Describes a method which uses the language laboratory to help the teacher correct individual students' pronunciation and which assists the student in memorizing dialogues. (AM)

A delayed judgment test of speech-sound discrimination was correlated with measures of articulation status and articulation improvement with training in two groups of subjects (8 and 9-years-old), an /r/ group and an /s/ group. (Author/IM)

Discusses, from both historical and sociolinguistic viewpoints, the changing of the phoneme /a/ in colloquial English. The rather "bright, moderately open" sound, once considered standard English, has been and is moving toward a more open and back articulation. (IFS/WGA)

This experiment attempted to discover under what circumstances, if any, children use whole words, syllables, letter clusters, or letters as units during reading. The results indicated that syllables and letter clusters are probably not processed as units for any type of word, but there was slight evidence that letters may function as units,…

Disadvantages of the use of language laboratories in language teaching are pointed out. Ways in which the language laboratory can be used helpfully for the student are suggested. The conclusion is drawn that for secondary schools the language laboratory has little advantage over a tape recorder used in class. (RM)

Discusses the science of pronunciation teaching and learning, a science that deals with the theory and practice of conditions and possibilities of acquiring the pronunciation of a foreign language. Looks at the causes and forms of pronunciation impairments. (SED)

Describes a technique to train students to associate correct pronunciation of German with the graphemes as soon as they see them. When a student misreads a word, he or she is asked to compare that word with very common words which are almost never mispronounced or misspelled, such as "ein,""die," and "deutsch." (SED)

Reports on a study that investigated the ability of second grade students to listen to, infer, and produce the correct pronuciations of high-frequency words in a story-like context. (FL)

Is phonetics essential in the learning of pronunciation? It is taught in the hope of aiding muscular-motor function and is therefore essential. The problem arises then of designing a course which supplies the learner with all relevant phonetic information during pronunciation teaching in the most effective way. (CFM)

Sequel to an article in "Russisch," v6 n4 p59-64 1972; reviews chapter 3 of K. S. Gorbachevich's, "Izmenenie norm russkogo literaturnovo yazyka" (Variations of Norms of Russian Literary Language), Leningrad, 1971. Article to be continued. (DD)

Argues against the dominance of applied phonology in the teaching of English pronunciation. A follow-up to the author's Einige Probleme der Aussprache im Englischunterricht der Hauptschule'' (Some Problems of Pronunciation in English Instruction in the Elementary School), Englisch, Mar 1972. (RS)

The present study was conducted using two measures, reaction time and recognition, to assess the effects of pronounceability on encoding real words and nonwords. (Author/RK)

Discusses an experiment using the oscilloscope to teach German pronunciation. (RS)