APPLIED LINGUISTICS CAN ASSIST TEACHERS OF FRENCH AND SPANISH IN DETECTING ERRORS IN PITCH, INTONATION, RHYTHM, WORD COMBINATION, AND SOUND REPRODUCTION, AS WELL AS IN ENABLING THEM TO DO A PROFESSIONAL JOB OF TEACHING STUDENTS MORE ACCURATE SPEECH HABITS. AS THE TEACHER CONCENTRATES ON THE SOUND OF THE LANGUAGE, HE MUST VALUE THE SIGNIFICANCE OF THE CONCEPTS IN DESCRIPTIVE LINGUISTICS. IN SO DOING, HE CAN HIGHLIGHT SOUNDS THAT CREATE PROBLEMS FOR ENGLISH SPEAKERS IN THE PRONUNCIATION DRILLING OF MINIMAL PAIRS AND CAN EMPHASIZE THE DIFFERENCES IN THE NATIVE AND TARGET LANGUAGES IN STRESSING PITCH AND INTONATION. FURTHERMORE, BY LEARNING TO PRODUCE FIRST THE ORAL SOUNDS OF THE NEW LANGUAGE, THE STUDENT CAN BE MORE EASILY TAUGHT THE WRITTEN FORMS WITHOUT HAVING THE KNOWLEDGE OF THE MOTHER TONGUE INTERFERE. EVEN IN THE AREAS OF GRAMMAR AND LANGUAGE STRUCTURE, APPLIED LINGUISTICS IS INVALUABLE IN AIDING THE TEACHER TO PAY MORE ATTENTION TO LANGUAGE DIFFERENCES IN CLASSROOM DRILLING AND IN THE LATER MANIPULATION OF BASIC STRUCTURES IN THE LANGUAGE LABORATORY. THIS ARTICLE APPEARED IN THE "ILLINOIS JOURNAL OF EDUCATION," VOLUME 58, NUMBER 6, OCTOBER 1966, PAGES 7-10. (AB)