Provides a set of priorities and learning activities for a short-term English as a second language pronunciation course. These include: stress/unstress, major sentence stress, intonation, and linking and pausing. (CB)

Discusses several issues related to teaching suprasegmentals to learners of English as a second language. Suggests ways of teaching intonation, stress, and rhythm during meaningful communication, so that they are not the sole focus of the classroom activity and the student becomes cognitively involved in the process of learning. (MES)

The communicative approach used in the teaching of second languages is also effective in teaching pronunciation of English as a second language. Communicative principles and activities in the areas of consonants and vowels, contractions, recued expressions and linking, suprasegmentals, and monitoring are discussed. (CB)

Drama can act as a bridge between the classroom and the real world in teaching students to communicate in a second language. Teaching techniques using drama to help improve students' pronunciation of English as a second language are described, as they relate to articulation, pitch, volume, rate, and variety. (CB)

The sound system of English is described in all its complexity, from the relationship between spelling and pronunciation to the rules of connected speech, focusing on the methods and rationale of teaching pronunciation of English, particularly to English as a second language learners. (CB)