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An approach to a once-weekly, or bimonthly (every second week), ongoing psychodynamic psychotherapy is described. The detailed description of individual sessions is intended to show the process of the uncovering of unconscious phenomena using this approach, though the therapies described are not complete. Important changes that have already occurred are described. The approach is characterized by a direct method of discovery of early painful situations that underlie specific problematic experiences in the present. The therapeutic stance is designed to establish a collaborative relationship with the patient that becomes the substrate of the relationship and often leads to an identification with the therapist who becomes an ongoing presence in the patient's life. [ABSTRACT FROM AUTHOR]

Language teachers agree that the phonetic/phonological distance between a learner’s L1 and L2 is of vital importance in mastering the sounds of the L2; however, no attention is given to the phonetic/phonological distance between the regional variety of the speaker’s L1 and the L2. After comparing linguistic peculiarities of English, and of Welsh English in particular, with Castilian Spanish, the author proceeds to study the interlanguage of advanced students of Spanish from Wales. This helps to explain positive and negative transfer from this variety of English into Spanish and assists in producing a catalogue of the interferences to be corrected. Finally, using coarticulatory processes, the author presents a list of exercises to eliminate some of the interferences found in Welsh learners of Spanish. A descriptive analysis of the learners’ interlanguage shows that the phonetic/phonological distance between the regional variety of the speaker’s L1 and the L2 is what will influence this learning process the most.

A correct pronunciation is of paramount importance to guarantee the intelligibility of students of Spanish as a Foreign Language; however, paradoxically, the teaching of pronunciation is one of the least taught sub-skills in SFL manuals. The phonetic-phonological differences between the L1 and the L2 of the students will have great influence on the acquisition of the pronunciation, making it more difficult or easier depending on the degree of similarity between both phonetic-phonological systems, although it is the distance between the sounds of the dialectical region of the speaker and the L2 that will contribute the most to the success or failure of this acquisition process. In the present article we start by comparing the phonetic-phonological system of English (RP) and Spanish, (Castilian Spanish), and then we compare the latter with the varieties of the North and the South of England through the study of recordings of learners from those areas. This will allow us to know the transferences and interferences that these speakers present in Spanish and that must be tackled during the process of phonetic acquisition. [ABSTRACT FROM AUTHOR]