects. (VM)

How soon does a child learn to discriminate orthographic units in his written language as distinguished from a general form-discrimination ability. A discrimination test of letters, words, or characters, in three written languages, Chinese, Hindi, and English, at three age levels, from four to five and a half years was given to 153 middle class children from three different countries, Formosa, India, and the United States. The predicted interaction between nationality and language subtests was significant only at the oldest level, from five to five and a half years. At this age, children in each country performed relatively better on the subtest in their native language than they did in the other two languages. No sex differences were obtained. (Author)

Despite similarities between Hindi and Urdu and mutual intelligibility, at least on the spoken level, slight grammatical differences between the two languages do exist. The treatment of gender provides an example of such differences. Explanation of the actual differences in gender usage can be based on a synchronic, linguistic level as well as on a diachronic, cultural level. First-year students learning these languages, unless well-versed in linguistics or literature, probably do not need to receive such explanations for learning purposes. Such linguistic and cultural complexities are more easily understood by second-year students who have been exposed to other exceptions in Hindi and Urdu grammar and to Indian culture in general. (VM)

Proposed and actual constitutional changes made in 1963 and 1965 concerning the status of English in India are discussed in the light of nation-wide sociological implications. The author examines the position of Hindi and English as the official languages of the nation and comments on the continuing importance of English as the language of employment in both the official and private sectors. Theoretical aspects of English instruction are reviewed and the predominant position of reading and writing skills in the curriculum is underscored. (RL)

Problems encountered by teachers of uncommonly-taught Asian languages attempting to teach the culture of the native speakers of the target language are discussed in these articles: (1) "Cultural Context, Linguistic Categories, and Foreign Language Teaching: A Case from Marathi" by Vasant S. Khokle, (2) "The Ethnology of Communication and the Teaching of Languages" by John U. Wolff, (3) "On the Role of Discourse in the Teaching of Thai" by Beatrice T. Oshika, (4) "Honorifics as Linguistic and Cultural Phenomena: A Case in Javanese" by Soenjono Dardjowidjojo, (5) "Integrating Culture in Indonesian Language Teaching: An Inevitability, But How Much?" by David H. de Queljoe, (6) "Culture in Southeast Asian Language Classes" by Nguyen Dan Liem, (7) "The Aspect of Culture Through the Teaching of Bahasa Indonesia" by David S. Sjafiroeddin, and (8) "Some Cultural and Grammatical Aspects of Gender in Hindi and Urdu" by Carlo Coppola. (RL)

A reading project was initiated by the National Institute of Education in India to (1) produce textbooks and workbooks, field test the books, and train teachers to use them, (2) produce teachers manuals, (3) construct first-grade tests, (4) construct achievement tests, and (5) produce these books in Hindi. The ensuing guide for those who write and evaluate textbooks in any language is divided into 14 sections. The sections include discussions of the following topics--the development of language texts, development of a specific book, research in the preparation of language texts, approaches to teaching reading, controlled vocabulary, proposed statistics, ratio of new to running words, problems in choosing content, planning content, stories for a series, meaning dimensions, thought patterns in expository writing, bases for evaluation, and the text as an instrument of change. A form for the review of children's books and an index is included. (This document previously announced as ED 011 826.) (BK)

In most languages encountered by linguists, the numerals, considered as a paradigmatic set, constitute a morpho-syntactic problem of only moderate complexity. The Indo-Aryan language family of North India, however, presents a curious contrast. The relatively regular numeral system of Sanskrit, as it has developed historically into the modern languages of this group, has undergone striking phonological alteration. Morphemes which had relatively uniform shapes and clear boundaries in the parent language have become fused and difficult to identify. The result is that anyone who learns to count in one of these languages must make a greater learning effort than is usually required for the counting process. The present paper raises some questions concerning these numeral systems, with specific reference to Hindi. Is memorization the only factor involved in the learning and production of the paradigm up to 100? If so, should a grammar simply list these hundred forms with no attempt to state general rules governing their phonological shapes? Or, are the Indo-Aryan numerals in fact governed by rules which are used by the native speaker and may be stated by the linguist? In exploring these questions, a complete set of numerals and a morphological analysis of their paradigm are presented and discussed. (This paper, of a "preliminary nature," constitutes a progress report.) (AMM)

This preliminary edition of the Foreign Service Institute's text in elementary Hindi is intended to "make it possible for students to begin using Hindi, from the first hour of class, to obtain information and exchange opinions about topics which are important to them." It is based on Stevick's "Microwave" style of lesson organization, which emphasizes communicative use of each cultural element as soon as it appears. (See ED 012 897 for a description of the Microwave Approach.) All Hindi appears throughout in Devanagari script; grammatical explanations, notes to the teacher, and occasional glosses appear in English. (AMM)

Many Western scholars consider Hindi and Urdu as a single linguistic entity. The author concedes that "in an important sense this is correct." Hindu and Muslim inhabitants of the same village behave like members of a single speech community. However, minor differences in the phonology, grammar, and lexicon are underscored by the differences in the writing systems, by which prose or poetry is identified. Hindi, which uses Devanagari script, is taught only at the college level in the United States. (Exceptions are the Peace Corps programs, no t included within the scope of this paper, and the Neglected Languages Program conducted by Boyd-Bowman from S.U.N.Y. at Buffalo.) Because Hindi has no history of traditional teaching practices, universities offering courses in Hindi utilize oral-aural approaches and emphasize competence in speaking. However, beyond elementary level, available materials are very scarce, and not well suited to students of social sciences. These situations apply also to Urdu, which uses Perso-Arabic script, and for which there is even less widely available regular instruction. Also discussed in this paper are needs of students in both of these language areas, overseas centers, summer and undergraduate programs, the writing systems, recommended teaching materials, research priorities, and the role of these two languages in South Asia. (AMM)

THIS TWO-PART INTRODUCTION TO HINDI INCLUDES METHOD GUIDELINES FOR THE INSTRUCTOR AND EMPHASIZES REPRODUCING CORRECT PRONUNCIATION BEFORE UNDERSTANDING MEANING. THE HINDI MICROWAVE COURSE INCORPORATES 47 CYCLES OF INSTRUCTION, MOST OF WHICH CONTAIN AN M-PHASE (MIMICRY AND MEMORIZATION) AND A C-PHASE (COMMUNICATION). THE DRILLS INTRODUCE BASIC QUESTIONS, CONCENTRATED ON INDIAN CULTURE, WITH A SET OF POSSIBLE ANSWERS FOR EVERYDAY COMMUNICATION. (FB)

INCLUDED IN THIS GLOSSARY ARE THE IMPORTANT VOCABULARY ITEMS WHICH APPEAR IN THE VOLUME OF READINGS. THESE ITEMS ARE ARRANGED BY SELECTION AND ARE IN SERIAL ORDER. THE LISTING INCLUDES THE DEVANAGARI FORM, AN ABBREVIATION OF THE FORM CLASS, AND A SHORT ENGLISH GLOSS. WHEN A NUMBER OF TRANSLATIONS ARE POSSIBLE, THE FIRST ONE GIVEN IS APPROPRIATE TO THE CONTEXT OF THE READING SELECTION. THIS GLOSSARY AND THE BOOK OF READINGS ARE AVAILABLE AS A SET FOR $7.00 FROM THE COLLEGE PRINTING COMPANY, 453 WEST GILMAN STREET, MADISON, WISCONSIN 53703. (JD)