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Computer assisted language learning tend to be cautiously optimistic without making any excessive claims.

Used sources

Ahmad, K., G.Corbett, M.Rogers, and R.Sussex. 1985. Computers, Language Learning and Language Teaching. Cambridge: Cambridge University Press. Celce-Murria, M. (ed.) 1991. Teaching English as a Second or Foreign Language. Newbury House.

Brumfit, G., M.Phillips, and P.Skehan. 1985. Computers in Language Teaching.

ELT Documents: 122. Pergamon Press and the British Council.

Higgins. J. and T.Johns. 1984. Computers in Language Learning. London: Collins. Kenning, M.J. and M.M.Kenning. 1983. An Introduction to Computer Assisted Language Teaching. Oxford: Oxford University Press.

Cameron, K.C. (ed.) 1989. Computer Assisted Language Learning - Program Structure and Principles. Oxford: Blackwell Scientific Publications.

PART TWO

Chapter eleven LANGUAGE RESOURCES

11.1. Teaching Sounds

11.1.1. What is pronunciation?

Pronunciation is understood to mean the way in which a language or a particular word is sounded. It is an essential element of language learning for without sounds uttered appropriately and intelligibly no speaker can be understood.

11.1.2. Why is pronunciation important?

In the introduction to his book Rules of Pronunciation for the English Language Axel Wijk States the following:

“It is a generally recognised fact that the English language presents far greater difficulties with regard to its pronunciation than any other European language. This doe not mean that foreigners find it particularly hard to acąuire a correct pronunciation of the various speech sounds of which English is madę up. From this point of view English is not any harder to leam than many other languages. Instead the difficulties referred to are concemed solely with the fact that the confiised and irregular spelling of the language offers such poor guidance as to its pronunciation. There is hardly a letter or a combination of two or three letters in the-English alphabet which cannot be pronounced in two or three different ways, and a good many of them actually have from half a dozen to a dozen different pronunciations” (1966:7).

Various linguistic factors are involved when one wishes to be Understood. Tench believes that “when you say something:

— it has to be formulated according to the grammatical rules of the language,

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