No abstract

The study reported here represents the culmination of the development and application of a research strategy whereby hypotheses generated in the clinical circumstance are transposed to a behavioral realm where more rigorous, reproducible, reliable, and valid experimentation is feasible (Guiora 1970). Our concern has chiefly been to apply this strategy to the concept of empathy, choosing as the transposed realm of behavior, language, in particular, authenticity of pronunciation of a second language. In a series of studies we investigated the hypothesis that empathy plays a significant role in the ability to authentically pronounce a second language. The measure which proved to be most successful in predicting authenticity of pronunciation was the Micro‐Momentary Expression (MME) test as modified by us. The present study confirms the original hypothesis that empathy as measured by the MME is positively related to the ability to authentically pronounce a second language. Essentially the MME measure coupled with the Verbal Mental Reasoning test of intelligence and a simple but apparently effective measure of motivation provide, we believe, a major contribution to the prediction of pronunciation ability. Adding the Army Language Aptitude Test as a linguistic measure, the combined instruments constitute a powerful predictive battery.

No abstract

No abstract

This restatement of the theoretical framework underlying the research program of the University of Michigan Personality and Language Behavior Research Group addresses two theoretical issues that are at present particularly relevant to a theory of second language acquisition: the statue of constructs in the theory that have been transported or transposed from other fields, and the process (and criteria) of theory validation. Defining and assessing the value of “borrowed” constructs is of course serious concern of any interdisciplinary, applied science. Once that has been accomplished to satisfaction, however, the even more imposing task remains of testing the fit of those constructs within the larger context, in this case, a general theory of second language acquisition. Using as an example the development of the language ego paradigm (Guiora 1972). we first assess the moorings of its theoretical constructs in psychology and linguistics. We then examine the nature of the empirical evidence and argumentation that bears on its validity.