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The article discusses an experiment that researched the intentional vs incidental ESP vocabulary uptake in two university groups of third year political science students and addresses the implications of using an authentic audiovisual material as an input text for an ESP course. The procedure of intentional vocabulary learning involved pre-teaching of lexical items and explicitly informing the students they would have to use the vocabulary in a following productive activity (writing an essay), while the incidental uptake took place in the course of self-study where the students had to watch an authentic audiovisual recording and then write an essay on the subject discussed in the video. The case study employed a quantitative research method to calculate the amount of the target words and collocations used in the written output, and a qualitative method to assess the accuracy of their usage. Two months later a delayed posttest was done to check the students' productive knowledge of the target lexis form. The experiment correlated with output- and involvement load hypotheses, and had to assess the effect of a text-based output on learning outcomes, as well as observe how applicable is the involvement load hypothesis to analysing the students' self-study strategies. The study showed that the intentional mode of learning outperformed the incidental acquisition by over 20% and suggested what factors may have enhanced the scope of the ESP vocabulary retention. Further studies could concentrate on evaluating ESP learners' both productive and receptive target vocabulary competence over a longer-term perspective.

The article discusses an experiment that researched the intentional vs incidental ESP vocabulary uptake in two university groups of third year political science students and addresses the implications of using an authentic audiovisual material as an input text for an ESP course. The procedure of intentional vocabulary learning involved pre-teaching of lexical items and explicitly informing the students they would have to use the vocabulary in a following productive activity (writing an essay), while the incidental uptake took place in the course of self-study where the students had to watch an authentic audiovisual recording and then write an essay on the subject discussed in the video. The case study employed a quantitative research method to calculate the amount of the target words and collocations used in the written output, and a qualitative method to assess the accuracy of their usage. Two months later a delayed posttest was done to check the students' productive knowledge of the target lexis form. The experiment correlated with output- and involvement load hypotheses, and had to assess the effect of a text-based output on learning outcomes, as well as observe how applicable is the involvement load hypothesis to analysing the students' self-study strategies. The study showed that the intentional mode of learning outperformed the incidental acquisition by over 20% and suggested what factors may have enhanced the scope of the ESP vocabulary retention. Further studies could concentrate on evaluating ESP learners' both productive and receptive target vocabulary competence over a longer-term perspective.

THE POST-BEHAVIORIAL MOVEMENT CURRENTY FINDS ITSELF AT AN IMPASSE BECAUSE OF THE INABILITY OF POST-BEHAVIORAL ADVOCATES TO GO BEYOND THE ONTOLOGICAL AND EPISTEMOLOGICAL FOUNDATIONS THAT UNDERPIN BEHAVIORAL POLITICAL SCIENCE. THIS CRITIQUE OF BEHAVIORALISM LOOKS FIRST TO INSIGHTS FROM THE POST-MODERN ONTOLOGICAL/PRACTICAL REVOLUTION IN CONTEMPORARY CONTINENTAL PHILOSOPHY.

Why did democracy survive in some European countries between the wars while fascism or authoritarianism emerged elsewhere? This innovative study approaches this question through the comparative analysis of the inter-war experience of eighteen countries within a common comprehensive analytical framework. It combines (social and economic) structure- and (political) actor-related aspects to provide detailed historical accounts of each case which serve as background information for the systematic testing of major theories of fascism and democracy

This text outlines and illustrates a new approach to intellectual history, the history of "concepts". In contrast with to the study of more traditional units of analysis, conceptual history stresses historical contexts, seeking to combine the history of ideas and language with social history.

This article offers an anti-naturalist philosophical critique of the naturalist tendencies within qualitative concept formation as developed most prominently by Giovanni Sartori and David Collier. We begin by articulating the philosophical distinction between naturalism and anti-naturalism. Whereas naturalism assumes that the study of human life is not essentially different from the study of natural phenomena, anti-naturalism highlights the meaningful and contingent nature of social life, the situatedness of the scholar, and so the dialogical nature of social science. These two contrasting philosophical approaches inspire, in turn, different strategies of concept formation. Naturalism encourages concept formation that involves reification, essentialism, and an instrumentalist view of language. Anti-naturalism, conversely, challenges reified concepts for eliding the place of meanings, essentialist concepts for eliding the place of contingency, and linguistic instrumentalism for eliding the situatedness of the scholar and the dialogical nature of social science. Based on this philosophical framework, we subject qualitative concept formation to a philosophical critique. We show how the conceptual strategies developed by Sartori and Collier embody a reification, essentialism, and instrumentalist view of language associated with naturalism. Although Collier's work on concept formation is much more flexible and nuanced than Sartori's, it too remains attached to a discredited naturalism.

Umbanhowar reviews 'American Political History: Essays on the State of the Discipline' edited by John F. Marszalek and Wilson D. Miscamble.