Four major difficulties encountered by Iraqi learners of English when pronouncing English vowels are outlined and discussed, and suggestions for the teacher of English are made. (RM)

A classification of a number of common errors in English pronunciation committed by Bengali learners. (RM)

Minimal pairs as at present used in the ESL classroom are uncontextualized bits of language that are of little use to the ESL teacher. An alternative, minimal sentences, is described here. Minimal sentences give context and meaning to the sound contrasts. (RM)

By comparing Russian and English on the phonological and grammatical levels, guidelines are offered for teachers of English as a second language to Russian students. (CFM)

Deals with English stress problems for Iraqis under three main headings: single-stressed words, double-stressed words, and unstressed syllables. While stress in Arabic is predictable, stress in English is not. The Iraqi will transfer native-language stress patterns to English. Errors cause miscommunication and are difficult to pinpoint. (PJM)

Different types of stress, rhythm, and intonation used by Nigerian speakers of English are analyzed, and lexical differences are discussed. Problems with vowels, consonants, and syllable structure are also covered. (SW)

This article discusses the importance of the teaching of phonetics to students of English as a Second Language (ESL) and describes the place of phonetics in a course for Iraqi students of English at the University of Mosul, Iraq. (CFM)

Outlines an approach to the teaching of English pure vowels to the Marathi learner, based on the phonetic "similarities" of the two languages. (CFM)

Discusses the reasons for the occurrence of spelling errors in the writing of a group of Arab learners of English. (Author/HP)

Defines the concept of native speaker insight and suggests that, for the purpose of teaching English as a second language, the goal should not be native speaker insight (NSI) but NS Type 1, a reduced, adequate and attainable goal for foreign learners. (CFM)

A discussion is presented that shows that, in teaching reading in a foreign language, the aims, procedures, and techniques can be virtually the same as those once used for the acquisition of reading skills in the mother tongue. (Author/HP)