The speech rate of French and American radio broadcasters is compared in order to provide language teachers with an optimum speed. (AM)

A list is given of all initial consonant clusters a student could encounter in undergraduate study, and the list is then broken down into: (1) those also found in English; (2) those in which some transfer from English is possible; and (3) those outside the average English speaker's knowledge. (AM)

THE MATERIAL IN THIS INTRODUCTORY COURSE IS BASED IN VARYING DEGREES UPON A NUMBER OF PREVIOUS FOREIGN SERVICE INSTITUTE TURKISH LANGUAGE TRAINING MATERIALS. THE FIRST OF A PROJECTED THREE-VOLUME SERIES, IT PRESENTS THE MAJOR SENTENCE PATTERNS IN MODERN STANDARD TURKISH AND A VOCABULARY OF ABOUT 475 HIGH FREQUENCY ITEMS. A TYPICAL UNIT CONSISTS OF…

Discusses the difficulty students of Spanish have in learning the correct articulation of the various allophones of the Spanish vowels. The main problem is that they assume there are no distributional variants. Lists of the allophones are given with their respective conditioning environments. (Text is in Spanish.) (TL)

Common internationalisms in Russian and German are listed. In general German loan-words underwent a phonetic assimilation. Even if there are overall tonal similarities, there are differences, especially in accentuation, that result from the different structures of the languages. (Text is in German.) (MS)

Shows, by citing entries in dictionaries and vocabularies of teaching texts, that there is no clear concept of how to or whether to pronounce the /d/ in "grandfather" and similar words. It is deemed best to teach that the /d/ should be sounded. (Text is in German.) (IFS/WGA)

Suggests that teaching of Russian phonology and morphology be based on the twelve vowel-units and twenty consonant-units that are the basis of conventional Russian spelling. Paradigms of inflected words should be presented in terms of stems plus endings. (CHK)

Describes the use of the verbo-tonal method of phonetic correction and the Suvaglingua synthesizer in Spanish courses at the International School of Interpreters at Mons, France. (Text is in French.) (PMP)

As an aid to language teaching and learning, this article posits rules that account for the realization of French final consonants in the majority of their occurrences. (Author/KM)

Discusses the need for both a "rule of thumb" grammar and more thorough grammatical rules in second language teaching. (AM)

Asserts that the traditional, segmental approach to phonetics in language teaching is faulty, since speech is not segmented in actual pronunciation. A model of a sequential progression of consonants and vowels is proposed, in which the sound system is presented in a dynamic mode. (CHK)

Suggests that the Contrastive Analysis Hypothesis (CAH) be revised to incorporate a notion of degree of difficulty which corresponds to the notion of typological markedness. (Author/CFM)

It is asserted that certain points in Russian grammar can be adequately explained only with reference to sentence stress. Areas which lend themselves to explanation in terms of sentence stress are suggested, and directions given for developing drills. (Author/RM)

Examines the difficulties encountered by native speakers of American English with initial consonant clusters in Russian. The phonotactic patterns and articulatory and auditory properties of individual consonants in both languages are compared. Testing explores the relationship of native articulatory habits, the reception of aural stimuli and…