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Georgetown University Round Table on Languages and Linguistics 1973 Georgetown University Round Table on Languages and Linguistics 1973 Language and International Studies Kurt R. Jankowsky Editor Georgetown University School of Languages and Linguistics Georgetown University Round Table on Languages and Linguistics 7 973 Language and International Studies Kurt R. Jankowsky Editor Georgetown University Press, Washington, D.C. 20007 Bibliographical Notice Since this series has been variously, and confusingly, cited as Georgetown University Monograph Series on Languages and Linguistics, Monograph Series on Languages and Linguistics, Reports of the Annual Round Table Meetings on Linguistics and Language Study, etc., beginning with the present volume the title of the series is being changed. The new title of the series includes the year of a Round Table and omits both the monograph number and the meeting number, thus: Georgetown University Round Table on Languages and Linguistics 1973, with the regular abbreviation GURT 1973. Full bibliographical references should show the form: Kiihlwein, W. 1973. Some social implications of language study. In: Georgetown University Round Table on Languages and Linguistics 1973. Edited by Kurt R. Jankowsky. Washington, D.C., Georgetown University Press. 19-24. Copyright © 1973 by Georgetown University Printed in the United States of America Library of Congress Catalog Card Number 58-31607 ISBN 0-87840-108-3 TO ROBERT LADO FOR HIS INSPIRING LEADERSHIP AS DEAN OF THE SCHOOL OF LANGUAGES AND LINGUISTICS 1960-1973 111 ACKNOWLEDGMENTS The twenty papers presented in the sessions of the twenty-fourth annual Georgetown University Round Table, March 15-17, 1973, appear in this volume. Unfortunately Melvin F. Fox, of the Ford Foundation, and Wolfgang Kuhlwein, of the University of Trier, previously announced as panelists, were unable to be present, al- though Professor Kiihlwein's paper is included in the present volume. At the dinner, the talk given by Mr. John Richardson, Jr., Assist- ant Secretary of State for Educational Affairs, on 'Cultural Diplomacy: The Human Dimension' inspired wide-ranging and lively discussion. Many people contributed to the Georgetown University Round Table 1973. I wish to thank particularly Dean Robert Lado of the School of Languages and Linguistics and his Associate Dean James E. Alatis for their valuable advice. I also wish to thank Assistant Dean Jose1 M. Hernandez who handled the financial details, Mrs. Marian Higgins who arranged local transportation for out-of-town panelists and the Interest Group chairmen, and finally my SLL colleagues, the SLL technicians, and the student volunteers. Special thanks are due Mrs. Elizabeth McKinney, a doctoral candidate in German, who for weeks coped efficiently, calmly, and cheerfully with the many problems connected with all the local arrangements. And finally I wish to thank Mrs. Ulle-Mall Jaakson and Mr. Lon Williams for the many tasks they performed so graciously. KRJ CONTENTS WELCOMING REMARKS Robert Lado Dean, School of Languages and Linguistics xi Kurt R. Jankowsky Chairman, Georgetown University Round Table 1973 xiii FIRST SESSION Chairman: Charles W. Kreidler, Georgetown University Leopold K. Engels Linguistic versus psycholinguistic models in teaching foreign languages to university level students 1 James W. Harris Linguistics and language teaching: applications versus implications 11 Wolfgang Kiihlwein Some social implications of language study 19 D. Terence Langendoen The problem of grammatical relations in surface structure 27 John M. Lawler The eclectic company; or, explanatory power to the people 39 Winfred P. Lehmann On the practical study of languages 55 SECOND SESSION Chairman: Robert Willis, New York University vn viii / CONTENTS Emma M. Birkmaier International understanding begins at home 63 Carleton T. Hodge Pedagogic responses to linguistic stimuli 75 Wilga M. Rivers The non-major: tailoring the course to fit the person— not the image 85 Earl W. Stevick Before linguistics and beneath method 99 Charles E. Townsend On practical methods and objectives in approaching the lexicon 107 THIRD SESSION Chairman: James R. Frith, Foreign Service Institute, U. S. Department of State Harold C. Bradley, S. J. Language teaching: an ethical tool 119 John B. Carroll Foreign languages and the scholar 123 James L. Collins, Jr. The need for functional foreign language skills in the armed forces: a historical perspective 131 Vera C. Rubin Astronomy spoken here 139 Warren Tsuneishi Staffing of Oriental language collections in American libraries 145 FOURTH SESSION Chairman: Donald G. Henderson, Consultant, Committee on Foreign Relations, U.S. Senate Jane M. Alden English as a foreign language: U. S. government programs 157 Jermaine D. Arendt Changing goals for language learning 165 Harold C. Cannon Foreign languages and the humanities 173 ix / CONTENTS Gerhard Nickel Needs and objectives of foreign language teaching in Europe 179 Richard T. Thompson The right to read in any language? 187 INTEREST GROUP SESSIONS Jermaine D. Arendt, Chairman Motivation, course type, and career objectives 198 Otto Bergmann, Chairman Language needs of the subject area specialist 201 Jere Fleck, Chairman Specialized foreign language programs for the nonlanguage major 208 Robert Lager, Chairman Study programs abroad 212 Winfred P. Lehmann, Chairman Linguistic models and language instruction 216 Joseph H. Sheehan, Chairman Language learning technology and teaching skills 221 Richard T. Thompson, Chairman Language resources and the national interest 225 Protase Woodford, Chairman Coordination of high school and college objectives in foreign language instruction 231 WELCOMING REMARKS ROBERT LADO Dean, School of Languages and Linguistics Georgetown University Since 1950, the annual Georgetown University Round Table has furnished a forum for an assessment of national needs and the study of current problems in language study and linguistics. In the Round Tables new ideas have been proposed and put to the grueling test of open discussion by critical colleagues. In some cases, these ideas initiated what became major movements in the field. In the preparation of this Round Table we were aware of a certain apparehtly widespread conflict in the study and teaching of languages. Should the linguistic base of language learning and teaching be a generative transformational model when Chomsky himself disclaims interest in the practicality of his model ? Should the learning base be grounded in cognitive psychology; and, if so, to what extent and in what form ? Should a behavioristic model grounded on 'habit' be em- ployed when most would insist that language study today must include a semantics which involves far more? These problems cannot be discussed most profitably if each speaker insists on restricting the dialogue to the immediate circle of his own fellow specialists. The Round Table should, then, return to its original purpose: to discuss national needs and problems in languages and linguistics. Professor Jankowsky undertook the difficult assignment of this year's Round Table. It is not always easy to organize a Round Table within one's own field of specialization, but it is far more difficult to persuade leaders in various fields to discuss frankly their distinct yet interdependent needs and problems in an interdiscipli- nary Round Table and to encourage them to join together in a search for solutions. But the time seems apt to make such an effort. xii / WELCOMING REMARKS As I look at the program, I am pleased that Georgetown University has the privilege of being host to this group of distinguished scholars and teachers who are willing to present their ideas on the very im- portant problems of 'Language and International Studies'. On behalf of the Georgetown University School of Languages and Linguistics, I am happy to welcome the speakers and other participants. WELCOMING REMARKS KURT R. JANKOWSKY Chairman, Georgetown University Round Table 1973 Ladies and gentlemen: to all of you, particularly to the panelists and to the chairman of the Interest Groups, a cordial welcome! Your presence and your participation manifest an interest and a commit- ment of time for which we are all grateful. In the past, several factors have contributed to the Georgetown University Round Table. Among these have been the opportunities to present scholarly papers, to pose questions, to raise issues, and to exchange ideas. These opportunities were significantly increased by the institution last year of the Interest Group Sessions. The Georgetown University Round Table has always involved the linguist and the language teacher; this year, they are joined by two others who share their interest and concern in the language learning and language teaching process; namely, the language user and the language program evaluator. Only continued and constructive dis- cussion among these four will provide effective solutions to what I regard as three important problems currently challenging the lin- guist and the language learner: (1) to stimulate the general public to a greater interest in the study of foreign languages, (2) to specify more precisely the foreign language needs of the nonlanguage major, and (3) to explore and develop for the student not majoring in lan- guages new and more effective ways of relating the study of a foreign language to his major field. We hope that the 24th Georgetown University Round Table meeting will contribute substantially toward the achievement of these im- portant objectives. xm LINGUISTIC VERSUS P S Y C H OLI NGU 1ST I C MODELS
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