Discusses the feasilility of the use of repeater devices in the language laboratory in order to enable the student to "recapitulate effortlessly and and indefinitely any utterance of any length which is causing him difficulty or is of special interest. (FWB)

This paper describes a method of providing additional and supportive practice time and cultural entertainment programs to the student by means of a service of a campus FM radio station. (Author/NCR)

Speech presented at the Kentucky Foreign Language Conference in Lexington, April 29, 1969. (DS)

The definition, purposes, and possible uses of the language laboratory are discussed in this booklet. Consideration is given to such related topics as the production of materials, the student's task in the laboratory, the planning and supervision of the laboratory, and the problems and future of the laboratory. The second half of the booklet…

The language laboratory is a potentially valuable teaching aid. The students' motivation must not be destroyed, however, by forcing them to sit behind a tape recorder in a booth for 45 minutes. They must be given breaks, the working pace must be changed several times, and they must be convinced that they are doing something useful for their…

TO ENCOURAGE UTILIZATION OF THE LANGUAGE LABORATORY AS A TEACHING TECHNIQUE, THIS BULLETIN DESCRIBES SUCH POSSIBLE USES OF THE LABORATORY AS PROGRAMING LESSONS, RECORDING, AND TESTING LANGUAGE SKILL DEVELOPMENT. ONE OF THE MOST IMPORTANT FUNCTIONS OF THE LABORATORY IS THE PATTERN DRILL, DESCRIBED HERE FOR FRENCH, GERMAN, AND SPANISH. EXAMPLES ARE…

THE FIRST SOUTHERN CONFERENCE ON LANGUAGE TEACHING ACQUAINTED TEACHERS AND ADMINISTRATORS FROM THE ELEMENTARY THROUGH COLLEGE LEVELS WITH MODERN TECHNIQUES OF FOREIGN LANGUAGE TEACHING. THE PROGRAM PROVIDED LECTURES, WORK-STUDY SESSIONS, DEMONSTRATION CLASSES, FILMS, AND EXHIBITS OF EQUIPMENT. THIS REPORT INCLUDES THE FOLLOWING ARTICLES--(1)…

This teaching guide provides instruction in the use of language laboratories and the administration of various types of exercises. The audio-active and audio-active-compare laboratories are described, and arguments for each are offered. After a brief discussion of the choice of material to be learned, an analysis of the following methods for…

Since the audiolingual forms of a foreign language (hearing and speaking) must be controlled before the graphic skills (reading and writing) are taught, exercises in a language laboratory, which affords students intensive, active, individual drill, ought to precede written exercises on the same material. The three major forms of language…

An argument for taping pattern drills without pauses is advanced as a means for allowing students to learn at their own rate. Insertion of pauses by the teacher and advantages of a foot pedal to control pauses are discussed. Examples are provided for two, three, four, and five cycle drills. (AF)

An attempt at promoting greater variety and thus better student attitudes toward open languages laboratory attendance involves a set pattern of five specific steps in the preparation of taped exercises. Three basic principles are prescribed and illustrated by examples in German, French, and English as a foreign language. (RL)

The most effective division of labor between teacher and laboratory is the primary concern in this discussion of language laboratory techniques. A set of 12 factors on language laboratory use involves attendance, supervision (monitoring), integration with classwork, student listening and recording, laboratory availability, and use of pattern…

Guidelines for evaluating, establishing, and administrating classroom and laboratory language programs are offered in this report. Attention is focused on the language laboratory, with sections on its use, scheduling, materials and texts, preparation of audio materials, preparation of tests, supervision, discipline, and maintenance. Briefer…

The theme of this issue of ELT Documents is the use of the language laboratory in language learning. An article by A. Maley summarizes the conference on the use of the language laboratory for advanced learners, held in Paris, 2-4 Oct. 1974, from which two main perspectives emerged. One is critical of the structuralist audio-lingual assumptions…