Paper read at the Congress for the Oral Education of the Deaf, Northampton, England, in June 1967. (DS)

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)

The points of similarity between the language and music of a given language are discussed as a theoretical justification for the use of songs in language teaching. (Author/RM)

Students of French learn to pronounce the syllables of the same rhythmic group with the same stress and the same intonation while lengthening slightly only the last syllable uttered. Several techniques designed to help students acquire correct French rhythm patterns are described here. They include: (1) counting aloud, (2) syllable division, (3)…

Describes a method by which language students can learn to read sense groups instead of word-by-word, increasing their reading and speaking skills. (SP)

Special issue devoted to the second conference on structuro-global-audio-visual methodology, at Mons, Belgium, 1971; text of a talk which formed the basis of discussion during the conference. (VM)

An experiment is suggested in which scansion, particularly of hexameters and elegiacs, may be taught orally and without use of visual symbols through the rhythmic patterns characteristic of the writings of the ancient poets. The author argues that a reading of the Latin hexameters by "cola" will introduce an element of rhythmic stress in addition…

Maintains that teaching phonetics should be aimed at enabling the learner to correct himself and that intonation, rhythm and suprasegmental phonemes have commonly been neglected. Describes the value and use of the SUVAG-Lingua Frequency Filter for correcting pronunciation, individually and in groups. (Text is in German.) (IFS/WGA)

Advantages and disadvantages of songs in the language classroom. (FWB)