INDEX

Accidence, a branch of linguistics, 24, 126

Accuracy, principle of, 21, 22, Chapter IX

Action-drill, effect of, 96

Active or passive work?, 166

Aim of the student, 15, 16

Archaic speech, 54, 127

Articulation exercises, object of, 20, 121

— — at what stage to introduce, 28, 151

— — description of, 89, 90

— — as a means of ensuring accuracy, 108

Articulation, mental or ‘inner,’ 53, 93

Attention, conscious and unconscious, 165

Audition, opportunities for, 118, 119

Automatism, necessity for, 20, 21

— nature of, 98, 99

— acquired by repetition, 101

Bantu languages, 38, 150

Bewilderment, elimination of, 27, 140, 141

Children, and language, 37

— bilingual, 40, 41

— Belgian refugee, 41

— use spontaneous capacities, 43, 82

— successful acquirers of foreign languages, 44

— studial methods unknown to, 48

— not averse to forming new habits, 86

— linguistic environment of, 111

— early phonetic work, 151

— unconscious of elements in compound words, 172

Chinese characters, in Japanese writing, 53

— — habit of writing, with brush, 85

Chinook jargon, 107

Chorus-work, 23, 120, 121

Classical speech, studial process necessary in order to learn, 48, 54

Colloquial speech, as standard, 22

— — as used by average speaker, 36, 47

— — compared with vulgar speech, 39

— — and studial work, 49, 54

— — and inaccuracy, 106, 107, 108

— — grammar of, 141

— — used in passages, 145

Competition as factor of interest, 27, 144

Complete method, 164

Concreteness, principle of, 25, 26, Chapter XII

“Constructed matter,” 30, 31, Chapter XVI

Context as method of teaching meanings, 26, 133

Conversion, a studial form of work, 14, 49, 50

— method for producing constructed matter, 30, 31

— drills as aid to accuracy, 110, 121

— process described, 177, 178, 179

Corrective courses require studial capacities, 15

— — require explanations, 21, 143

— — when necessary, 55

— — nature of, 56

Course, length of, 16, 64, 65

Course-designing, 18, 75

Cramming, 28, 139, 160

Cummings, Dr T. F., quoted, 156

Deaf-mutes, 93

Definition as method of teaching meanings, 26, 133

Depuis, English equivalent of, 130, 131, 133, 134

Dialect, 39, 40

‘Dictionary-words,’ compared with ‘working words’ or ergons, 30, 159, 173, 175

Direct method, 31, 179, 180, 181

—— —— abuse of, 124

—— —— and concreteness, 131, 132

Drill-work, to ensure automatism, 21

—— compared with free work, 24, 25, 121, 128, 165, 166, 167

—— various types of, 96

—— necessity for, 136

—— not necessarily uninteresting, 137, 146

Ear-training, necessity for, 17, 70, 108, 157

—— as initial preparation, 20, 28, 64

—— description of, 88, 89

—— as a means of reception, 118

—— arguments for and against, 151

Eclecticism, 29, 161, 162, 164

Egger, Victor, quoted, 93

Elementary stage, supreme importance of the, 16, 17, 18, Chapter V

Ergonics, 127, 182

Ergonic construction, compared with grammatical construction, 30, 173

—— description of, 175, 176, 177

Ergons, 159, 160

Etymology, a branch of linguistics, 24, 126

—— of the studial order, 50

—— abuse of, 51

Etymons, 159

Examinations, 62, 63

Exercises, articulation, 20, 28, 89, 90, 108, 121, 151, 157

Exercises, conversion, 14, 30, 31, 49, 50, 110, 121, 177, 178, 179

—— fluency, 90, 121

—— question and answer, 96, 121

Explanations, abuse of, 102

—— as means of eliminating bewilderment, 142, 143

—— sometimes helpful, 168

—— in foreign language, 169

Extensive reading, compared with intensive reading, 165, 166, 167

Eye-work contrasted with ear-work:

Ears before eyes, 23, 53, 117

Abuse of eye-work, 42, 49, 70

Successful results from ear-work, 44

Eye-work of the studial order, 49

Opposing views on subject, 150

Facility, fallacy of, 116

False gradation, 116, 117

Fluency, exercises, 90, 121

—— accuracy in, 108

—— immediate or gradual?, 156, 157, 158

Game-like exercises, 27, 144, 145

German prepositions and cases, 100

—— substitution table, 177

Gestures, 96, 135

Gift for language-study, 14, 33, 36, 43, 44, 94

Gradation, principle of, 22, 23, 24, Chapter X

‘Grammatical construction’ compared with ‘ergonic construction,’ 30, 173, 174, 179, 181

Habit-forming and habit-adapting, principle of, 20, 21, 43, 80, Chapter VIII

—— process, 17, 19, 20, 21, 136

—— and interest, 26

—— in initial stage, 69

—— as initial preparation, 85, 86, 93

Habits, utilization of existing, 19, 21, 85, 86, 104, 105

Habits, bad, positive and negative, 72

—— —— forming of, 84

—— —— how to prevent, 121

—— —— cause of, 122

Heuristic method, 139

Idiomatic forms, 159

Immediate association, 26, 132, 133, 134, 135

—— comprehension, 20, 94, 95, 96

—— and prolonged memory, 23, 119, 120

Imperative drill, 96

Inaccuracy, two types of, 22

Inconsistencies, seeming, 163

‘Incorrect’ or ‘ungrammatical’ English, 39

Incubation, periods of, 65

Initial preparation, principle of, 19, 20, Chapter VII

Intensive and extensive reading, 165, 166, 167

Interest, principle of, 26, 27, 28, Chapter XIII

—— fallacy in connexion with, 137, 138, 139

Intonation, when to introduce, 28, 153, 154, 157

—— accuracy in, 108

—— and proportion, 123

—— English system of, 37

Inventions, evolution in, 75, 76

Irregularities, shall we include or exclude? 27, 155, 158

Isolating habit, 17, 71

Japanese writing, 53

Jespersen, Professor, 78

Language of ceremony, 15

—— of savage peoples, 37

Latent capacities for language-study, 46, 47, 82

Linguistics, five chief branches of, 24, 80, 126

‘Memorized matter,’ 30, 31, Chapter XVI

Memorizing key-sentences, 64

—— word-groups, 71, 157

—— on a large scale, 91, 92

Memorizing contrasted with theory-learning, 100, 165, 166, 167

—— and fear of tedium, 101

Mental reading and writing, 50, 87, 91

Method of discovery, 139

Methods of the future, 76, 77

Mimicry, 20, 90, 91

Morse code, 169

Multiple line of approach, principle of, 29, 30, Chapter XV

Mystery words and sentences, 142

Nonsense words, 88 n.

Oral repetition, 119

Order of progression, ancient and modern, 159, 160

Orthography, a branch of linguistics, 24, 126

—— not a product of nature, 52

—— accuracy in, 109, 112

—— and proportion, 124

Phonetics, a branch of linguistics, 24, 126

—— progress made by science of, 77

—— English and French systems compared, 103

—— data furnished by, 112

Phonetic dictation, 88

Phonetic transcription, more ‘natural’ than traditional spelling, 52

—— —— exclusive use of, 109

—— —— and proportion, 124

—— —— the acme of simplicity, 141

—— —— arguments for and against, 152, 153, 157

—— —— and the reform movement, 180

Pidgin-speech, a form of inaccuracy, 22, 42, 55, 56, 110, 111

—— as an aim, 62

—— better than none, 72

—— definition and examples of, 107

—— and constructed matter, 173

Plateaux, 144

Principles of language-teaching, 18, 19, Chapter VI

Progress, a factor of interest, 27, 143, 144

Programme of study, depends on aim of student, 15, 16, 65, 66

Proportion, principle of, 24, 25, Chapter XI

Psychologists and language-study, 78, 109

Question-and-answer exercises, 96, 121

Rate of progress, 23, 65, 73, 80, 113, 114

Rational order of progression, principle of, 28, 29, Chapter XIV

Reading should be preceded by oral work, 119

Reception before production, 23, 118

Reform movement, 179, 180, 181

Repetition, and automatism, 21, 101

—— and interest, 21, 101

—— definition of, 101

Rules and exceptions, lists of, 115

Saussure, de, 78

Semantics, a branch of linguistics, 24, 25

—— bad habits in connexion with, 71

—— future of, 77

—— inaccuracy in, 110

—— data afforded by, 112

—— and gradation, 115, 116

—— and proportion, 127

Shortened forms, 156

Shorthand, and orthography, 49, 52, 149

—— not learnt by method of discovery, 139

—— text-books not written in shorthand, 169

Special or patent method in language-study, 164

Spelling, reformed, 52

—— difficulties of, 54

Spontaneous capacities for acquiring speech, 13, 14, Chapter I

Student and his aim, 15, 16, Chapter IV

Studial capacities for acquiring speech, 14, Chapter II

—— —— why we must use, 14, 15, Chapter III

Substitution process, 165

—— table, 176 n., 177

Sweet, Dr, 78

Syntax, a branch of linguistics, 24, 126

—— and gradation, 115

Teacher and student, 27, 145

Theory and practice, 19, 82, 83, 168

‘Tonetics,’ 37

Translation, as method of teaching meanings, 26, 132

—— abuse of, 17, 71, 180

—— a form of conversion, 49

—— a studial process, 50

—— the art of, 63

—— or no translation? 165, 166, 167

—— and the reform movement, 180, 181

Trial and error, method of, 19, 83, 84, 111

Unconscious assimilation, 87, 95, 168

Units of speech, 116, 170

Unphonetic writing, 53

Unwritten English grammar, 38, 39

Variety, necessity for, 27, 147

Vicious tendencies, we must react against, 56, 107, 124

—— —— relative immunity from, 57, 58

—— —— various types of, 70, 71, 72, 102, 122

Vocabulary, nucleus of, 114

—— selection of, 127

Word-order, inaccuracy in, 109

Word or sentence first? 154, 155

Written or spoken language first? 149, 150