Describes several effective techniques for teaching students about the phonetic alphabet and about such aspects of speech as slang, jargon, colloquialisms, and regional dialects. (DD)

Bibliography included. (DS)

Text of a speech delivered at the Northeast Conference on the Teaching of Foreign Languages, Boston, Massachusetts, March 20, 1970. (DS)

A sample of boys of Australian and Italian descent was divided into groups according to silent reading comprehension scores. The students' oral reading was recorded and the resulting miscues categorized. When oral reading accuracy was examined, the lowest level Italian group read more accurately than the equivalent Australian students. (Author/MLW)

Data on the durations of vowels preceding voiced and voiceless stops in three normal speakers and three esophageal speakers (who had had laryngectomies) suggested that the vowel length variations that were observed were language-specific, governed by phonological rules of English, and were not language universals. (Author/RL)

Phonemic awareness tasks are identified: sound-to-word matching, word-to-word matching, rhyme recognition, isolation segmentation, counting sounds, blending, deletion, and substitution. Methods for teaching segmentation and blending, the most cortical tasks, are discussed. (Author/CP)

Children ranging in age from 4 to 19 years (n=106) were asked to pronounce French words that they heard pronounced by a native French speaker. Results showed that pronunciation improved with age up to eight and nine years and decreased thereafter. (JMB)

Offers advice and practical suggestions to teachers of the Latin language. It is argued that if Latin is used in the classroom in interesting activities, the students will learn the language better and more quickly. (CFM)

Reviews materials currently available for teaching phonic structure in French, and offers suggestions concerning teaching methods. (Text is in French.) (CLK)

Surveyed 67 English-as-a-Second-Language programs in canada to determine to what extent pronunciation is taught and which resources are most often used. Also sought demographic information about respondents and their ESL programs, classes and students, methods of teaching, and participants' attitudes. resources preferred by respondents are…

Reviews aspects of the Canadian human rights process as they pertain to language and accent, and identifies three types of accent discrimination arising in human rights cases: discrimination in employment due to inappropriate concern with accent; discrimination due to accent stereotyping, and harassment based on accent. (Author/VWL)

Examines how adult, monolingual foreign language learners' oral performance is affected by the degree to which they associate prestige with classmates and teacher disapproval. Explores relationships among learners' views of their own and their peers' pronunciation skills; values associated with native-like speech; beliefs about social conditions…