Stresses the importance of language laboratories and other technical devices used in foreign language teaching, particularly in programed language instruction. Illustrates, by means of taxonomies, the various stages a foreign language learning program should follow. (Text is in Spanish.) (DS)

Gives the justification, text, and examples of two recordings illustrating the phonetic oppositions of four French vowels. The tapes were produced and tested at the Universite de Lausanne, and are intended for language laboratory use. (Text is in French.) (MSE)

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

Advocates increased use of language laboratory facilities. Suggestions for improving the acoustic and pedagogical quality of recorded materials are made. (PMP)

A SERIES OF BRIEF DISCUSSIONS ARE GIVEN OF LANGUAGE LABORATORIES WITH RESPECT TO--(1) HOW STUDENTS USE THE FACILITIES, (2) COMPONENTS, (3) GROUP USE AND INDIVIDUAL STUDY, (4) SCHEDULING IN A CURRICULUM, (5) LOCATION IN THE SCHOOL, (6) DESIGN OF THE FACILITIES, (7) RECENT DEVELOPMENTS, AND (8) FUTURE PROJECTION. (JT)

The author describes a program in guided writing instruction designed to help beginning students of English prepare for enrollment in American universities. The lessons were planned to develop the students' mechanics (the ability to spell, punctuate, and follow grammatical conventions), and some degree of competency (what to say, how to organize…

The purpose of this report is to identify the various aspects of language laboratory operation and maintenance as they relate to the teacher and the administrator, and to suggest certain practices which will result in more effective utilization of the installation. Discussion of the language laboratory includes: (1) selection of personnel, (2)…

Aural comprehension is analyzed and seen as active, not passive. A catalog of interference factors leads to a catalog of learning objectives. These have primacy over questions of method. Hence media must be examined with respect to attainment of learning objectives. Lab work is especially useful here. (Text is in German.) (IFS/WGA)

A report is made of a study tour to Europe and Japan. The status of language laboratories and audiovisual education is discussed and machinery and methods described. (RM)

A rebuttal is made to an article entitled "The Case Against the Conventional Language Laboratory" by John R. Allen ("System," Vol. 2, No. 1). Arguments made in that article against the language laboratory are outlined and discussed. (RM)

The equipment and use of language laboratories are described, and their advantages and disadvantages are discussed. Comparisons are made between the use of a language laboratory and the use of tape recorders. (RM)

A study conducted with secondary level students in a Swiss school shows that the future of the language laboratory cannot be disassociated from other aspects of second language teaching. (Text is in French.) (CDSH/CLK)

The construction, equipment, and operation of a new language laboratory facility at the University of Louisville is described. (RM)

Suggests using slides with the language laboratory program "English for Today" (Dortmund/Hannover: Lensing Schroedel). The teacher may assemble his own slides. As an example for introducing slides, "the Sights of London" (Chapter III of "English for Today") is suggested. (Text is in German.) (IFS/WGA)

Ways in which the language laboratory may supplement classroom recitations of university students in the intermediate level of English as a foreign language at Bar Ilan University in Israel are presented here. The goal is to increase reading comprehension for bibliographies in students' major courses of study. (CHK)