Conclusion of a two-part series on language laboratories. Part I appeared in the June 1971 issue of "Modern Languages." (DS)

Indicates that "ease of access to equipment makes no less important the need to plan how each session of machine-guided practice is to be integrated into the instructional sequence, and that improvisation can impede learning. (DS)

Suggests that the 16mm. Pennsylvania films with the "Viewer's Guide are the best, most complete tools presently available for formally and informally teaching good laboratory and attendant materials usage. Films were prduced by Pennsylvania Department of Public Instruction. (DS)

Distinguishes between true programs, which are self-instructional, and pseudo programs, which are not. Stresses importance of language teacher in development of true language programs. Bibliography appended. (FWB)

Discusses general strategies and specific devices to motivate intermediate and advanced students to use the language laboratory frequently and efficiently. Suggests types of materials most effective for language laboratory use. (PMJ)

This article discusses how a language laboratory can be used effectively in an English as a second language/English as a foreign language program. The lab should be used primarily for listening comprehension, not for drill and repetition. (CFM)

Presents a three-step model of English teaching at the Gesamtschule and lists the requirements for achieving the goals of each step in relation to the lay-out and technical equipment of the learning area. (Text is in German.) (IFS/WGA)