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

* * * * *

Transcriber's Note

The alternating left-aligned and indented paragraphs following the heading "_Written or spoken first?_" were printed in parallel columns.

The following apparent errors have been corrected:

p. 123 "variou saspects" changed to "various aspects"

p. 155 "‘secondary matter’ (i.e" changed to "‘secondary matter’ (i.e."