Volume 39, Issue 2

This paper addresses pedagogical issues on the integration of pronunciation into a language program. Basic to the discussion is the gradual nature of pronunciation learning. Like grammar and vocabulary, the learner should be gradually immersed into pronunciation. This is better achieved by (a) setting priorities for aural-oral intelligibility in order to better deal with immediate phonological needs; (b) starting instruction from a beginner-level. Instruction is suggested in meaningful units or tone groups rather than with isolated segments or words, even for beginner-levels. Rhythmic patterns are presented as the basic realisation of the tone groups. Suggestions are also given on how to integrate pronunciation practice into the listening-speaking activities of a communicative course.

Metathesis, the repositioning of segments within a word, has been neglected in analyses of interlanguage syllable structure. Research has revealed that second language learners delete consonants or epenthesize vowels not only to bring target language syllables into conformity with their native language syllable structure, but also to avoid violations of universal principles. Our examination of metathesis in adult L2 Polish and L2 Norwegian leads to the same conclusions, and in addition illustrates the operation of feature-based processes.

Loin des sécurités passées, l'enseignement du français langue étrangère vit au rythme des changements dans le savoir et la culture qui modifient depuis quelques années les paradigmes de comportements socioculturels. Dans le but de rechercher les raisons principales de ces changements, nous avons inter-rogé quelques notions du savoir et de la culture postmodernes et observé de quelle manière ils peuvent éclaircir le panorama de l'enseignement du français langue étrangère, aussi bien dans ses principes que dans ses applications quotidiennes. Far removed from the certainties of the past, the teaching of French as a foreign language is now constantly adapting to the changes in knowledge and culture. For several years now, these two factors have been modifying the paradigms of sociocultural behaviour. In an attempt to find reasons for these changes, we have questioned some of the notions of postmodern culture and we have seen how they can shed light on both the principles and daily applications of the field of teaching French as a foreign language.

Three prominent strategies available to learners of English as a second or foreign language in English vocabulary recognition are relying on cognates in their native language (if available), relying on English morphology, and relying on context. A previous study found that students who were native speakers of Spanish made heavy use of cognate and context, but barely used morphology. This study attempts to discover whether this can most likely be explained by learners' lack of knowledge of morphological cues or by avoidance of their use. Adult Spanish speakers engaged in an English sentence completion task which involved use of morphological cues. Use of such cues was quite high, suggesting that ignorance of such cues cannot explain students' apparent usual nonuse. Implications for strategy training are discussed.

This paper reports on a study of needs analysis conducted with Turkish government-sponsored students who are studying towards master's or doctoral degrees in the US and with students who attended a specific language program in Ankara, Turkey before they started graduate programs in the US. The purpose of this study was two-fold: (1) to gather information about these students' needs in learning English from both graduate students' and prospective graduate students' perspectives, and (2) to explore the extent to which the classroom instruction in the language program in Turkey responds to these needs. Data for this study was collected from three sources: survey questionnaires, interviews, and videotaped classroom discourse. Whereas the quantitative data showed that the respondents perceived their academic needs to be far more important than their everyday and TOEFL needs, the qualitative data revealed concern for more immediate needs: to attain a score of 500 or more on the TOEFL.