Argues that a knowledge of the physiological and neurophysiological processes underlying speech- sound production and intonation can be useful to the teacher in (1) explaining mistakes in pronunciation and giving advice for overcoming them, and (2) in using technical devices for teaching correct pronunciation. (FWB)

The correct pronunciation of a foreign language cannot be acquired by simple imitation alone. Systematic Exercising of the muscles used in articulation is also necessary. Consequently, learners should be given a basic knowledge of articulatory processes. This knowledge in turn enhances skilled perceptual discrimination of sounds. (Author/FWB)

Examines some of the sounds that occur in English but not in Persian, and discusses ways to help Iranian students learn to pronounce these sounds correctly. (EKN)

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)

A speech visualizer which provides a student with an immediate reinforcement in the form of a visual "feedback" of his own performance is vastly superior to other methods of teaching prosodic elements of speech in a second language, according to experiments carried out at the University of Toronto. (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)