Paper read at the Congress for the Oral Education of the Deaf, Northampton, England, in June 1967. (DS)

Students of French learn to pronounce the syllables of the same rhythmic group with the same stress and the same intonation while lengthening slightly only the last syllable uttered. Several techniques designed to help students acquire correct French rhythm patterns are described here. They include: (1) counting aloud, (2) syllable division, (3)…

Special issue devoted to the second conference on structuro-global-audio-visual methodology, at Mons, Belgium, 1971; text of a talk which formed the basis of discussion during the conference. (VM)

The English speaker learning French tends to interpret the sound characteristics of the second language according to English conventions. The term "sound characteristics" as used here refers to the phonetic aspects, the rhythm, and the intonation of French. A number of examples are given to support the theory that insufficient knowledge of these…

Maintains that teaching phonetics should be aimed at enabling the learner to correct himself and that intonation, rhythm and suprasegmental phonemes have commonly been neglected. Describes the value and use of the SUVAG-Lingua Frequency Filter for correcting pronunciation, individually and in groups. (Text is in German.) (IFS/WGA)

Different types of stress, rhythm, and intonation used by Nigerian speakers of English are analyzed, and lexical differences are discussed. Problems with vowels, consonants, and syllable structure are also covered. (SW)

After finding that the English Pronunciation course required at Regensburg University reduced errors by only 14 percent, a course was developed in recognizing errors (one's own and others'), with emphasis on vowel reduction, speech rhythm, elementary intonation and liaison. As a result, errors were reduced by 67 percent. (IFS/WGA)