Special edition devoted to media in modern language instruction. (RS)

Study of the phonological systems in the language of twins, two-and-a-half years old. (VM)

Examines the relationship between accent in language learning and pitch discrimination in music. Research conducted under a grant from the U.S. Office of Education. (DS)

Results suggest that children acquire speech registers concurrently with language and that the progression of acquisition varies more for registers than for grammatical forms. (Author)

Paper prepared with the support of the Defense Language Institute English Language School, Lackland Air Force Base, Texas under contract F41609-70-C0033, and delivered in 1970 to staff members of the DLIELS. (DS)

Current popular texts are reviewed to suggest which are most useful in teaching word order in introductory Russian. Recommendations are also made about how and when to introduce word order, intonation, and sentence stress within the course. (MSE)

Suggestions are given for teaching Russian conventions for the general question intonation, and it is proposed that instruction is clearer if students are encouraged to make comparisons within and among English intonation patterns. (MSE)

Reports a preliminary investigation into the pitch correlates of politeness formulae produced by English and Japanese informants of both sexes. Because of differences in sociosemiotic function of pitch, Japanese females' pitch is more differentiated from the Japanese male pitch than is that of the English female from the English male. (Author/PJM)

Outlines some problems common to actors and teachers in generating appropriately expressive speaking voices. Basic skills discussed include loudness without tension, clarity of articulation, use of intonation, and manipulation of rate. (JMF)

Indicates that native and nonnative speakers alike can make use of intonation if they explicitly listen for it, although prosodic features are generally ignored when other cues (semantic and pragmatic) are available. (Author/RL)

Reviews aspects of Halliday's Systemic-Functional Grammar, emphasizing language functions, modality vs modulation, process types, transitivity, information distribution, and cohesion. Implications for language teaching are discussed. (AM)