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S CE:NCE, EMECULTIMAL

PIGhT OF Cf=tNICAil.

i 1 f by L,S. Esrms*

.

ti

INT110bUCTION -a....

In his long and distinguished career, Professor ilasao

Ctnisni has made nany contributions -to phonetic science. I

would like to fOcus-cn cne oftbese. In Luilding-on the

international tradition begun-iAy Paul Passy and continued

by Daniel Jones and others, professor Onishi has rude -an

important contribution, -as I have previously noted (10), to

- the broadening of the sc4e-tof phonetic Science. My effoit

in this articl& has i-simi..1ar purpose. Toward-that ends I `

will employ materials both published and unpubilished generated-.- .

. . ,by myself and a number of collaborators over the past decade.

My basic premise is that phonetic science has been and

will continue to be a world-science as reflected in organizations

such as the World Congress of PhonetiCian's, the International.._

a . .

Phonetic-Association, and the International. Society for Phonetic

Sciences and as documented in its application to i number of

world problems. A second premise is that many of the basic

findings of phonetic science are applied by students around

the world when they ...-1,earna second language. Importantly,

when a person has learned a second language-,-he beComes able1.1 . - --

£ -...

-... .

--4,111,1-bartIale 1-5' SC ecuie t be p liskmd-ill7Phonetic Papersfor Masao-Onishi, Tokyo: Phonetic Society pf: Japan. L.S.hiarms

VIis Professor, Department of Communication, University of Hawaii;

,. ,

2-

Cf.

2

t0 communicate with serkens L aiXfer in language and culturp

frc: hi7self. Becaule of the close relationship between

conmuAdcation and human de-le-opment, the opportunity to engage

in intercultural communicationis of such great importance

that it is one of the central concerns of the United Nations.

That concern is most elegantly expressed in the simple phrase,jp,

"Lveryone has the Right to Commupicate."4111

,

Phonetic science, then, makes a direct contribution to

the gl-owth of intercultural communication. in turn, inter=

cultural communication makes possible a .worldwide Bight to

Communicate.

Up to now, research in phonetic science las focused on0 0

the speech output of an isolated and single speaket. As-

phonetic science seeks to make a major contribution to- - ) .

intercultural:communication, it becomes necessary to study

two persons as they erlgage in comMUnicatian_ A general model

for two-person dyadi4ptercultural Communication is presented

below in Figure 1 and has been discussed in detail in a 'lumber

of publications (6, 7, 9, 11, 12,.131. Note that the

phonetician observes and describes the interaction between

the two speakers orcommunicators. . Thus, insthad,of studying

.,

only .the speech of a single "informant ;" he studied the joint

speech output of two persons engaged in conversation, dialog,.=

-.,

or more generally, intercultural communication.

vif

a

-

;*;.°

cat-cs

3

Phonetician

. .1he remainder of this article is divided irt6 tnfee-majcie,

sections. The first of theseAextends phonetic science-ftom a.

one-perion to a cwt- person or dyadic msdel. The second section-.. - .

-focuses on puiposeful dyadic intercultural communication where"'. - .

.,,

one communicator speaks his native language and the other a

second lahguage. The fhird section examlnes the contribution

phonetic science. can make 'to the Right o&Man to Communicate.

-The paper doncludes with a Short summary.

., $ -

, . bYADIC-PBONETIC SCIENCE1

,

. .

In this section three examples of dyadic phOnetic science

arld.appItea.Liori'are included. The first example ±s pf inter-.

cultural ward intelligibility, the second of a training pr gram,

and the third of a testing procedure.

:lord iritelligibilitY has been defined by Black (2Y and

others as the match between the word spoken by COMmunicator A

and the word heard by Ummunicafor B. The match between'- the

word0

Commdnicator A speaks and the word Communicator B hears

can be measured in several ways.

A

a

4

The mc.rt usual-procedure for determining*word intelligibi-.

.

lity is this:

.Communicator A looks at his wordlist and pronounces

a word; Ars

-.Communicator-B writes - down the word he hears,.

This is called phe "write down" procedure. Another procedure

.operates in thiS may:

z

'Cdmminicator A looks at his word list and pronounces **)

=

a word;. -

'I.-. ..

-Communicator B-looks at his answer list and choosesI. * .

from four similar words the one word Communicator g-

actually pronounced.

This.procedure is called a multiple choice .i-ntej.ligibility test_

The procedure employed in thip study is a variation on-

'the basic intelligibility testing procedure:a r

.Communicator A and B both see a concept word

presented-to them on a 5x8 card

'Communicator A "thinks of a word" and pronounces it;

.Communicator B repeats out loud the word pronounced

by A; and, he in turn "thinks; of a word" and

pronounces it.4.

Communicator A repeats .

A and B continue .pronouncing and repeating words for one

minute. Most communicator pairs ,(A and B) pronounce andJ.

repeat an average of 14 different words per concept per

minute. Thus a "concept/minute" is the eguj.valent of

approximately 14 words.

Nab

110

,

.1/

5

In this 'study,. each communicator-pair worked one time with

the eight different concept words: Pride,'Faith:'HuncAr,

Economy,, Society, School, Money and Family. These words are

intended to represent main areas of 4gMan life reg ardless of

czjture.

Each communicator

words for' one minute.

Japaiiese and English.

_pair used each of the eight concept

Whey also used-the concept in both

Eadh pair pro:1c)j.inceda.nd.41--words-

for eight minutes in Japanese and eight Minutes,in English,

- or for a total of sixteen minutes.. .

1 -.

A total of sixteen communicators participated in the:-.,

studY.= AD. were advanced students at the University of. ...;

.. .-Hewaii. Eight were native Jhpanese and-eight were native

. .- - .- -.Americans. There were eqdal numbers of maies.and females

in the Japan'ase%find American groups.

Ail sixteen of the. communicators were Japanese/English

bilinguals. All -*ere judged to be skille'd communicators.

The communipatprs worked unddr am.amount of stress equal

at an airpoft.

enough to be

judged by the communicators as interfering with their task.

to or greater than that observed; for -s

A

Recorded white noise was played at a level loud

Ag

Recording equipment and timing devices were visible. _The,

study was conducted along the lines suggested f6r testing

monosyllabic word intelligibility; the environmental noise

was, however, severe enough to make communication realistically'

difficult. Even under these unf4vorable conditions, the

communicators achieved a very,Eigh level of word intelligibility.

d

Under the conditions of tilis study/each communicator

ccmmunisared.for sixteen minutes in .a same Culture pair

(Javanese/Japanese, or Amelldan/Amerilbah) aGd for sixteen

minutes in an intercultural pair (Japanese/American) .

The Questions of interest relate to tne accuracy of word .

intelligibility under these conditions.

Tabled shows that the same culture comMunicator pairs.e-

_ 2 -

mdde -slightly fewer intelligibility errors than did inter-

-

'cultukal,pairs. The difference, however, is not statisticallyz

significant.S

i

Same Culture . Intercultural

Communicator,Pairs Communicator PairsTotal, .

f p , thlrab r of 64 64

Pairs

Table I

Mean Numberof Errors Per--Concept/Minute

.6

Or&

.7

Table'II displays the same information in slightly- . , -

:.greater detail. Note that J. stands for Japanese, A. for

Amelican, and '.. for English. The error rate is very low.

Again, there-are no statistically significant findings. The

findings show thatim about two out'of every three concept/

minute.qials, one errorya mdde'per trial.

tf

".Tpble II

A

Communicator' Pairs

. `` J/J J/J J/A' ..I/A A/A AJAin g in E in J. in E in J in E

-*ft

. . .. .

.

Mean Number of.

. -Errors Per ,r0 1.0 .6) .8 .4 --.9

Concept/Minute - ,

i

In summary; under the difficult condition ofhis Judy

-the sixteen communicators performed very well. They performed

well in same culture pairs and-in intercultura pairs. They*

performed well.in=their first and in their second languages.

The study illustrates how accurate bilingual communicators_. .. , .

,-

.

can become. These - .findings serve, therefore, to identify an

upper limit:tot training in pronunciation.. *

The study alio'suggests that a Japanese speaker of-.,

English who is highly intelligible.for several other Japanese

speak&rs of English is also likely to be highly intelligible-s

for American speakers of English as well 120).

ti

A training approach has been 'developed on a dyadic model-

that makes extensive use of phonetic data. The system was

designed to - modify the dialect of the young college-age adult

living in a multi-lingual community. -Each student prepares

*ord, list of vocabulary item s in his major field of study..

He produces Senteries of -ten words.(plus or minis two words)4

"'using three word's from his list.?

g.$

Cs

a 4

7-

4fd

The sequence bf learning activities is"Shown4in Figure'

*2. Notice that COmmunicator A produces a sentence. If he

does not consider what he hears to be a good sentence,,t,

Cotmunicator-Basks A to reproduce it. .0therwise, 13-repeats,4E. ors

the sentence.i its'de,aIls. Evaluator C-observS the

. .sentence A proolx&s and thiit repeats. If he hears the same.

good sentence twice, he signals A to produce the net sentence.,. .

AIf he does not hear the same god sentence twice, be asks A,

to resay the sentence. This process continues, until ten

good sentences in sequence are produced and repeatea without"

44, the need for recyiling, or until fifteen minute's elapse..

When the ten - sentence Criterion,is reached, or fifteen minutes

elapse, A, B, andthe Evaluator shift roles. Different

students are assembled during different learning sessions.

The first wilt in the hearning"Systein, as briefly,

"described above, resq,on a careful foundtion of phonetic.

data. Other units in the Learning System build on the same

..

general pattern of produce, repeat and evaluate. ,Studenfs

before.work in the learning system are rated by y jUdges as.

- -

speaking a sub-standard English and they are rated aff.er

training by the same or similar judges as_speaking a standar&-

English. While the basic developmental work on the training'

program utilizedt.dialect level differences, the training

system has also been used for intercultural 'communication (12, 15)'.

4

a

.1-

.

C

.11

Figure 2. Training Sequence

ARepeatsSentence

O

. )

BeginTrainingSession

t.

NO

BRepeatsSentence

4 ,

41.

ti

9

a .

A

/IV

10 .

7

A

,

f 4

..10'

l''''''Z . -

t. . .... %

A dyadic ustem apprbach td human communication _leads,u

on to novel developments-in testing. Language-based tests of .

c,. .

.

_ .

phonetic details emaloS, a 'trained .judge or rely on the anfaysis''''.. :

of phonetic detiat of prQnunciaticn. In bothA'cases, the_ ---

: .. . .

.

.assessment dependsibon a Standard external to the speaker-- . ""%.....,5

evaluator dyad operating as communication sy$ em. The --...

.o. ,P.'.t. . ,

.....,

;i.

approadhlrepQr.ed'hek'e-relies on,a direct measurem6A procedure.

1.&.

. 0* .

0

The basiC clatathering operation is shown in Table, ifi. ,

ir

-------s". ..-. .10 '

r

' -- Table 'III .-

4:

.

1

,

Communicator A

.

9

o Ap caVo ran'

o 0 thin.0 P

Communicator B

10.

,

0 cat°, 0 can.

0 tin° 0 .,.

-,

The dot cues CommUniCator A to speak- the word; JEi signals

,.

whether the word on his list is- the same or different.' If

,,T-:-. ..--

..._'

-- the,. words are the same, both--A and B black in the .mark-sense

.. -

'7.- i<7.-.

-

.

bubble.. If the worlds pre different:I

-neither-A 'br B marks. S'' - -

, ,

s.

..-

,..

Next, B speaks a wrd, and A signals. Both mark same; neither. .

..,

rila'rks1diff7ent. On any cara,-there are a possible twenty

such exChanges. The time`alloted,for'completion makes it- ,

unlikely that any AB all twenty test items?, .:.

Each communicator haS eight "alonetic.date cards. EachA

communicator forms a dyad'with'eight different communicators

.

0.

9

ate-

4

e

,

O

1.

in the Manner illustrated by Figure 3. All, test instructions.

are presented on tape...The tape serves also to time the

'dyads. The test itemsre pl.inted on mark-sense data cards.

ThSe-cards can be:hand-scored-, hachine-punched'#

read onto computer tape. ,Computer programs have been prepared

to score and to perform a variety of analyses on,the-data,..

6

2

Fig. 3. Seating Chart for Hawaii Communiratioil Test

A8\B8

A7 P74

AlAB1

B5 .A5

L.

B3.. A3

.84N' A4

(0.

I dministrator]Test/

The "phonetic.dAte,oper&tions described above form the

first ub-test of the.Hawail Cdmmunic'ation Test. In line with

General Systems ngtions.,.the othei. subtests are built' on this

4

\:\s,

. . 6. #

same model. The'other four subtests.include sentence processin9,

-I

%.

1.i 2. .

,

0

'r-74).

3

St

. 12

information-transfer, affect, and join problem solVing_ Thev.

complete test takes about fifty `minutes. The phonetic suhtest,

in particul'ar, draws heavily on findings from phonetiCs, and

it also promises to contribute data that will in the future

have strong bearing on phoneme theory, and other topics of

interest ini,modern-science -of phonetics (3.M.

INTERCULTURALCOMMUNICATION

Intercultural communication is usually defined as purposeful

communication engaged. in by participants of dissimilar cultural

background. Thb difference in culture is reflected ;in dialect

or native language. Appropriately,-.the International Phonetic

Alphabet was first developed as a means of recording the detaA's

of pronunciation. While the term intercultFal communication-

was ndt in use at that time, quite clearly the thrust of IPA

was to facilitate the learning of a language_ toward the end

of making communication Possible between per§ons-of-diss-imi3ar.

language ana-tultural b/ckgroandt.-1

-A 0

Even when the findingsof,phonetic science are systematically,4

applied to the design of training materials, it takes sevgralr

hundred hours for a petson to master a foieign language.

Curiously, many persons who invest that amount of time In the

4 zy,

mastery of foreign language geldol;,Oif ever, converse with a

native speaker of that language or, in other words, use the

second langlage in intercultural communication. On the otnek

hand, a few persons almost.-as they begin foreign language

study seek out persons whd speak that language natively and

iti

ri-

s

13

engage in a rudimentary form of intercultural communication.

Sometime_ago, we -became interested in why,.' i gven the often

2normcus difficultie's involved, persons attempt to'engage in-

intercultural communication.ft

In our attempt to answer the questjoh of "why engage in

interculturaa.cormattnication?", we began a series of informal

studies., These little studies probed variety of are as,

most of them hot yet in the main stream of phonetic scienc:e.

We began with basic phohetic science methodology, reviewed- :.

. - , -.

the psychOphysics'on-which ait is based, and incorporated the

perspective anfftdchnicues of modern system theory (1, 17, 9,

13).- Thus, the apptoach outlined here can be c alled a

communication system approach. gather than study the individual

or an isolated "informant," se' chose the dyadic system as the

basic_nnit. Sometime after we had done so, wediscovered a

body pf work by Jaffe (16) conducted at ;a microphonetic level

and observation by Roman Jakobson that'seemed.to support our

chOice. A bit later we came to understand the system concepts

of synergy and serendipity Snd appreciateq, better "why" persons

2 engage in-intercultural communication. Synergy is concerned

with.the output of a system that is greater than would be

predicted from the sum of its separate parts, and serendipity

is an attitude that views errors as potential information (7).

A fundanlental postulate of system,science is that allS.

systems are interrelated. If follows that a simple system can

be studied to help, explaina complex system. Thus, some of the

systems and subsystems that have been well studied in phonetic

ti

14. ti

_ . ,science can be used to explain, In part,- some of the core

co=plex systems of intercultural comina: = tion: In parti-

.

,

cutler ..mostr of the phonetic research2i-e and sentence

intelligibility and some of the phonetio.rese4rch_in language

learning can be brought to bear. on.que,stions of intercultural

se.

cc±munication. Fat instance, the basic system underlying

inte3ligibilj.ty research described-in the preirious section

is :of particular importance:

1. Couliinicator A speaks a word;

2. Communicator B repeats the same word;. -

3. Test: A B and a Phonetici'an (P) all agree the same

word was heard twice (go to 5);

4. If all three (k B P) do not agree that the same

word was heard twice, then A,speaks the same word1

again, B repeats again and the test (in 3 above) is

applied again. When A P all agree, then:

5. Communicator B speaks a word;

B. Communicator A repeats the same word;

7. B 4- A 4. P all a4ree'the same word was heatd twice;

z 8, . etc -a__

Any phonetician can assemble an intercultural dyad, for

instance,,a JaVanese and an American, and instruct the

dyad to exchange words on the pattern described above. Regard.:

f less of the. language used, after twenty or-more words and.01

usually within five minutes time, a number of questions of

central importance to both phonetic science and intercultural

communication will have been raised:

tw.

15

=How interpret when A -I- B.+ P all agree that the Same

word was heard twice?.

-How account for the-instance where A + B agree and P

di'sagrees? Who is "really" right?

-How account for the instance where B + P agree and

disagrees? !ore generally, how define an "error" or

mismatch?'

The list of questions could be very long and the additional

entries will be immediately evident to the phonetician who

onducts this small experiment. There are, for instance,1

several types of mismatch or "error",and what the cause is' *

thought to be of each type is of central importance to

intercultural communication. Specifically, airiest all training0

i2 his area assumes the target is for the fOreigner to lea-En

to "speak `like a native" rather than for the native to adapt

his style of communication to the skill level the "foreigner"4

demonstfatei at a particular moment. There are a number of

other fundamental implications (7).

Because the application of phonetic techniques within'

a dyadic' system framework to questions in intercultural

communication -is not yet prevalent,-it may be useful to

outline some informal probes a phonetician canemploy, The

simplest "little" study A the one outlined above. Another

approach is outlined below. 7-

Our first attempt in 1964 to study what we then called

"international communication" was begun with nine intercultural

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f:acb dyjad was composed of two college -students, one

was a native

of English.

speaker. and the other a second language speaker

The dyed members were seated in a small room

and asked to talk with each other for about twenty pinutes

< . on any topic oE'mutual interest. We .tape recorded the sessions

and ask -ed'each person to complete a post-commuhication'question-v

TLaire. My collaborator was a linguist (14).

We gbservdd several. interesting patterns. Consistently,

the native speaker talked more, usually about twice a much

as the second language speaker. At the moment when one

speaker stopped talking and the other began talking, both

often see med tense. Some.of the conversations sounded like-.

a newspaper reporter conducting

like a,professor tutoring a stud

flowed smoothly and was reported

we were unable to characterize.

an interview. Others sounded'

ent. And one conversation that

satisfying_by, both participants

When errors .or misunderstandings

opcurred,the dyad sometimes gave up trying to "correct" them,, .

- I.laughed nervously, and went on--- -

In time, we developed short names for these patterns.

-time-imbalance, where the native speaker talks 40 seconds

or more and the second language speaker 20 seconds or less

per-communication minute. This imbalance depends in part

on the slower,reaction time of a second language speaker

as is well known in phySiological phonetics and the

cultural significance of pause, time. The time-imbalance'

isc also a ssociated with three basic patterns in inter-=

cultural communication that have been named tutorial,

17

17

interview and interchange, and described in detail else-

where (6, 7) -

-switching pause,. where one speaker stops talking and the

,other begins talking. This feature was named by Jaffe

and described\in detail by him (16). It is especially in

need of detailed phofietic analysis because it does not,

appear in the speech of a single individual. Yet as

George Miller noted, it may well be the first Universal

of. all human communication.

-mismatch analysis, where an error or other unexpected

"turn in conversation" results in what is usually called

a "misuhderstanding." Over time, we developed a simple

. drawing task that permits the display of the relationship_

ot a particular error and the string of words that was.

-assOciated with it. We tape recorded a session; and,

we used the templates computer programmers employ in the

drawings of:130th members of the dyad and examine the errors

made in terms of tape recorded conversation. The patterns

that result in drawing errors appear to build up over about

a minute and are signaled by small shifts in ,time;

.

tion and articulation. An error or mismatch when detected

by the members of the dyad, may or may not be corrected.

Often; they seemed unable to correct an error. Again,

there appear to be regular patterns.

The three areas cited above-- time -imbalance, switching pause-,

and mismatch analysiSare a central importance to intercultural

communication and all are susceptible to detailed analysis usin9

i8=

thQ tc.ols#

of phonetic science providing the dyad rather than_.

the individual ip the starting point. It is my:hope that

these and related questions receive the attention they require

from phoneticians around the world.

.0RIGHT TO COMMUNICATE'.

In the past two sections, I have tried to show the

.'importance of phonetic science for the growth of

communication. In the past a major contribution of phonetic

science has been in the area of language acquisition. In the

future, the techniques of phonetic science can also be profit-

ably applied to the analysis of patterns in dyadic communication

systems.ar

As is well-known, one of the central concerns of thew'

- United Nations is Human Rights. This concern'is expressed in

the Universal Declaration of Human -Rights adopted in December,

1948. Several of the articles in that Declaration support-the

idea of a Right to Communicate, in particular Articles 19 and

20 (8).

Today, it is Widely recognized that all of us--the nearly

four billion of us on this small planet--live in an intef-

dependent world. Many of the problems that face us are,

consequently, world problems: The solution of world problems

requires, obviously, high quality, large scale intercultural-

communication. EqgAlly,-intercultural communica'tion4is often0,

'difficult and sometimes impossi}3Le.

As I see it, ehe.difficul-eies in intercultural,communication

often arise in precisely those areas where phonetic science is

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equimed to make a major contribution. I refer in particular

to the three areas cited in the previous section: time:imbalance,

switching pause, and mismatch analysis. For the consequences

that arise from these problems are.Aany. The time-imbalance,

whatever its source; makes true dialog all but impossible.

Thy tension that_arises around the switching pause is often

:perceived as aform of cultural aggression. A mismatch un-

detected or uncorrected often leads to misunderstandings of

'serious proportions. And there ire, of course, other problems

,of similar scope and importance to intercultuial communication

that are susceptible to phonetic study 174-

. For a while, it has been evident that human development

depends on the development of language' and communication. In

fact, we so often define the human being as Nan the Communicator

that we no longer notice that we do so. Just now, as we moVe

into a post- industrial, planetary era, the communication require-

ments of Man have expanded (5). Obviously, intercultural

communication -has become important to huilan survival in a way

that could not haver been predicted in 1750 at the beginning

of the industiial era.

In the last few years, it has

and women everYwhere have the Right to Communicate. Yet,

become evident that pen

is clear at this time what must be included under such a Right

when we consider it from an intercultural or multicultural

worldvidw. The situation we kind ourselves in is approximately

thit: we do not know'what the basic communication needs of

Man _are; for the first time we can now invent whatever communication

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technology is required to sere communication-needs; and, we -

can- guide the growth cf connication'oolicv to ensure that .

communication technoloiy

:Shes'4 are new conditions in

indeed serve communication needs.

the woifid.

-AE this time, the most urgent requirement is for a soeci-

Lication of 'human communication needs. Jiithin a dyadic system

'framework, I believe phoneticians ere well-equipped to make a

major breakthrough: W ihat is required s to-isolate for phonetic

stud }* those subsystems which.are isomorphic with larger communi-

cation systems. This strategy can facilitate identific"ation

and clarification, of the basic communication needs of Man. On

that analysis rests an a:_r%priate growth of htiman.communicatio

resources.

SUMMARY

En the course of this article, I have outtlined a number

of relationships which are potentially important in a growing

science of phonetics. In sum, I have tried to show that'when

phonetic science is extended from,,an individual. to a dyadic

system base, it,has far reaching relevance to- intercultural

communication. And that as it becomes-important to inter-.

cultural communication, phonetic science also has the potential

to make a- most kundamenal,importance in

the development of a concept-6f communication needs. Finally,

the contribution phoneticAcience scan make in the area of

needs can advance the Right of Man to Communicate,

In the years ahead, it is likely that a Declaration of

Communication Rights for Mankind will be formulated. Such a

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Declaation, 1.7t seems to-me, will be Siseiul in iiropprtion that

it isebased on a solidcappreciation.of the communication needs

of Na n. -Throughout-hib 1 ng career, Professor Onishi has urged'

that we% extend the applications and scope of phonetic science.

The` time is.015ortune for us to follow his advice and apply

phonetic science to 'ihe prOblems of intercultural communication

and, more specifically., to-the study of human communication

needs.

Everyone has the Right to Communicate.

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REFERENCES

2erttalanIfy Ludwig, General Sys ter. Theory, New YorkBrazillr, 1968. -.-,-. .

.0 aI : - ,Black, John W., "Iv.ultiple Choice Intelligibility Tests

Journal of Speech and Hearing Disorders, 22:213-235 1957.

3. Byers, B., A. Coladarci, L S. Harms, /0% Heimerg, Hawa iiCommunication Test, Honolult: State Department ofEducation, 1971.

4. Findley, Charles A-, "Message Elabc-.-eti-Speakerd in a Task-OrientedSytem," Unpublished M.A. Thes, Umversityof Hawaii, 1968.

5. Harms, L. S., Future .:Jraar-:.ommunication, New York:

Prentice-Hall, it preparation.

6. Harms, L. S.; Hum .:ommunicatioii, New York: Harper andRow, I97A, 423 p.

7. Harms, L. S., Itercultural Communication; ew York:Harper and Raw, 1973, 176 p.

a8. Harms, L. S., "Communication Rights- of Mankind, 1! in

Bred Casmir (ed.), International and InterculturalPew- Communication, New York: Holt, Rinehart and Winston,

in press.

9. Harms, L. S., "Same Uses of Phonetic Data in CoMhunicationSystems," Proceedings of the Seventh InternationalCongress of Phonetic Sciences, Montreal, 1971.

10. ,Harms, L. S., "Phonetic Systems," Bulletifi of the Phoneic 'Society of Japan, 135:3-4, 1970.

11. Harms, L. S., 'Interchange in SpeeCh Communication,"Proceedings of the.Sixth International Congress ofPhonetic Sciences, Prague, 1967.

412. Harms:, S.; "Social Dialect and Speech CommUnicalionProficigncy," Xe Congrgs International des Linguistes,Bucarest, 1967.

13. Harms, L. S. and Yukio Takefuta, "A General Model ofCorriunidation," Invited Paper, International CommunicationConference, Montreal, 1973.

14. Harms, L. S., D. Dineen and-others, "International Conversation,"Working Paper, Communication Research Center, Universityof Kansas, 1964.

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15. Heinberg, P., L. S. Harffis and J. Yamada, Speed.' Communication.Learnilig System, Honolulut"International Learning SyJtems,)1970.

16: Jaffe, J. and S. Feldstein, Rhythms of Dialogue/ Iew York:Academic, 1970. -

'17. Rlir, George J., Trends in General Systems Theor', NewYork: Wiley-Interscience, 1972.

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18. Malmberg, B:,/ Manual Of Phonetics, AmAerdam: North-Falland; 196.8.

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Sza.ay, Lorand, Cultural Meanings and Values; Washington,.J. C., 1965.

Watanabe, Mihoko, lAri Intercultural Study of Word Associa-tiori and Speech Intelligibility," Unpublished M.A.Thesis-, Honolulu: 'bniversity of Hawaii, 1971.

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