Compares the phonetic transcription systems of Jones (EPD), Gimson, Windsor Lewis and Abercrombie. Discusses the usefulness of transcription systems for foreign language teaching, both in interlingual dictionaries and in teaching contrasts between the target language and the native tongue. (IFS/WGA)

Describes experiments in the field of phonetic correction. Several techniques used at the University of Mons for teaching Spanish pronunciation to French-speaking Belgians are explained. (Text is in French.) (PMP)

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)

Abridged version of Tolstoy's story, "A Shark," is used for reading and listening comprehension tests. The tests stress correct pronunciation, accent, and memorization of phrases. (HK)

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)

Recommends and illustrates the use of oral lists of familiar English words in acclimatizing students of English as a second language to common sounds before exposure to a text or to conversation. (MSE)

Argues that instructor monitoring in a language laboratory is an inefficient instructional method. (CK)

MUCH OF THE DEFICIENCY IN PRONUNCIATION INSTRUCTION IS DUE TO EXCLUSIVE RELIANCE ON THE EAR AS A GUIDE FOR THE CORRECT RECOGNITION AND PRODUCTION OF FOREIGN SOUNDS. THE CORRECT ARTICULATION OF GERMAN DEPENDS VERY MUCH ON ANTICIPATORY ACTION OF THE LIPS AND JAWS (VOWEL ANTICIPATION), AND MUST BE IMPARTED BY VISUAL DEMONSTRATION AND IMITATION OF…

It is shown that a sentence spoken in a foreign language (here, English), though grammatically and lexically correct, may not evoke the proper reaction, because of incorrect intonation. Teaching texts have neglected this field. Some suggestions are given for avoiding misunderstandings caused by faulty intonation. (Text is in German.) (IFS/WGA)

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)

This article provides the results of an investigation of the system of pronunciation faults of English speakers learning French, and describes means of correction based on the verbo-tonal system. (Text is in French.) (CLK)

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)