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McNerney, Maureen; Mendelsohn, David – TESL Talk, 1987
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)
Descriptors: English (Second Language), Intonation, Learning Activities, Pronunciation Instruction
Noonan-Wagner, Desley; And Others – TESL Talk, 1981
Discusses several issues related to teaching suprasegmentals to learners of English as a second language. Suggests ways of teaching intonation, stress, and rhythm during meaningful communication, so that they are not the sole focus of the classroom activity and the student becomes cognitively involved in the process of learning. (MES)
Descriptors: Class Activities, Classroom Techniques, Cognitive Objectives, Communication Skills
Naiman, Neil – TESL Talk, 1987
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)
Descriptors: Communicative Competence (Languages), Consonants, English (Second Language), Language Fluency
Archibald, John – TESL Talk, 1987
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)
Descriptors: Articulation (Speech), Communicative Competence (Languages), Dramatic Play, English (Second Language)
