In order to master English pronunciation, a student must be able both to articulate a sound and to determine when to use the sound. A program to teach this skill combines conventional orthography and insights of generative phonology in the notion "vowel quality pattern." (CHK)

The teaching of pronunciation generally consists of selecting, presenting, drilling and correcting the sounds of the target language. The learning of pronunciation involves neuromuscular and some cognitive ability, but it also has affective and social components, which carry important implications for the role of the teacher. (Author)

Six methodological principles are discussed for the teaching of pronunciation in English as a second language; ten points of approach located between methodology and technique are listed. (CHK)

To make vowel quality predictions from spelling, learners must have word-stress information, which is available in the form of pedagogical translations of generative research. Two stress generalizations and associated vowel quality patterns are discussed. Sample lesson materials are provided to illustrate how enlarged pronunciation goals are…

Paper presented under contract with the English Language Branch--Defense Language Institute, Lackland Air Force Base, Lackland, Texas, and delivered in 1971 to staff members of the Branch. (VM)

Discusses foreign language pronunciation from phonetic difference and phonetic learning viewpoints. Proposes phonological translation hypothesis based on assumption that neither physiological maturation nor neurological reorganization is as important for adults learning a foreign language without an accent as the tendency of mature speakers to…

Reports the results of research on the extent to which global foreign accent in English is related to a discrete segmental feature of pronunciation, substitution of the Japanese flap for /l/ and /r/ in two phonological environments. Results showed a strong negative correlation between a nativelike accent and flap substitution. (Author/VWL)

Discusses the difficulty students of English as a second language have in pronouncing words that contain the "Invisible Y," words such as "continue,""ridiculous," and "community." Presents the rules governing the use of the "Invisible Y" and discusses how standard orthography can be used as a pronunciation resource for learners. (SED)

Paper prepared with the support of the Defense Language Institute English Language School, Lackland Air Force Base, Texas under contract F41609-70-C0033, and delivered in 1970 to staff members of the DLIELS. (DS)

This article discusses how a language laboratory can be used effectively in an English as a second language/English as a foreign language program. The lab should be used primarily for listening comprehension, not for drill and repetition. (CFM)

A longitudinal study of the acquisition and use of the English sound system by Japanese learners of English is reported. The variability model of sociolinguistics is used. (Author/RM)

THRICE is an acronym for a set of rules and exercises for foreigners learning correct English pronunciation. The THRICE technique was developed for non-native speakers who have a good knowledge of English but whose pronunciation is poor; the student is taught appropriate speech delivery through self-conditioning techniques. (CK)

It is demonstrated that the phonemes represented by the diagraph "ng" can, with few exceptions, be predicted when the structure of the word in which it appears is taken into account. The regularity of English spelling is discussed, and suggestions are made for use of the findings in classroom situations. (Author/RM)

Analysis of two studies (interpreted in terms of the distinction between language acquisition and language learning) showed that subjects tended to cluster the -s's on a few verbs rather than randomly, suggesting that the morpheme may be acquired not in isolation but attached to particular verbs. (SL)