When elementary, junior high, and college students were given German pronunciation instruction for two weeks and tested, the two older groups performed significantly better. (Editor/SP)

Part 2 of a two-part series on Spanish language instruction. (DS)

Spelling must be taught from three vantage points: phonetic, linguistic, and mnemonic." Article contains practical suggestions on classroom techniques. (Author/SP)

Defines "Slurish" as the dialect which results from North American English-speakers'"tendency to eliminate less emphatic syllables and run together the sounds which are left, frequently omitting consonants"; includes a brief glossary of such terms. (Author/SW)

Suggests that children should learn to read by creating their own spellings for familiar words. (NH)

Investigates two questions: (1) Will Russian lose its well-developed distinction between hard and soft consonants? (2) What would be the consequences of such a loss for comprehension of sustained discourse in the language? (EKN)

Discusses attitude and motivation as macro aspects of second-language learning and empathy and personality as the micro level. Believes learner's attitude, motivation, and personality are as important as intelligence but have nothing to do with capacity to learn. (Author/BK)

Describes a new method of using an improvised television studio to capture student's speech on videotape in order to correct student's accent in a foreign language. Describes technique and corrective procedures used. (BK)

Briefly describes pronunciation difficulties of Indian students learning English. Discusses three pairs of voiceless/voiced stop consonants and similar pairs of fricative consonants. (BK)

A specially designed mnemonic strategy was successful in teaching independent pronunciation skills to deaf college students. Examples of the cards showing key words (either a concrete object or dynamic action) are included. (CL)