An investigation using the matched-guise technique sought to replicate findings that standard accented female speakers were evaluated on tapes as more masculine in attributed sex traits, but more feminine than nonstandard counterparts. (Author/AM)

Discusses favorably the proposal of R. Mepham (in this journal, 1978/4, p. 8) to create a new phonetic script for English, designed for German learners. Some of Mepham's arguments are criticized: simplification designed only for a limited group is questioned. (IFS/WGA)

Lists 334 words that three frequently used word lists have in common. Of these, 137 are phonically consistent and can be taught using phonics while 197 should be taught by sight-word techniques. (TJ)

The phonotactic development of one child is traced from age 3;9 to 5;3. Data are presented in a table indicating both the child's phonological equivalent of adult consonant sequences and the range distinguished by the child at a given stage. (CHK)

Discusses why English pronunciation and intonation have been neglected in Hong Kong English-as-a-Second-Language lessons, why it is essential to teach English phonetic symbols, and what remedial measures should be taken to implement this neglected component of teaching ESL. (Author/VWL)

The phonological phenomenon of the glottal stop in English is explained. Difficulties encountered by native English speakers in avoiding the use of the glottal stop in French pronunciation are discussed, and techniques for helping students overcome it are explained. (MSE)

A variety of classroom games, exercises, and activities intended to make the learning of French phonetics and vocabulary appealing are suggested. The activities use sound, rhyme, images, and words to stimulate interest and practice. (MSE)

Examined the attitudes of 169 Japanese university students toward varieties of spoken English. Results found that the students with more instrumental motivation were more positive toward nonnative English accents than those with less instrumental motivation, and that the students' familiarity with accents had an influence on their acceptance of…

This article argues that knowledge of the historical background of a language can be profitably integrated into its teaching at the elementary and intermediate levels. The use of diachronic linguistics is illustrated in the teaching of first-year college French, with specific applications based on pronunciation, vocabulary, morphology, and syntax.…

Examines an approach (story squares) to teaching Spanish pronunciation utilizing contextual supports and extralinguistic aids to comprehension. (11 references) (GLR)

Using a qualitative discourse-analytic framework, this paper compares the planned spoken English of a native speaker of Chinese, whose English discourse was perceived to be hard to follow, with a native speaker of U.S. English. Differences in the use of lexical discourse markers, lexical specificity, and syntactic incorporation are discussed. (34…

Historic linguistic consequences were studied in five separate areas of Atlantic Canada's Acadian population. Focus was on certain verbs in the third person present plural and the hypothesis that "allent" and faisent" are the result of hypercorrection. Results suggest complex reasons for their use and an indication of some social…

Acoustic analysis of two vowels thought to be merged in Utah English suggest that there are small but consistent differences between them. A matched guise experiment provides evidence that when the vowels are merged hypercorrection is involved. (33 references) (LB)

The assignment of primary stress to English words by a group of Arab speakers was studied by having the speakers pronounce both different types of words and validated nonsense words. Results indicate that newly concocted words may not be correctly pronounced by a significant number of subjects selected from the same populations. (18 references)…

Provides data from a study that sought to determine and compare the attitudes of both native and nonnative speakers of English who listened to the specific regional accents of the English spoken in the United States. The groups judgments differed, and nonnative speakers were better able to perceive differences in regional accents of U.S. English.…