Examines William Norwood Brigance's distinguished career as a teacher, scholar, and leader in the speech communication profession. Questions why Brigance remained at Wabash College throughout his teaching career, and describes how his articles, books, and speeches reinforced his commitment to teaching effective citizen participation in a…

Examines the meanings young children express in talk, pictures, and written text, focusing on the integration of the three. Findings illustrate children's exploration of imagined worlds through drawing and talk and the potential problems children face in transferring those worlds to text. (SRT)

Examines young children's developing ability to talk about emotions, considers evidence concerning the ability to talk about emotions in the conduct of interpersonal interaction, and offers ideas about future directions for research, emphasizing the functionalist approach to the analysis of emotion-denoting terms. (HOD)

Assessed the relationship of conversational involvement and loneliness among college students. Found that lonely participants in this study had lower rates of talkativeness, interruptions, and attention than the nonlonely; they were also perceived as less involved and less interpersonally attractive. (PD)

Investigates differences in the language learning environments of six twin pairs and 12 singleton toddlers (all firstborn) with special reference to pragamatic factors that might be expected to differ in dyadic and triadic interactive situations. (HOD)

Explains the concept of language function and its importance in classroom instruction. Defines specific language functions--controlling, informing, forecasting/reasoning, and projecting--and suggests how children can practice these functions within the scope of a social studies lesson. Includes sample lessons and lists of activities to elicit…

Examines the cognitive processes associated with speech and writing. (HOD)

Examines how speaking/writing relationships help and hinder communication. Suggests ways to make business communication students aware of differences between speaking and writing. Identifies research needed to further understanding of these relationships in business communication. (PD)

Undergraduates were given complex figural analogies items, and eye movements were observed under three types of feedback: (1) elaborate feedback; (2) subjects verbalized their thinking and application of rules; and (3) no feedback. Both feedback conditions enhanced the rule-governed information processing during inductive reasoning. (Author/GDC)

Analyzes four types of repair activity in the foreign language classroom. A distinction is made according to whether the trouble source is produced by a teacher or a learner. Findings show that different preferences for repair patterns vary with the type of classroom activity (language-centered or content-centered). (Author/SED)

Presents a model for a study abroad program in which small groups of two to four students select a sociocultural topic to investigate in various ways in the foreign country. The students must conduct an interview with someone connected with the subject in the foreign country. (SED)

Discusses acquisition of phrasal verbs by learners of English as a second language, and examines problems of selection, semantics, and usage restrictions of these verbs. Because even advanced learners have difficulties with these verbs, two groups of verb phrases are suggested: one for active use and the other for passive. (SED)

Investigates the development of communicative competence during preschool age by analyzing certain types of communicative acts and sequences of communicative acts in adult-child and child-child communication. Assumes there are certain phases in which a child is especially prepared for the acquisition of certain types of communicative acts. (SED)

Reports on a study of the language acquisition of a group of Portuguese children who belonged to two socioeconomic backgrounds: upper middle class and lower class. Aims to show that verbal formulation, referential non-linguistic material pragmatic cues, and cognitive factors play decisive roles in language development. (SED)

It is suggested that native speakers understand that narrative in literature is a form of transcript of full discourse, and students of English can learn the same clues of transaction and interaction in texts through exercises in plot analysis, plot mutation, and scenario derivation. (MSE)