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)

THIS DOCUMENT IS VOLUME 1, PART 1 OF A TWO-VOLUME TEXT IN BASIC CONVERSATIONAL HINDI-URDU. TWO UNITS OF STUDY, EACH SUBDIVIDED INTO THREE CONVERSATIONS WITH ATTENDANT PRONUNCIATION AND GRAMMAR DRILLS ARE PROVIDED. CONVERSATION AND DRILL TECHNIQUES ARE COMBINED WITH COLOR SLIDE SEQUENCES PHOTOGRAPHED IN APPROPRIATE NATIVE LOCALES. THE ATTEMPT HERE…

VOLUME 1, PART 2 OF A TWO-VOLUME TEXT IN BASIC CONVERSATIONAL HINDI-URDU CONSISTS OF TWO UNITS OF STUDY, EACH SUBDIVIDED INTO THREE CONVERSATIONS WITH ATTENDANT PRONUNCIATION AND GRAMMAR DRILLS. TWO PRECEDING UNITS OF STUDY WERE COVERED IN VOLUME 1, PART 1 (ED 010 447). A VOCABULARY GLOSSARY OF ALL FOUR UNITS OF VOLUME 1 APPEARS AT THE END OF THIS…

THIS PUBLICATION CONTAINS SIX UNITS OF BASIC HINDI-URDU STUDY, EACH UNIT CONSISTING OF TWO CONVERSATIONS. THE CONVERSATIONS REPRESENT TYPES OF CASUAL ENCOUNTERS IN WHICH THE PARTICIPANTS ARE SOCIAL EQUALS, RANGING FROM CASUAL MEETINGS DURING TRAVEL AND TELEPHONE CONVERSATIONS TO INFORMAL "GET-TOGETHERS" AND SITUATIONS INVOLVING…

ALTHOUGH THE VALUE OF THE LANGUAGE LABORATORY IN FOREIGN LANGUAGE PROGRAMS IS WELL ESTABLISHED IN THE UNITED STATES, THE NEED FOR SUCH LABS IN SMALL "TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES" (TESOL) PROGRAMS IS NOT YET SO WELL RECOGNIZED. VALID OBJECTIONS SUCH AS GREAT INITIAL EXPENSE AND LACK OF SPECIAL PREPARED MATERIALS HAVE BEEN…

CONVERSATION EXERCISES AND PRONUNCIATION DRILLS ARE USED IN THIS TEXT FOR TEACHING HAUSA, A LANGUAGE OF NORTHERN NIGERIA. FOR CULTURAL READINGS IN THE HAUSA LANGUAGE, REFER TO ED 010 397. IN ADDITION, ED 010 398 AND ED 010 399 ARE SUPPLEMENTARY WORKBOOKS TO THE BASIC TEXTS. (LP)

THIS WORKBOOK PROVIDES SUPPLEMENTARY MATERIALS FOR USE IN A COURSE IN HAUSA, A NIGERIAN LANGUAGE. EXERCISES EMPHASIZE CONVERSATION, PRONUNCIATION, AND VOCABULARY. THE BOOK ACCOMPANIES ED 010 397, A HAUSA TEXT OF CULTURAL READING MATERIALS. REFER TO ED 010 396 AND ED 010 398 FOR OTHER DOCUMENTS IN THE SERIES. (JH)

Supports modification of the "Hochsprache" pronunciation rule "r always consonantal," pointing out that in spoken German (including educated people) r not preceding a vowel becomes a "Murmellaut"--a modified a-vowel, somewhat lower than the schwa (of final e, e.g.). (Text is in German.) (IFS/WGA)

THE MATERIALS IN THIS HANDBOOK CONSIST OF 64 PRONUNCIATION DRILLS FOR THE "PASHTO BASIC COURSE." THESE DRILLS ARE BASED ON A CONTRASTIVE ANALYSIS OF PASHTO AND ENGLISH PHONOLOGY AND ARE TO BE ADMINISTERED BY A NATIVE SPEAKER. SIXTY PASHTO ITEMS ARE INCLUDED IN EACH DRILL, 30 CONTAINING THE PARTICULAR SOUND BEING TAUGHT AND 30 CONTAINING…

This article examines the description of the Italian double consonants and to propose a solution within the structuralist analytical framework by taking into account all available synchronic and diachronic data. The pedagogical implications of the theoretical solution are examined. (CFM)

Takes issue with Robert DiPietro's statement on the value of generative phonology for teaching second language pronunciation in Britannica Review of Foreign Language Education,'' v1. (RS)

Conclusion of an article begun in the December 1972--January 1973 issue. (DS)