The desirability of the exploitation of experimental phonetics by the phonologist is discussed, and research on vowel duration in Thai is described in support of this contention. (RM)

A universal separation of speech and language is described by the use of one mathematical frame of reference. Also described are the accruing new comparisons and measurements made possible by a theoretically adequate separation of speech and language. (Author/RM)

An examination is made of the f o, or "pitch," contours which underly the five tones of Thai in an effort to describe their shapes and compare these descriptions with those of earlier phonetic accounts of the tones. (Author/RM)

A number of recommendations are made for the teaching of English to Thai students of science. (RM)

An analysis is made, with the help of a computer, of a number of different teaching vocabularies for Thai students of English with a view, first, to finding out how far they correlate with one another, and, second, to establishing as far as possible a teaching order within lists themselves. (Author/RM)

An after-school activity offered by the Central Institute of English Language called "Games" is described. The purpose of the activity is to stimulate and increase oral fluency and production. Several games are commented on. (RM)

It is argued that it is easier for Thai students of English to learn the difference between similar forms--for instance "interested/interesting"--if they are taught separately, rather than by contrast, so that different forms have different associations. (RM)

It is asserted that the glottal stop in Thai must be present in underlying forms, even though it could be derived by phonological rule. It is argued that unless the glottal stop is present in the underlying form, certain linguistically significant generalizations are either obscured or lost altogether. (RM)

The relationship of methadology to syllabus and course objectives in second language courses is discussed, and the use of a syllabus with built-in methodology advocated. A specific example is given. (RM)

Systematic and chance similarities between Thai and English are illustrated and discussed. The argument is made that a comparative analysis, which highlights the systematic similarities underlying the two languages, is as important in second language pedagogy as the more commonly found contrastive analysis. (Text is in Thai.) (Author/KM)

Some of the most frequent and serious learning difficulties encountered by Thai students learning English verbs, which involve the linguistic discrepancies between the Thai and English verbs, are analyzed. (Author/RM)