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FINAL REPORT

Contract No. 0E0-0-9-097740-3743(014)

STUDIES IN LANGUAGE AND LANGUAGE BEHAVIOR, PHASE VI

Ronald WardhaughProject Director

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C:3 Contract No. OEC -0-9-097740-3743(014)LiJ

STUDIES IN LANGUAGE AND LANGUAGE BEHAVIOR, PHASE VI

Ronald WardhaughProject Director

February 1, 1970 to January 31, 1971

Center for Research on Language and Language BehaviorThe University of Michigan

210 E. HuronAnn Arbor, Michigan 48108

Office of EducationInstitute of International Studies

U.S. Department of Health, Education, and Welfare

lia

This report covers the various activities of The Center forResearch on Language and Language Behavior during the final yearof its operation before its closing on January 31, 1971. Duringthat year a number of projects were brought to a successful con-clusion and others were terminated at appropriate stages Thefollowing listing indicates which projects were completed andwhere individual reports may be obtained:

I. Reports on completed activities available through the ERIC system:

A. July, 1970

Underachievement in College Foreign-Language InstriictionL. Feagans, E. Roeber, L. S. Barritt, and R. D. Tarte

*Auditory vs. Articulatory Training in Exotic Sounds

J. C. Catford and David B. Pisoni

Psycholinguistic Evidence for a Hierarchy of Syllable StructureSanford A. Schane and David Pisoni

Experimental Design on the Psychological Reality of a NaturalRule in PhonologySanford A. Schane and Bernard H. Tranel

B. January, 1971

Development of Computer-Assisted Observational Systems forTeacher TrainingGuy C. Capelle, Robert J. Jarvella, and Eleanor Revelle

The Development of a Cantonese Course for StudentsAcquainted with MandarinJames E. Dew

Knowledge of Results and Other Possible Reinforcer inSelf-Instructional SystemsGeorge L. Geis and Reuben Chapman

Specifications for the Design of a Test of Knowledge ofForeign Cultural PatternsFrank Kocn

Interaction between Prose Styles and Linguistic Developmentsin Arabic after World War IIRaji M. Rammuny

Psychological Studies in bilingual Performances and Cross-Linguistic DifferencesKlaus F. Riegel

*Also in The Modern Language Journal, 1970, 54(No. 7), 477-481.

3

.1

II. Report on a completed activity published in a journal:

The effect of delayed comparison in the language laboratoryon phoneme discrimination and pronunciation accuracyC. R. Sisson, Language Learning, 1970, 20(No. 1), 69-88.

III. Reports of activities terminated at appropriate stages includedin the following pages:

Instructional Material for Intermediate Modern HebrewEdna A. Coffin and Gene M. ScWamm

The Role of Personality Vatiables in Second Language LearningAlexander Z. Guiora

Computerized Study of Syntax of Modern Literary ArabicErnest McCarus and Raji Rammuny

IV. Report on activities of the Center for Research on Languageand Language Behavior, 1965-1970, included in the followingpages:

The Center for Research on Language and Language Behavior: ASurvey of ResearchBeth Greene

4

INSTRUCTIONAL MATERIAL FOR INTERMEDIATE MODERN HEBREW'

Edna A. Coffin and Gene M. Schramm

Center for Research on Language and Language BehaviorThe University of Michigan

Reading materials and preparatory exercises were assembledin an Intermediate Hebrew Reader. These materials were drawnfrom current Israeli non- fiction literature and were preparedfor the students of Modern Hebrew. The reading materials wereorganized in 26 reading lessons. Each reading section includedtwo preparatory exercises. Exercise A extracted the core ofactive vocabulary from the reading selection and presented itwith various morphological notations and alternate morphologicalforms. For each active vocabulary item, a series of illus-trative sentences were composed to show the nuances of wordsand in some cases the various meanings of a single item.Exercise B consisted of a set of sentences paraphrasing thereading selection itself and breaking down the difficultsyntactic structures. The untampered reading selection wasthen included. The reading selection WAS followed by somecontent questions designed to, whenever possible, stimulatea directed discussion of subject and other related matters,in the classroom.

Introduction and Background

In the last few years Modern Hebrew has gained an increasinglyimportant place among foreign languages being taught in Americanuniversities. There are no adequate materials for teaching ModernHebrew at the university level. There is a crucial need for instruc-tional materials at both the beginning and intermediate levels. This

project has bee' concerned specifically with the preparation of materialsto be used in Intermediate and Advanced Modern Hebrew courses. Thepurpose of the principal investigators was to prepare a reader thatwould answer the needs of the student who is past the beginner's stage.This student, who has already been introduced to the basic features ofModern Hebrew, still faces a great deal of difficulty in acquiring asubstantial vocabulary and in mastering the more complex syntacticstructures of the language.

The textbooks which have been or might be used for teaching Hebrewat the Intermediate Level vary widely in approach and methodology. Atpresent some universitieo are using the textbook Hebrew: A Basic Courseby Joseph A. Reif and Hanna Lewinson, Foreign Service Institute, 1965.The textbook is designed for the foreign service and covers the equivalentof first- and second-year Hebrew. It was specifically designed for theneeds of the foreign service and not for use in acsdemic institutions.It is, therefore, mostly co.:cerned with conversational skills and a coreof vocabulary that would enable the American in diplomatic service toget along in Israel. (Included are such subjects as visits to the

4

Coffin & Schramm 2

barber shop, beauty shop, shoe repair service, etc., subjects whichhave little relevance to academic studies). This book uses the "direct"or "oral" approach to language which is very useful in the early stage :of language 1.anik but certainly does not meet the needs of zti:deht,past the first few weeks of studying the language. Reading andskills are neglected. When language is taught at the university 1,vc1these skills are very important. There is no attempt to introducevocabulary relevant to the interests of the students.

Other books such as Elef Millim by Aaron Rosen, Achiasaf PublishiegHouse, Israel, and a Textbook of Israeli Hebrew by Halim B. Rosen,published at the University of Chicago, 1962, are not adequate and dnot meet the demands stated above. The content of the readings in ti.above stated books ranges from trivial selections to those tliat arefairly acceptable. While some of these books contain an applicablecore of vocabulary for the newcomer to Israel, they do not meet ;hi!requirements of the college student. The principal investigatorsdecided,therefore, to undertake the task of gathering interesting re:,d-ing materials in a reader alone with adequate exercises to prepare CIcstudent for these readings. The investigators assumed that the studvnt:-using the materials would have completed the elementary phase of lerrnio;.;Mooern Hebrew and would be familiar with the writing system, phonology,basic morphological and syntactic structures, as well as a minimum cork,of vocabulary. The specific objectives of the intermediate phase are(a) to expand the active vocabulary of the student; (b) to deal with tic.:structural items encountered in the readings; (c) to increase the sti:deht',proficiency in reading and composition; and (d) to increase his pruf..in speaking as well.

Procedure

May and June 1970 were spent collecting materials for the readin.selections. These readings were selected from a large corpus of on!orm-nrilIsraeli writings: books, journals, and newspapers. Many sources -

and finally 26 articles were selected for their interest in contotand readability. Ry and large the articles deal with area studies: ';effEast geography, Jewish history, language and literature, religion, socidlstudies, archaeology, etc. No attempt was made to control vocabulary.Reading selections were arranged loosely in order of difficulty.

Durirg June end July these 26 reading selections were prepared forthe preliminary copy of the reader. An experimental format uas prepareafor the presentation of these reading selections (see AppondixA). Fi,r ...ohselection of reading the investigators decided on n core of activocabulary. The basis for choosing this core of vocabulary wa that ofrelevance and frequency of occurrence. (This selection was not done"scientifically", but rather on the basis of teaching experiency andnative-speakers' intuition). Two sets of exercises were prepared foreach reading selection. These exercises were intended to present thynew key vocabulary Items. The vocabulary items which were selected

c.r

Coffin & Schramm 3

were listed in the margin with morphological notations and with theprincipal morphological variations. Illustrative sentences wereprovided for each of the new vocabulary items. The sentences wereconstructed in order to indicate the principal nuances of each word.

The second exercise was prepared in order to facilitate the handlingof complex syntactic structures within the selection. It serves as amore direct introduction to the article since it contains the actualcontent of the article in a simplified form. It is essentially a para-phrase of the original, breaking down complex syntactic structures.

Following these two sets of exercises, the reading selection itselfis presented. The reading selection is not tampered with and the studentis confronted with the same type of material to which an adult Israeliwill be exposed. The lesson format contains content questions. Theseare designed to promote discussion in 'lass and to further use the newvocabulary acquired in the lesson. These content questions can be usedorally, or can form the basis fcr written exercises in class or outside.In August of 1970 tapes were prepared for the lessons included in thepreliminary version of the Intermediate Reader. Since Modern Hebreworthography does not indicate vowels, the problem of vocalization isindeed an enormous one for the student at either the second or thirdyear of his study of Hebrew. The availability of tapes Is essential notonly for developing correct pronunciation and intonation, but also forcorrect readings of unvocalized texts. It is through the exposure totapes of the written materials, as well as through rigorous exercisesin grammar, that a student can hope to develop his reading skills andcorrect speaking ability.

The reading selections have not been selected for the final versionof the reader. However, we expect to reduce the number of readings to20 selections, and to keep approximately 802 of the materials chosen forthe preliminary text, and substitute some of the less successful selec-tions. The following selections are the ones contained in the preliminaryversion of the reader:2

1. Lesson 1: Israel in the Near East (geographical description)

2. Lesson 2: Flora and fauna of Israel3. Lesson 3: Climate4. Lesson 4: Communal Settlements in Israel

5. Lesson 5: Old Jerusalem6. Itsson 6: The Western Wall7. Lesscn 7: Jerusalem (a description of the mood of the city)

8. Lesson 8: Israel in the World - geopolitical description9. Lesson 9: "We All Dreamt of Excavating It" - aA interview with

Prof. Mazer, the archeologist in charge of the excava-

tions of the southern wall.10. Lessons 10 - llt "The Girls Who Excavate" (who dig up clay) - a

description of a group of volunteer archeologists.

11. Lessons 12 - 15: "Dialogue of Warriors" - interview with Israelisoldiers after the war also includes an articleon a psychological study made on the basis ofthese interviews.

Coffin 6 Schramm 4

12. Lessons 16 - 17: History of the Jewish Communities in theUnited States (up to the 20th century)

13. Lesson 18: A Research on Yiddish Using a Computer

14. Lesson 19: The Dead Sea Scrollsa: Finding the scrollsb: Orthography and language of the scrolls

15. Lesson 20: MassadaYigael Yedin's first chapter of his famousdescription of the excavations in Massada, ahistories?. introduction

16. Lessons 21 - 24: The Messianic Movement of Shabtai Zvi

17. Lessons 25 - 26: Kafkaa: Kafkt's worksb: Biographical sketch

Testing the Preliminary Version of the Reader

From September through December 1970 some of the materials preparedduring the summer of 1970 were tested in classes at the University ofMichigan. Lessons 1 - 7 were used in the second year Hebrew class.Lessons 10 - 16 were ured in the third yaar Advanced Hebrew class. Anintermediate student also used some of the lessons for a self -studyprognas with some amount of success.

The students in the second year class worked through both exerciseswith the aid of the tapes, and received extensive drill in class. Afterthe completion of these introductory exercises their attention was turnedto the original text. On the whole the second year students tended tothink that the first exercise in each lesson (the introduction of newvocabulary with illustrative sentences) was too difficult and not terribly

valuable to them. They complained that the sentences used to illustratenew vocabulary items themselves contained many unfamiliar words and were,therefore, difficult and did not serve the purpose for which they wereintended. They felt that there was little return proportionate to theirefforts. However, they did work under the handicap of not having anEnglish translation for this exercise (such a translation was to be In-cluded in the final version). There was also a misconception that thesentences were to be mastered rather than gone 'once over lightly', inorder to understand the various shades and nuances of the new items ofvocabulary. In general, the second year students reacted favorably tothe material included in the articles and found the subject matterinteresting.

The third year students were exposed to the first exercise at homefirst and were given an Faglish translation of all the illustrative

Coffin & Schramm 5

sentences. They also availed themselves of the tapes fot the correctreadings. These students found the exercises useful and stimulating,and commented that the sentences introduced them to a very valuablecore of passive vocabulary as well. They did not like the attempt tointroduce the lesson through Exercise 15 alone. The second exerciseand the text were presented to them in the same manner as it was pre-sented to the students in the second year. However, they did haveadditional follow up on vocabulary through various exercisessuch astranslation and composition based on the core vocabulary of each Lesson.A lot of emphasis was put on the content questions, which served as abasis for excellent class discussions. both directly on the contentof lessons and less directly on some directed conversations on mattersrelated to the lesson presented. The students achieved an excellentcommand of new items of vocabulary. At the end of the semester theadvanced students expressed a lot of satisfaction with their progressin the areas of reading, writing and vocabulary expansion.

Conclusions

The results of testing the materials gathered for the preliminarycopy of the reader in classroom situations indicate that the generaldirection of the preparation of the reader is indeed the right one.The materials should have interesting content and should be elativelyshort, and the vocabulary should lend itself to other types f adultreading and conversation. The effectiveness of the format dopted forpresenting these lessons varied greatly between the two lev ;ls of Inter-mediate and advanced students. The usefulness of Exercise is stilt a

controversial issue, as it seems to serve the more advanced studentsbatter than the ones who had just finished one year of Hebr7w. It is

clear that it is necessary to meet the different demands ol'these twolevels. Further experimentation in lesson forwats is beingiplannedfor the coming year. It is possiLle that one set of preparatory sen-tences, which will include paraphrases as well as content relatedsentences, may prove to be act!tally a better solution than the two setsused in the preliminary text.

Some of the reading selections have proved redundant in vocabulary,and others have proved to be not as interesting as initially thought.However, with classroom experience the judgment of these materials ismuch sounder. A lot of work remains to be done in adaptisg the final 70reading selections, which the investigators hope will be 'Sore varied

than the ones assembled to date. Grammatical exercises, exercises incomposition, and translation based on a core of active vdcabulary shouldalso be developed to further supplement the reading selections, and tofurther aid the student to control the new structures and vocabularyitems. It is hoped thlt through a continuation of this project these

goals will be realized.

Coffin IS Schramm 6

Appendix A

Lesson 1.

Israe! in the Near East

Exercise A

Active vocabulary Sample Sentences

marbit (1.) The tourists spent most of their time in Jerusalem.

rov. (m.) Most of the time the tourists were in Jerusalem.

The majority of the residents of Paris leave for theirvacation in August.

Most of Paris' residents leave on vacation in AuguAt.

kat (f.) The Essenee' sect was known for its communal life.

kitot (pl.) There are many denomina:ions in the Christian religion.

The Karaite seat believes nnly in the 'fora'~ law:;.

In India there are several castes.(kitot)

zchut (1.) Thanks to the grant, the invesZtgator was able to finishhis research.

bizchut

ii -zchut

chashivut (f.)

One should menticv to the credit of tho iottrvr timthe knows his subject well.

(relevance)The importance of the theory was discovered eqly ti..srslater.

chashiviffot (pl.) The mayor is a man of importance (a prominent man)

ht.shpa'a A teacher can have a great deal of influence oostudents.

(hashpa'at.-dep.)(p).) The parents lost all influence over their soil..

In the artist's paintings one can recognize tie infineneeof Picasso.

10

Coffin & Schramm 7

kalkala (f.) The economic situation in an agricultural state(kalkalat. d.) ',pends on the yield of the harvest.

kalkolot (pl.) The economy is based to a great extent on naturalkalkali (adj.) resources.

n-g-' +b.. Everybody was full and nobody touched the food.

(qa1,) It is forbidden to touch the electric wires.

The crowded cars (bumper to bumper) almost touchedeach other.

gvul (m.) Each political state has boundaries.gvulot (pl.)

Natural borders are rivers or mountains.

yachid (m.) Einstein was a genius - unique in his generation.yechida (f.)

The new book by Weisel is one of a kind (special)

An only child is often spoiled.

Only few were given the opportunity to see the guest.

sh-y-k The workers in the plant (belonged to the labor(hitpa'el) organization).

The painter Gauguin belonged to the Impressionaistic School.

'emuna (f.)(emunat -)

'emunot (pl.)

masoret (f.)

Masorot (p1.)

The number of people who are members of the extremistgroup is limited.

(had faith)The father believed in the special talent of his son.

"A fool believes everything".

The Jewish faith is different in its principle fromthe Christian faith.

Many people believe in superstitutions (superstitiousbeliefs)

The Orthodox (Jews) believe in the coming of the Messiah.

Each nation has a tradition of its own.

The Tse'ada ('Walk-a-thon") in /steel has become atradition.

Coffin E. Schramm 8

rikuz (m.)

rikuzim (pl.)

r-k-z(hitpa'el)

A traditionalist (tradition-keeper) lives by thereligious rules.

It is a tradition to eat unleavened bread or. Passover.

The concentration of the inhabitants in Israel is inthe cities.

The separation of institutions (powers) in the st.,:ewas meant to prevent a centralization of power.

The crowd gathered in the square for the event.

gadum (m.) adj. In early days men lived in caves.gduma (f.)

The Ancient man lived by hunting

achuzachuzim (pl.)

h-w-h(pi'el)

Discrimination against minorities has its origin inprejudices ('early' '21.2: opinions)

Each student gets a discount of five percent in thenew store.

The percentage of women in high offices is very low.

The salesman gets a commission from the value of themerchandise which he sells.

The percentage of the participants in the demonstrationwas nil.

The number of young people constitutes a sizablepercentage in the poyulatior.

The representatives of various nations (constitutOmak? up the United Nations Organization.

The students' strikes coneitote a serious probleu.

Coffin & Schramm

Lesson 1

Exercise

9

Israel is situated in the Middle East.The Middle East is also known se the Near East.Moat of the countries in the Middle East are located in Asia.Not all of the countries in the Middle East are in Asia.Most of them are in Asia.

The majority of the inhabitants of the Middle East are Muslims.Most of the inhabitants are Muslims.The minority of the inhabitants are Christians.The Christians belong to various denominations.

Israel is a bridge between the countries of the Mediterranean.Israel has historical importance due to its geographical location.Israel has a strategic importance in the present.In the past Israel had a strategic importance also.Like in the i at also in the present Israel has historic and

strategic importance.

Many Jewish communities existed in the countries of the Middle East.The Jewish communities were large.The communities were very influentialThe Jewish communities had an influence on the economic life.Moat of the members of these communities immigrated to Israel.

With the establishment of the country many Jews immigrated to Israel.Many of the members of thei.e. Jewish communities immigrated to Israel.Israel has boundaries with four political states.The neighboring states are: Lebanon, Syria, Jordan and Egypt.

Lebanon is located to the north of Israel.In the northeast Israel touches Syria.In the east the neighboring state of Jordan is located.In the southwest is Egypt.Egypt is the only state in the continent of Africa.Egypt is the only one (of the Middle East countries) located in Africa.

Most of the inhabitants of the neighboring states are Musliaa.The language of the Muslims in the neighboring states is Arabic.The Muslims mostly belong to the Sunni Tradition.The Sunni sect is the largest one in the Islamic world.The Muslims believe in the Quran.They also believe in the Islamic Tradition.The Islamic Tradition is called in Arabic: Al-Vadith.

Coffin A Schramm 10

Among the Muslim: are also those who belong to the Shi'i Sect.There are small communities of Shi'is in Lebanon and Syrii.The non-Sunni Muslims are in the majority Shi'48.The Sect of the Mutawallis is a Shi'i Sect.

There are large communities of Druzes.The birthplace of the Druze sect is Lebanon.

Christians also reside in the neighboring states.The Christians belong to various denominations.The Christian denominations in the Middle East are very ancient.In Lebanon there is a large percentage of Christians.Most of the Christians in Lebanon are Maronites.The Maronite Sect is very close to the Catholic one.

The large Christian denomination in Egypt is the Coptic Church.In Egypt there is a community of Christian Copts.The Copts are Egypt's earliest inhabitants.The Coptic Church is a unique one in the Christian's World.

Lesson 1.

Text

Israel is located in the Near East. Most of the Middle Easterncountries are in the continent of Asia with a majority of theirresidents being Muslims and a minority of the residents beingChristians of various denominations. Due to its geographical location,Israel is a bridge between the countries of the hediterranean, and inthis lies its historical and strategic importance in the present as inthe past.

In the countries of the Middle East there were large Jewishcommunities which were known for their influence, especially in theeconomic sphere. The members of these communities, for the most part,have immigrated to israei with the establishment of the state.

Israel touches in its borders on four neighboring states. In thenorth--Lebanon, in the northeast--Syria, in the east--Jordan (in itsofficial name: the Hashemite Kingdom of Jordan), and in the southwest- -Egypt (in its official name: The United Arab Republic), which is theonly estate among these four in he continent of Africa.

The inhabitants of the neighboring states are for the most partMuslims and their language is Arabic. The majority of these Muslimsbelong to the Sunni Sect in the world of Islam, and they believe Inthe Quran and in all of the Muslim Tradition (al-liadith). In Syria

and Lebanon there are small communities of non-Sunni Muslims like the

Coffin 6 Schramm 11

Mutawallis, and they are Shi'is. Among they (the non-Sunnis) are alsolarge communities of Druzes in Lebanon--the birthplace of that sect- -and in Syria, in Maize Mountain, which is the most important locationof their concentration in the Middle East.

In the neighboring states are also Christians who are membersof some of the earliest sects of Christianity. In Lebanon there is alarge percentage of Christians who are mostly Maronites, who are closelyrelated to the Catholics. In Egypt there is a Ye large community ofChristian Copts and they are the earliest inhabitants of Egypt and theyconstitute a unique church in the Christian world.

Lesson 1.

Content Questions

1. What constitutes the importance of the State of Israel in theMiddle East?

2. What are Israel's neighboring states?

3, Describe the various Muslim sects in the Near East.

4. Which countries contain important Christian communities?Describe the various Christian denominations in the Near East.

Footnotes

1The research reported herein was supported in part pursuant to

Contract OEC-0-9-097740-3743(014) with the U. S. Department of Health,Education, and Welfare, Office of Education, under the provisions ofP. L. 83-531, Cooperative Research, and the provisions of Title VI,P. L. 85-864, as amended.

2Further information about the reader can be obtained from theauthors, Department of Near Eastern Languages and Literatures, TheUniveriity of Michigan.

1J

THE ROLE OF PERSONALITY VARIABLES IN SECOND LANGUAGE LEARNING'

Alexander Z. Guiora

Center for Research on Langualic and Language BehaviorThe University of MicLigan

This report pertains to the portion of the above project that wassupported by the Office of Education through December 31, 1970. Theresearch program continues with the support of the Department of Defense,and a final report on the completed project will be prepared by us andsubmitted to the Departmelt of Defense sometime after July 1, 1971.Copies of that report will be made available to the Office of Educationas well.

Pre-Contract Research

Guiora, Lane, and Bosworth (1967) examined the relationship betweensuccess in speaking a second language authentically (French) and avariety of personality dimensions. This study included the first useof the Micro-Momentary Expressions (MME) procedure for the measurementof empathy. It was hypothesized that an ability to perceive minimalinterpersonal cues, standardized in this case by use of selected filmstrips shown at different speeds, would be related to individual dif-ferences in empathic ability. A significant relation (rank ordercorrelation of +.60) was found between this measure and languageproficiency.

A second study (Taylor, Catford, Guiora 6 Lane, 190) introducedrefinements in the MME apparatus, an niterLate projective measure ofempathy, and four independent measures of the facility of subjects(English-speaking) in learning authentic Japanese. The results indicatedthat MME and projective empathy score, together with an index of verbalintelligence, accounted for more than half of the variance in languageperformance, as indicated by a multiple correlation of +.72.

The promising results of these two laboratory experiments indicatedthe desirability of a larger-scale study of language learning under morerealistic, and more demanding circumstances.

Methodology

Sample. The subject staple of our research project is being drawnfrom the United States Army Defense Language Institute, both East (DLIEC)and West Coast (DLIWC) branches. Students in this sample are studying one

Guiora 2

of five different languages: Russian, Chinese-Mandarin, Spanish,Thai and Japanese.

Design. The data-gathering procedures consist of three phases.

Phase I involves the administration of two types of tests: paperand pencil measures which can be presented to a group of Eay size forwhich auditorium space is available, and the MME measure which islimited by the currently available apparatus to a sample size of N 40at any one time. These procedures are administered at the beginning ofthe language training program, usually no later than the first week ofclasses. The paper end pencil measures used in this phase include thefollowing:

Thematic Apperception Test (TAT)Photographic Perception Test (PPT)Test of Ego-RigidityLiterature Empathy TestWesman Classification InventoryPrior Language Experience Form

The MME measure requires a 16mm audio motion picture projector andscreen, a specially prepared test film, two Esteriine Angus operationrecorders, forty response switches and a forty cable system. The timerequired to administer all procedures in Phase 1 is 170 minutes, includinginstructions and collecting time.

Phase II consists of two procedures, the Linguistic Fluency Test(LFT) and the Predictive Empathy Test (PET). These two measures areadministered in a language laboratory, in small groups consisting ofclass section, and can be accomplished in one 60-minute session perclass.

The pro-recorded LFT is played simultaneously to each student inthe section, through ler phones in each booth. Tape recorders in each

booth record the stimulus sounds from the master tape, and the exactresponses made by the student. These tapes will later be transcribedonto a single data storage tape. The PET requires only written responses.

Phase II procedures are cdministered approximately three monthsafter classes have begun at DLI.

Phase III, the final aspect of data collection, consists of reportsfrom DLI from student records of general mental ability test scores (AFQT)where available, and of final language proficiency evaluations for allstudents.

Testing to date. Phase 1 procedures were administered during thefirst week in July 1970 to a total of 153 DLI students. The secondstudent input of DL1WC was similarly tested during the first week in

Guiora 3

October 1970; while the input from DLIEC was tested during the firstweek in November 1970. Total input for the second cycle was N169.

Phase Il testing for students previously tested in Phase I wasalso accomplished during the first weeks in October and November 1970.Approximately 75% of the students previously tested were available.

The third cycle of testing at DLIWC is currently underway. Studentswho were administered the Phase I procedures in October 1970 are nowbeing given the Phase II tests, and the new student inputs will begiven the Phase I tests.

General Remarks

Two sources of attenuation of usable data samples have caused ussome concern. One of these is general aptitude scores which have beenavailable for only 59 or approximately 18% of students tested thus far.This problem is largely unavoidable it appears, although we hope forslightly larger returns on future inputs.

The other source of concern is that only 75 of DLI students testedin Phase I (July) reported for Phase II testing in October and November1970. This appears to have been due partly to drop-out and reassignmentrates, partly due to student factors (some students reported up to30 minutes late for one-hour sessions), and partly due to conflictingassignments to other necessary duties. Again most of these missed casesare presumably unavoidable. In an effort to reduce their incidence some-what, we have scheduled make-up testing sessions.

The final decision as to the number of student inputs to be testedwill be made in the near future contingent upon the number of completedata cases obtained for each language in the next fly testing sessions.

Guiora 4

References

Guiora, A. Z., Lane, H. L., & Bosworth, L. A. An exploration ofsome personality variables in authentic pronunciation of asecond language. In H. L. Lane & E. M. Zale (Eds.), Studiosin language and language behavior. IV. Ann Arbor: Center forResearch on Language and Language Behavior, The Universityof Michigan, Contract No. OEC-3-6-061784-0508, U. S. Officeof Education, February 1, 1967.

Taylor, L. L., Catford, J. C., Guiora, A. Z., & Lane, H. L.Psychological variables and ability to pronounce n second lan-guage. In S. Rosenberg & A. P. van Teslaar (Eds.), Studies inlanguage and language behavior. VIII. Ann Arbor: Center forResearch on Language and Language Behavior, The Universityof Michigan, Contract No. OEC-3-6-061784-0508, U. S. Officeof Education, February 1, 1969.

Footnote

1The research reported herein was supported in part pursuant to

Contract OEC-0-9-097740-3743(014) with the U. S. Department of Health,Education, and Welfare, Office of Education, under the provisions ofP. L. 83-531, Cooperative Research, and the provisions of Title VI,P. L. 85-864, as amended.

IJ

COMPUTERIZED STUDY OF SYNTAX OF MODERN LITERARY ARABIC1

Ernest McCarus and Raji Rammuny

Center for Research on Language and Language BehaviorThe University of Michigan

with

Peter Abboud and Wallace ErwinUniversity of Texas Georgetown University

This study is directed to the present outstanding needin the field of Arabic studies of a comprehensive descrip-tion of the syntax of modern literary Arabic (MLA). Thefinal product will be a book containing an analytic descrip-tion of all the syntactic structures (clause-level and phrase-level) of post World War II Literary Arabic prose; theanalysis will be based on a corpus of several hundredthousand words, to lend statistical validity to statements,chosen from the works of a large number of writers from theArab world who are considered to be representative of goodArabic prose writing. By computer-storing an extensivecorpus it becomes possible to retrieve all or any part ofthe occurrences of any particular feature under study, notonly more speedily but also more accurately than otherwise.Further, the range of possible studies is extended. Intheir final form these data will serve as a research facilityaccessible to all researchers on Arabic in this country (orabroad) working on morphological, syntactic, lexical, orsemantic studies, including those interested in contrastiveEnglish-Arabic studies and the preparation of teachingmaterials. Finally, the methodology may be of interest tolinguists intending to pursue similar studies in otherlanguages.

A. Goals

1. While there are many excellent works on the syntax of ClassicalLiterary Arabic (i.e., Arabic written in the seventh to tenth centuriesAD), there is no satisfactory work on the syntax of contemporary literaryArabic. A comprehensive treatment of MLA syntax, which is the outstand-ing need in the field of Arabic studies today, is the goal of thisproject. MLA is defined here as post-World War II narrative andexpository prose written by those who are considered to be writers ofmost acceptable Arabic. Subsequent studies can compare narrative withjournalistic styles, or prose with poetry, contemporary with classical,etc.

2. In order to achieve this goal, a total of one-half millionwords of text (i.e., the equivalent of approximately 20 books of 100pages each) is to be examined. A corpus of this size should be fullyrepresentative of MLA prose, and will lend validity to statistical

4.j

McCalus, Rammuny, Abboud, & Erwin 2

statements. In order to handle a corpus of this magnitude, these textsare stored on a computer, permitting immediato retrieval of occurrencesof any structure under study. A special system of annotating and codinghas been devised which will permit the .etrioval of information for thefollowing kinds of studies: syntactic (both clause-level and phraria-level), morphological, lexical .cal avidaucic, including any combinationof studies (see Appendix I: Iliascrative Annotation Sheet). it is

interesting to note that the annotation system adopted is easilytranslated into terror: of either a transformational app;atach, with itsrewrite rules, or a tagmemic approach, with its slot-atid-filler arrange-

ment. At the same time, conventional grammatical terms are employed,including certain technical terms peculiar to Arabic vammar.

1

It is expected that the impact of this approach w 11 be felt in twoareas. It will provide opportunities for other Arabic s over the countryto pursue more effcctively their own research on Aratic, the preparationof instructional materials, etc. It will also provide a mode] forscholars who wish to pursue similar studies on other languages.

On completion of the analysis and description of MLA syntax, itwill be feasible to do a contrastive analvsia of Lnglish and Arabicsyntax, then to pinpoint those Ica:urea of Arabic structure mostdifficult for English speakers to master, and to experiment on themost effective ways to tooth then"

S. Personnel

The principal inve-aters :ire Professors Ernest N. McCarus andRaji M. Rammuny of the Departmeat of Near Eastern [Ant:twos andliteratues of The University et Yichiwn. who have worked on theproject on a year-ra..nd laais since March iqh9. In the summers of

1969 and 1970 they were joined by Professors Petki Abboud of theUniversity of Tc3ta and Wallace Eruiu it Ceoractown Univorsity, also

Arabist-linguists.

The following have assialul ili the project: four anrotator-encoders,who ttanscribc and translate the Arable text and analpe and encde thesyntactic structures and tine morOoloj;ical and lexica? data; a k r ; }stalloperator; and a programer.

C. Procedures and i'rinciple

flte following results have been achieved (not. net ,ssarily In chrono-

logical order):

1. Selection of Texts.

Principle: 1h1:1 study should represent well-written Arabit prose,to serve 33 a ba,:is of cowanrison with Arabic of otip r genres, e,g.,journalistic cr poetry: of of tin, other periods, nineteenth

century or eight tvltury; or of various style:, e.g.: rchatzing vs.

McCarus, Rammuny, Abboue Erwin 3

Innovative. By choosing writers who are generally considered to berepresentative of the main-stream of development of Arabic literarytraditions, we are assured of a linguistic norm. To assure a balancedselection, we not only consulted standard references on modern Arabwriters but sent a questionnaire to some 70 specialists in Arabicliterature, most of thew Arabs in the Arab world. Their response wasremarkably u.tiform, including names of writers of various persuasions,e.g., Taha Hussain, Muhammad Hussain Haykal, Ahmed Amin and MikhailNuayma, who are purists in their language; Nagib Mahfouz, Yousuf Al-Sibaf, Salim Barakat and Ihsan Abdul-Quddous, who have made Arabicliterature today more available to the public by using a simple straight-forward style which can be easily understood by most people; and some,like Mahmoud Taymour, in his recent book of essays Al-ShakhsilLit.al-cishrOn, TwersteLLIILLitkes, who, although they follow moderntrends in MLA, still use a traditional, archaic style in terms ofselection of vocabulary and structures.

In addition to the resources of the UM library and our own personalcollections, we have purchased from Cairo and Beirut book dealers approxi-mately 70 books for purposes of annotation.

Our selection of 38 authors from 13 Arab states includes representa-tives of seven literary genres and 16 different subjects, includingliterary criticism, short stories, novels, plays and essays and articleson history, religion, literature, etc.

2. Annotation of Texts.

Principle: Texts must be encoded to permit efficient retrieval ofany of several kinds of information, by any of several investigators.Further, the encoding system must be so constructed AS not to prejudicethe ultimate analysis. The annotation system set up meets these require-ments: it is one which encodes data in terms of their surface formsrather than their deep structure, and one which accommodates also tradi-tional constructions such as nal (the circumstantial clause), tamviz(the adverbial expression of 'respect), al-coudal, (the cognateaccusative), etc. For every word the following information Is given:its morphological form class (Col. 16--see Appendix I) and inflections,as well as certain semantic featsres (Col. 17); its syntactic role inthe clause (Col. 1) or membership in a phrase in the clause (Cols. 2-15);its transcription, translation and siditional lexical information(idiomatic phrases, words not found in the dictionary, emphasis, pluralnouns that have no singular, aspects of verbs, etc. (Col. 18)). Aspecial feature of our approach is the fact that every sentence in aselection is analyzed in this way, providing methodological rigor thatis lucking in an introspective approach nos based on a discrete corpus.That is, if the investigator uses himself as the source of data, he willoverlook a vast array of unusual but normal constructions that occur inlive language, written or spokes.

McCarus, Hammuny, Abboud, & Erwin 4

The annotation system hae been perfected in such a way that additions,deletions or changes can be made at any point. Four annotators have beentrained, and over 300 pages of text hove been annotated. This annotationsystem was developed in consultation with a programmer, who also preparedthe storage program as well as retrieval. programs. The keleuaeh operatorhas punched approximately 5,000 words. The programmer has programmed thematerial and has prepared the rt trieval system.

3. Analysis of Selected Features.

Concurrent with the developeent of the annotation system, certainfeatures of MLA syntax were studied on the basis of direct scanning oftexts which had not yet been computer stored. The primary value ofthese studies has been to help evaluate and validate the annotationsystem; they will also serve as a control when those same features arestudied on the basis of retrieval from computer storage. These studiesalso have value as Independent studies proeidine new insights as wellas additional data, and some have been euhLitted a articles toVd'.10i.IS technical journal or given a- papers at professional societymeetings. Some featuree ..tedied are: (1) negation of verbs in MLA:lam plus jussive ha:- largely replaced lemm7i pies jueslve, which is now

rare. Et is also far eon commen thav eS elue perfect, which seems toconnote special vephesis or denial o' Lhc repcsition as a whole.(2) Conditionni evetew_es: it Le well-Lnown that 'if' and 'in'if' both introduce eoesiele conditions as oppoeed to law 'if' whichintroduces centrary-t.-reet conditions; it is ee.t clear, however, that'idhl 1111e '.111le 'in conditions tend to geestionthe likelihood of redii.ee (!1 hal ionstractuns; studies en thehhl sheer tirit contioi,-4 to ealor otterns of ;:Ieseieal Arabic,

e.g., Le e et3t17ist21:n1n5 jIJ al- amali'anl tAfLOV11.; ee to ta4 eerk, hiee eisin-

terpreted a is 't . variant;; Also foe;e: ire cert!n otherpattens eech a ?Ahd4LV alen-'. C.rtein con-structiens found in C!e..si.eit Aua1ee are Ioneer used, e. ahLl ,.hilt ; refers to a cleceva- A wilole rather ;nail I slide word, 0.e.,ah5l ibe1.1 'ihit the eeek there is no detil.-1

eeee (r hill i eatieee ov.1 Cialeal Arabic occur,

such as a in laP.ial eeeitioa in (he ehtee,..., C.F.. Sqa Faeleatan...1.1nd steldLi:y.... Hea'le, it is apeaient the hili must be studied inrelattun t (a) te..eictive ,e 1 ien-reztrietie ioiative douses and(b) pzeeoett,iia,a: teaT leave (14 -A-inive of 1151's, e.g.,

mashy oieu.K` ale! 'Qv walked qui.-kly', relitioneeisnet con 1.1ee...! I. At,' 1.... (/;) While etvie is iiet

ccrwctv it eviiee eu, :.tomes th:e..-' 'co 'e e. rv.,! .4 HIN:..1 ni 11ti

o- - t. a.;1 Ii- / .1, . 011 1%tt. v..

1.1.1t : ;; t i 01'.4 1,vct3' i .rY.r.mic :li it 0,12y are puristsreject III

, !gist ult.111.;' w',thin the (ramewerk

McCarus, Rammuny, Abboud, b Erwin S

of MLA. There are writers who resort to archaic construEtions such asMahmoud Taymour tn his book of essays al-shakhsivvit al- ishran,'era., Personalities, but this appears to be a'relatively rare phenomenon.It is also worthy of note that if a given construction has severalalternate forms in Classical Arabic, MLA tends to amid thosewhich are ambiguous or vague.

These studies have been invaluable in assuring that the annotationsystem we have devised does indeed provide the neces-ary flexibility,efficiency and thoroughness in the retrieval of data.

D. Summary of Progress

Selection and collection of data.Development and testing of an annotation system.Programming of the annotation system for computer storage.Preparation of a retrieval programAnalysis and annotation of approximately 300 pages of text.Key-punching of approximately 5000 words.Studies of selected problems in MLA syntax, some of which havebeen submitted as articles in professional journals.

Footnote

1The research reported herein was supported in part pursucnt to

Contract OEC-0-9-097740-3743(014) with the U. S. Department of Health,Educetion, and Welfare, Offite of Education, t.nier the provisions ofP. L. 83-53l, Cooper&tive Research, and the provisions of Title VI,P. L. 85-864, ss amended.

McCarus, Rammuny, Abboud, & Erwin

Appendix I

Illustrative Annotation Sheet: Explanation

6

NB: Lines are horizontal while columns and spaces are vertical.In keypunching, each line is punched vu a separate card.

Line 0: Identificational data - Taymour's first book under study.Selection 1, sentence number 15, page 10, line 14, an essay, bookpublished in 1969, author is 4yptian; initial of annotator and dataannotation completed; initials of checker and date.

The Arabic sentence transcribed and translated (Col. 18) iswa tilka hiya 1-lamaana 1-kubraa liatii tunaatu bihamalati 1-mashaafli 1-lumami 1-nawaahidi..1And that is the greatest trust that isentrusted to carrier; of torches among developed nations...' The sen-tence consists (Col. 1) of e clause connector W, a subject S, a pronounof separation F, and a predicate P. The first three functions are per-formed by ind!viduals words which are identified in Col. 16: W = acoordinating conjunction CNC, S = a demonstrative pronoun that agreeswith the fourth word in this sentence D04, and F = a pronoun thatagrees with the second word of this sentence I'02. The predicate con-sists of a noun phrase BN - EN (Col. .) beginning on line 4 and endingon line 13. This noun phrase contains as its head a verbal noun VBN(Col. 16), a modifying elative adjective ELA (Col. 16) and a modifyingrelative clause beginning on line six BR (Col. J) and ending In line 13.This relative clause itaelt ia a lause analyzed in Col. 4 as consistingof a aubordinatur 8 (which is identified in Col. 16 a; a relative pronounagreeing with the fourth word in this sentence R04), a verbal element V(identified as a verb VO4 in Cui. 16), and a prapositienal phrase con-taining the object of the verb J; Col. 5 ,"AOWS that J is a prepositionalphrase BP - LP t intalning a prepiadtion Ph}' taal. ih) chose object is anoun phrara. 8N - I (Col. ti), ind Cal. 7 shcwa 1!13t tili :1'iin phrase

consists of a aahaive construct (BC-EG) Ah head and a Nodilaia! preposi-tional phrase BP EP; the object of I.Jobi f 1,0 prepoaition is noun phraseBN - Cli (Col. 8) which consists ol a noun NOV dad an active participleACP. Thus, Col. 1 lists the functions in the cfausa, while Col.. 2 - 15identify constituent parasos and cmhaddod clausas. Col. 16 identifiesthe word class of each word in the sentence.

Col. 17 notea inflections of worda, e.g., NFS = nominative,feminine, singular (line 2f: and certain semantic features, c.a., 8(space 34) = human taferent. PIFS3 (line 7) = passive voica P. indicativet:ocd I, feminine F, singular S, third parson 3 (verb): and titi JO (line 10)means genitive, masculine, plural !broken jaral pattern number 30).Ct)er staantie foatures noted in spar, 34 aro c.gative word, plaeo name,peraona: name, divine referent, anllatcaesa and ordinal numeral.

In Col. lb of thin illustration the following kinds of data arcaclutled:

HeCarus, Rammuny, Abboud, 6 Erwin

Transcription of Arabic word, e.g., WA.

Translation of Arabic word (following quotes), e.g., WA"AND.

Dictionary (citation) form of the word (following the symbol E.),e.g., TILKA66AALIKA (that is, the word TILKA would be found in thedictionary under 6AALIKA. This will permit word frequency counts,etc.

Translation aids:

(1) While each word is translated as a single word as far 33 ispossible for that context, words in parenthesis are added if theyhelp make possible a smoother English translation of the sentence asa whole, e.g., CARRIERS (OF). These are generally a function of thesyntactic structure.

(2) The symbol @ indicates that a word (usually following)should be inserted here, e.g., THE @ TRUST (line 4) plus GREATEST(line 5) gives "the greatest trust".

Aspect of verb, e.g., Is H (line 7) indicates that this verb isbeing used with habitual meaning; such data will facilitate the studyof tense and aspect in verbs and participles.

Lexical units--the colon: signifies that this word together withthe word whose number follows the colon constitute a lexical unit (an"idiom") and together give the meaning indicated on this line.

PunctuationThe actual punctuation of the text Is reproducedhere, usually with the word it follows! thus, this sentence endswith ,...(line 13). This will permit stldies on the relationship ofpunctuation marks to Ryntactic structures.

7

Other data included are: usages not found in Han Wehr's Dictionaryof Modern Written Arabic; any syntactic device used to connote emphasis.

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translation follows.

10

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32

IL.-.o

1 i1 A Lil j,o..

Bach, Emmon, and Harms, Robert' H., eds. Universals in LinguisticTheory. New York: Holt, Rinehart and Winston, 1968.

Bloomfield, L. Language. New York: Holt, Rinehart, and Winston,1933.

Chomsky, N. Syntactic Structures. The Hague: Mouton and Co., 1957.

Jespersen, Otto. Analytic Syntax. New York: Holt, Rinehart andWinston, 1969.

Langendoen, D. Terence. The Study of Syntax. New York: Holt, Rine-hart and Winston, 1969.

Hanzalaoui, Mahmoud, ed. Arabic Writing_Today: The Short Story.Cairo: American Research Center in Egypt, 1968.

' Wright, W. A Grammar of the Arabic Language. 2va., 3rd ed.; Cambridge:Cambridge University Press, 1967.

Note: This work was supported in part pursuant to Contro:i3743(014) with the U. S. Department of Health, Education, and Velfare.Office of Education, under the provisions of P. L. 83-531, Cooperativ.'Research, and the provisions of Title VI, P. L. 85-864, as amended.

4.1

THE CENTER FOR RESEARCH ON LANGVAGE AND LANGUAGE BEHAVIOR;

SURVEY OF RESEARCH'

1965 1970

befh aroene

The Center for Research or Innguag and Language Behavior (CRLLB)was founded on February 1, 19:6 and i.as continued in operation for sixyears. As its initial obj,ctives CRLL3 proposed:

(1) Basic resparc!, on languago learning with people of all agesand Inv,ls of language functioning;

(2) Activities leading to the preparation of techniques andmaterials to improve language learning;

(3) Applied researeL involving the iterative modification andfield testing; of instructional techniques, materials anddevices; and

(4) Dissemination of inirmatien leading to the enhancement ofresearch, develop:izent, and instruction in language learning.

Study of both formal and Clematic repertoires in language functioningwere to be conducted. the formal area of research such topicsas discrimination of auditory and visual stimuli, differentiation ofvocal and manual responses, and the integration of these repertoireswere to be examined. Themat'x explorations were to include analysisand specification of the verbal and non-verbal cues which serve toidentify categories of utterances, the production of semantically andgrammatically appropriate utterances, and the synthesis of theserepertoires into the structure of normal language. Preparation ofdiagnostic and evaluative intrnments, the development of standardizedtechniques dnd progra:iate.i .au' - visual materials to aid in learninglanguage skill:. were to he developed for the analysis and conduct oflanguage learniny.

To accomplish these seltcted research topics as well as otherareas of concern, investigations focussed on speech perception andproduction, language functioning in normal and atypical populations,cross-linguistic variables in laiv,uage usage, the development ofmechanical device.; to augment foreign and English as a second languagelearning, and the development of instructional materials and the fieldtesting and dis3emination of Close materials.

Grdene 2

Research and development activities have been direetA fundamentallytow:1rd answering four kind:: of questions about langua,;e: .low does it

opc, rte (language processes); how does it cone about (language acquisi-tic' ., how can it be altered (language frcdfficatioN); ititomal properties (language structure)?

1.angtia_Le _Research

As an aid to CRUil per-;onnel a Lanciage Research Library ..establishfd. P1:lun-2d as a reference library for linguistits and the

psycho 'ogy of language, it contan.; a good selectionof basic reftreitceand tc,,arch materials. Approximately 1009 hard and soft bound b,,oksare availalle, the najority acquired Pet.o.en January 1966 and December1967. Ar-,n,: this :..lber an sone important .oreit:ci and domestic research

n2perts. An exte;:.,ive ,ollectien of 'cliolarly journals, numb ring some

500, are currently received, tnan.' con,ucitively since 1966.journals arc util:zeci bv both members of Cie Center and 1._ansing

hehl,yjor Abtracts which Aare, the facilities. Included inlirat arc ta,le. (j5(i), mierofilmi (315), and microfiche- (";1.,0 DDC

document..), Al is copies of all CR1.1.8 publications. Library re-sfoirces Jr o ;:vailJbl- to people ,:j.) are not counected with that

is. University of Michigan faculty and students and visit!ug scholars.it GRUB a::d the Lniversit.y.

Dis..eminat:on lcti,itits have been a continuing major concern.!4..mi-apduti rei,ort; '.ave in.luded interim and final rerorts o: wloingT'. activit. Inn in dortn of tri., investigation. DuringLie ;as: art IWO re,,n.sts for %sere receivediild rflyrint, ano re:,orts supplied to domestic and folei.,n ihdividoals andinstitutions. %o,t, CRL16 will continue 1...) !throuioi Univer;tv Microfilms, ER1C, and the oredP.eseurc!. f.ditoria! Office.

A s!gnifieLt f:onfe..-*nce Language and Language tiehavior held inOr_tober 1966 in,:ludd part;c1!.ati,,n by Center menbers and iriv!ted scholarsfroti, other in,t:tut:ons. Attended bv some 750 persons, the conference

o forum :-or tai iut.rchange of ideas in all areas oft,ehrvior

7_,[ir' 17 Lany,11.7.1Le_r, !..1 0 AI I .

(21),%,:; Behdi; i or Ab,.tracts

(:.!.22.) is a ,ivu:nat 4, i :!icUl by i;ii Caivenity ofIt ,goitaius summatie- ;es on the nature ,inu use of

language whit!, , .,obll:.hed in 23 different languages.thai. 90) sci!,tific repute paper:,

and periodic ft frc,m over regularly screened forrelevant . Although mucu t 1:terature is relatively well

st anu nlute .t, ,It rivin, rOttion

Greene

is not widely disseminated and t'els is not easily identified as are,ouree by potential users.

The function of LLBA is the [(lentil-Jostler' and acquisition ofthis literature, the seleLting and abstracting of articles dealingwith language and language behavior, and the dissemination of thesesummaries to interested s,:!tol:.r.,; and res:'orcerJ throughout tLe

world's scientific corc,olit7. A, a o_oprehensive journalwith articles frcm about i0 discidlinis including in its ...:road .;copepsycholinguistics, sociclinguistici and applied linguistics includingsecond language learning, speech and hearing pathology and physiology,anthropology, educational ana medical specialties.

LLBA has concentrated on overcJming rigid discipline orientationand limits of language and :,,,q;rapay by the use of an interdisciplinaryand international approach. providing a central source of all re-search related to language and laLiwage behavior, methods and findingsof one discipline are made available to r,3earcher in other areasconcerned with related problems. L1.6A's international approach isan attempt to overcome cormunicatiETarriers arising from geographicaldispersion and language diversiev by centralizing the literature.

Programmed Instruction as a Method of reaching Languages,

One of the goals of progrw,med instruction is to allow the studentto work at his own pace and in ,o doing permit him to master a particularskill before advancing to otLer skills (Geis, 1966; Smith, 1966).Members of CRLLB investigated the role of the printed answer in pro-grammed instruction (Geis, Jaco.,s 6 Spenser, 1965). It is generallyaccepted that the immediate feedback available in programmed instruc-tion reinforces the learner.

this series of studies rev..nied that there is a trimodal distribu-tion answer observing in ;rogrammed materials. A few students lookat ever: answer, a few look at vc answers, and most students look atsome of the answers. Furdwrnore the probability of a studentobserving ar. answer after ir.ade an error was higher than afterhaving made a correct response. lieu;, observing answers when thestudent knows or suspects that Le has made an error complicates therole of the ansver as a reinforcer. He may be reinforcing his in-correct responding behavior (Geis 6 Nielsen, 1967).

A more positive view sugyeA:- that when subjects are uncertainas to the correctness of their an,,;._[, exposing the answer makes possiblea correction on their part and inoreaAes the likelihood that they willemit a correct answer on the next occasion that such an answer is calledfor. This view is consistent with the guiding principles of programmedinstruction. The high degree of redundancy in programmed instructionpermits the student to correct himself and consequently learn thecorrect response.

11 I

Greene 4

It -;:ittuld .)(2 noted that no correlation was found betoeen confirm-ing behavior and performance. This finding ..ggests that studentshave unile,-1 portinnal response styles. In addition the particular modeof presentation of the correct answer (tab -pull, flip card, orsucce-,.s ivo frame) produced different amounts of an.;wer observing butno differences in p#-,rfurmance on post test mea-iure:- of content.

Io encourage and facilitate the use of programmed instructionand self-instructional techniques, a bibliography was prepared atthe eariiu,-;t possible date (Knapp, 1966). In addition, articlescontaining background information or, i,rogrammed instruction andspecific sugestions for applying'. the principles of programedinstruction to language courses were incltidd flirethower, 1966;

Second Lanviwo L-arninr

Arabic

S.:cuLti lan-,!:11;t, learning is,t. hen a rnaor concern of CKLLIi. One

rea that was examintd extonsively vas Arabic. 1O;eit 'Loseinvt,-;t;.7,::(,Ps were ocgul, no -,atisfactory contrastive studies Ladht,ca ',01onology anl promody of American English and Arabic

dialer vsp,cially from a peda,.o0 ca. v_epo:nt, ihrefore, thisara was of intertst :o both lingual'. teachers and linoists.Undertaken ir hammun..., a contrastive analysis. :f the prosodic.,of t.rit.ral A7.crican inglish d C.11,.,quial Jordanian Arabic (OA)ide;Itified of difc:culry nativ... Arabic speal.r, had

in, 1.)::t. . .1 t !-. :a.o 1141,A, hl.

of stre.., :nt,nat: qt Cie it ,rnincnrouh carciu:1 , r. trainilo, t ice notivual.le to : tie Ler;.0. prosodi'.: altteri t..ss,

rhythm, intwaL:(.11) Yhicl, .are 'it:ilk. liffert-nt trot- thus, Ar;11 to.

A di!--tinr:ivc. ci this r,soardt the. us, 01 CL. Spoorli-Auto-

:r.!:titiLtionai (SAID! dcv, tho La1,ovatory

University of Ml(bin (i:niten S Lan,. :46A. the SAIO system, aLum;;.tor covtioil-d an-11.;kr, pr,v1:!..d fvedb&._k to tho studvnt

r.tt, to rt;r,,JuT, ,ro,odic patterns. Althou01 SAID WA,a,uTire , tx I !v.:, and very demanding for the student. this

t a. , ;lire more natural :,,tinolin)..; patters.

Lours !n Moch.in !.; t.'rarL. At.thIL 01;A) Vionolory

:tzlz Is.t oy {-aril.- i It.irsrAny. In 1907

, 1 ti,urd ouht ill Olt. 12nitt.LIstari d f:.'. Catu.. ha-rnie. , 19. O. The rule ohject ire of

.a I:L./id.' 0 ri,l,!1,a1 vocaulat: ter

i Aral' it and . Carti...i Rammuny,196 '). 7Itic t.! by a stud:. inole:t .1 f tntra t lee analysis

Greene 5

of American English (AE) and Modern Literary Arabic (MLA) and ananalysis of the MLA writing system (McCarus & Rammuny, 1967). Fromthis study, and the computerized word coent of 11 MLA textbooks,three sets of instructional materials dealing with pronunciation,reading, and writing were drafted in 1967. These semi-programmedmaterials, entitled "Phonulogy and Script of Modern Literary Arabic"intended to teach Arabic phonoioge ene script conbine,I to nativespeakers of English (McCarus b Rammuey, 1966). The materials containexercises especially constructed to train the student to make subtlediscrininations in Arabic pronunciation and to Interpret equallysubtle written variations in Arabic script. Field tested at TheUniversity of Michigan, as well as at several other major educationalinstitutions, the materials were reworked, retested, and in order tomake t' as widely usable as poseible, the materials appeared in afully programmed course entitled "A Programmed Course in ModernLiterary Arabic Phonology and Script" in 1969 (McCarus & Rammuny, 1969).

Subsequently revised in 3970, these eaterials became the first oftheir type to teach Arabic phonology and script combined together it, aprogrammed course. Such a course was badly needed in view of theincreased use of modern audio-lingual techniques in the teaching ofArabic in this country. Included with the texts ere coordinated tapesto provide an integrated approach to learning Arabic.

interference Var