Provides a set of priorities and learning activities for a short-term English as a second language pronunciation course. These include: stress/unstress, major sentence stress, intonation, and linking and pausing. (CB)

Using French, English, and Hungarian accents, and from 1 to 4 voices, students in a Hungarian French language class dramatized and presented 32 versions of a Guillaume d'Apollinaire poem. Factors that varied in the presentations included the number of participants, recitation patterns, tone of voice, props, and physical movement. (MSE)

Voice quality settings (physiological configurations contributing to phonetic production) can be used to characterize ESL students' accents and help improve pronunciation. Settings of one variety of North American English and those in other languages are identified. Suggestions are given for making students aware of their own settings. (MSE)

The development, testing, and classroom use of an instructional module for teaching French intonation patterns to beginning students are described. The module begins with the "accent tonique," the simplest of French intonation patterns, which the student must learn to detect and imitate in progressively more difficult combinations before going on…

Drama can act as a bridge between the classroom and the real world in teaching students to communicate in a second language. Teaching techniques using drama to help improve students' pronunciation of English as a second language are described, as they relate to articulation, pitch, volume, rate, and variety. (CB)

Thirty-six nontraditional undergraduate courses in linguistics are described. Course topics include: animal communication, bilingualism, sociolinguistics, introductory linguistics, language and formal reasoning, language and human conflict, language and power, language and sex, language and the brain, language planning, language typology and…