A SURVEY OF REFERENCE MATERIALS ON THE ORAL PRODUCTION OF THE "TH" SOUNDS IN ENGLISH (THE INITIAL SOUNDS IN "THY" AND "THIGH") REVEALS A CERTAIN CONFUSION AND DISAGREEMENT. DIFFICULTIES ARISE CONCERNING NOT ONLY THE DESCRIPTION OF THESE TWO PHONEMES, BUT THE MANNER IN WHICH THEY SHOULD BE TAUGHT TO NONNATIVE SPEAKERS. THE PARTICULAR PROBLEMS ENCOUNTERED BY SPEAKERS OF ASIAN LANGUAGES ARE DEALT WITH, AND DRILLS SUITABLE FOR TAPED LESSONS ARE EXPLAINED. ADDITIONAL SUGGESTED TEACHING TECHNIQUES FOR PRACTICING THESE SOUNDS INCLUDE THE "OBJECT BOX," A SHOEBOX FILLED WITH SMALL OBJECTS EACH CONTAINING A "TH" SOUND IN ITS NAME, AND EXAMPLE DRILLS BASED ON PHRASES CONTAINING ALVEOLAR STOPS AND NASALS BEFORE THE "TH" SOUND. WRITTEN FOR THE LINGUISTICALLY ORIENTED READER, THE VALUE OF LINGUISTIC KNOWLEDGE IN LEARNING ENGLISH AS A SECOND LANGUAGE IS STRESSED. THIS ARTICLE WAS PUBLISHED IN THE "TESOL QUARTERLY," VOLUME 1, NUMBER 1, MARCH 1967, BY TESOL, INSTITUTE OF LANGUAGES AND LINGUISTICS, GEORGETOWN UNIVERSITY, WASHINGTON, D.C. 20007. (AMM)