Suggests a long-term approach to spelling that uses pronunciation symbols and involves the cooperation of different teachers the students will have at one school. System involves writing words on cards under symbols for a certain sound. (Author/BK)

Discusses why mastering pronunciation in a second language is difficult and gives some errors common to students learning English as a second language. Describes some useful guidelines and techniques for pronunciation instruction. (EKN)

Speakers of many Oriental languages find it difficult to distinguish systematically between the /l/ and /r/ phonemes. Due to the importance of recognizing these contrasts in English, the teaching of these phonemes should be one of the foremost elements in teaching English as a second language to Asian students. (CFM)

Provides a set of priorities and learning activities for a short-term English as a second language pronunciation course. These include: stress/unstress, major sentence stress, intonation, and linking and pausing. (CB)

Successful pronunciation of English as a second language can be influenced by the instructor's use of self-correcting and self-monitoring techniques which involve student motivation, adequate explanations, practice, and feedback. (CB)

The design of an English as a second language pronunciation syllabus would be most effective if student needs were first identified through analysis of learner variables and collection and diagnosis of speech samples. A pronunciation syllabus should begin with a "wide angle" approach and narrow the focus as students master the elements that…

This article discusses the content of a conversation course designed for adult students of English as a Second Language at an advanced level in which the emplasis is on pronunciation and fluency. Correct stress and intonation must be taught as well as new vocabulary and idioms. (CFM)

Ways in which pronunciation of English as a second language can be taught through listening are presented, involving such activities as: identification tasks; minimal pair sentence tasks; inference, word counting, and dictation tasks; and stress and intonation tasks. (CB)

The communicative approach used in the teaching of second languages is also effective in teaching pronunciation of English as a second language. Communicative principles and activities in the areas of consonants and vowels, contractions, recued expressions and linking, suprasegmentals, and monitoring are discussed. (CB)

Drama can act as a bridge between the classroom and the real world in teaching students to communicate in a second language. Teaching techniques using drama to help improve students' pronunciation of English as a second language are described, as they relate to articulation, pitch, volume, rate, and variety. (CB)

Provides an inventory of traditional techniques used in the teaching of pronunciation of English as a second language. Most of the techniques are production-oriented, for their purpose is to improve production of spoken English. (CB)

Reviews common pronunciation problems experienced by learners of English as a second language who are native speakers of Vietnamese, Cantonese, Spanish, Portuguese, Italian, Polish, Greek, and Punjabi. (CB)