Foreign language teachers must be able to correct pronunciation errors that go beyond the level of the segmental phoneme. Extending a technique used with students, it was found that teachers can deal with a number of problems more efficiently if they separately consider single features or aspects of the continuum. (Author/KM)

The specific problems involved in teaching pronunciation cannot be solved by the techniques of phonemic analysis alone. What is needed is an extension of these techniques to include the principles of textual phonetics. (CFM)

In combatting phonological interference in second language learning, attention should be paid to interference-producing aspects of the actual dialect that is the student's native language, rather than to the "standard" form of the language. (JB)

An exercise developed to aid an aphasia patient in relearning rules governing phonological changes in English was later used in a pilot study attempting to teach English pronunciation to French speakers by rule rather than by rote. The method used and the results obtained are reported. (RM)