Supports the view that a teacher is needed to help students acquire foreign language skills and that language instruction cannot be exclusively entrusted to the language laboratory. (DS)

Argues that instructor monitoring in a language laboratory is an inefficient instructional method. (CK)

In this article, I explore some of the epistemological, technical, and ethical challenges in doing research on instructed second language (L2) learning in Canadian school settings. I examine these challenges from the viewpoint of classroom research that has been influenced by cognitive-interactionist theories of learning. This includes my own…

Discusses the reasons for growing disenchantment with the language laboratory and introduces a novel approach to advanced listening comprehension exercises based on recordings of professional entertainers. Analyzes the sketches as examples of authentic discourse, as illustrations of different speech registers and regional variants, and as vehicles…

This report examines one aspect of a broad experiment in language instruction designed and implemented at 10 participating colleges of the Associated Colleges of the Midwest. Two types of language laboratories (recording and nonrecording) are examined to determine the effect of each upon the cultural-orientation scores of the students. The scores…