This study examined the speech behavior of Japanese women when interacting with young children. Sixty-one single Japanese-speaking women, ages 18-26, were recorded as they read aloud picture books to a 1-year-old child and as they conversed with another Japanese-speaking adult woman. When their utterances were acoustically compared between the two…

This English language textbook is divided into seven distinct parts: (1) General Ethnological Relations of the English Language; (2) History and Analysis of the English Language; (3) Sounds, Letters, Pronunciation, Spelling; (4) Etymology; (5) Syntax; (6) Prosody; and (7) Dialects of the English Language. It is intended for students attending…

Article written in Thai. (HW)

Compares the different means by which elements communicating new information (rhematic) and those conveying no new information (thematic) are ordered in sentences in German and English. (FB)

Demonstrates that proper reading comprehen sion in a foreign language involves more than the printed sequences of the text, and that meaning is not tied to one element in the sentence structure but to a wider context. (FWB)

Examines aspects of foreign language teaching in Nigeria with examples drawn mostly from English phonology and proposes a more practical use of contrastive analysis and error analysis. The approach proposed emphasizes error analysis and discusses criteria based on the extent to which errors affect comprehension. (MES)

Examines the prosodic features of political candidates' names and their hypothesized influence on voters' attitudes. Reports on the burgeoning business of politic prosody--the identification and analysis of the persuasive qualities of the rhythms of the English language. (RL)

In lieu of language lab attendance, second-year language students had the option of attending a drama lab. This program has met with great success. The objective of the lab is to improve skills in pronunciation, intonation, and stress patterns. Also, an environment is created in which the student feels at home with the target language. (PJM)

Discusses secondary stress in various types of words (e.g., in certain parts of speech, with certain spelling patterns, etc.) and in various kinds of sentences and communicative situations. (KM)

Presents a method for the systematic teaching of prosodic features, particularly in French, based on a general theory of intonation and on the use of a pitch visualizer. (Text is in French.) (AM)

This article discusses the problems encountered by second language learners in mastering the phonology of the target language, and suggests the use of music in second language teaching, particularly for intonation. (Text is in French.) (CLK)

Outlines the stages of prosodic development that children follow from the beginning of word acquisition through the end of the second year of life. How these stages can be used to provide a model for treatment when working with children who display delayed phonological development is addressed. (Author/CR)