Henry James, the nineteenth-century American novelist, also served on occasion as a theatre critic. Between 1875 and 1890 he reviewed several productions in Boston, New York, London, and Paris for "Atlantic Monthly" and other periodicals. The reviews are of interest because of James' high standards regarding acting and his often…

Designed to help readers improve their interpersonal skills, this book encourages its readers to examine interaction from the receiving point of view in terms of how people are shaped and affected by what they listen to in their own speech and in the speech of others. Communicative experience is emphasized and suggested assignments are provided in…

An examination of language arts instruction for the elementary school child, this paper reviews the failures of traditional methods of teaching grammar to develop language competence. As an alternative, the author proposes the oral method, which focuses upon student-centered interaction situations. Such situations would provide the student with…

The study on which this final report is based focused on selected Micronesian students at the University of Guam who, after receiving their degrees, will return to their home islands to assume positions requiring them to function as intermediaries between the American and Micronesian approaches of life. Interviews with these students and with…

This study explores the relationship between children's metalinguistic awareness of aural word boundaries and their reading achievement and was designed to answer the following questions: (1) Does a child's knowledge of spoken word boundaries improve with age? (2) What is the relationship between children's conceptions of spoken words and their…

Discussions in this journal focus on the teaching of speech communication and drama in the secondary-level classroom. "Creative Drama in the Secondary Classroom" provides suggestions for incorporating beginning, lyric, and "human" drama into the secondary-level curriculum. "Student-Centered Teaching: A Desire for…

In order to establish whether voice pitch and evaluative meaning play any significant role in affecting message learning (as demonstrated by listeners' recall) at the morphemic level of communication, 48 freshman students in a basic speech program participated in this study. Through individual headsets, students listened to tapes containing an…

This paper deals with the counterexamples to the general principles that: (1) a sentence as utterance has only one illocutionary force, in the sense of J.L. Austin; and (2) performative verbs do not normally retain illocutionary force in embedded contexts. Various tests for illocutionary force are applied, such as substitution of another speech…

This test booklet is divided into four parts: (1) Oral Comprehension of Commands; (2) Visual Oral Comprehension; (3) Oral Comprehension of Common Verbs; and (4) Oral Questions. General instructions and teachers' instructions for grading are given in English and instructions for the student in Spanish. There are eight double pictures which are to…

This paper examines language variation in terms of overdetermination and underdetermination of structural information as related to grammatical rules and the structure of social behavior. (CLK)

Surveys the language problems encountered by teachers and students when the vehicle of instruction is not their native tongue and groups these according to five ad hoc headings. Outlines five parameters which offer a solution to the language problems. (GS)

Suggests that behavioral evidences of learning which are too narrowly defined may potentially impede the effective teaching of speech communication and advocates improved professional-public communication to establish a realistic accountability framework. (MH)

Cites the advantages of studying the group process through the historical example and notes specific principles that students can draw from these models to apply to their own discussion groups. (MH)

An examination is made of the specific language used in giving advice and the fine difference possible between what the speaker says and the effect of what he says on the actions or thoughts of the person receiving advice. (JD)