Describes a method which uses the language laboratory to help the teacher correct individual students' pronunciation and which assists the student in memorizing dialogues. (AM)

Language laboratory use has traditionally been limited to structural and phonetic exercises. This article discusses ways to tap more effectively the laboratory's potential, and thus to provide superior language instruction for the student. (Text is in French.) (DB)

Discusses the language laboratory within the context of various theories of second language learning and in relation to its value in language learning, specifically in terms of the pattern drill. (Text is in French.) (AM)

A detailed description of language laboratory sessions in first- and second-year advanced college French classes. Each session is fifty minutes long and includes a wide variety of carefully planned and integrated exercises. Students and instructors are happy with the program. (AMH)

Describes the intonation visualizer, a machine which permits a model sentence to be presented aurally to a student who sees simultaneously the intonation pattern being traced on an oscilloscope screen. The student then repeats the sentence and sees on the screen the intonation curve that he is generating. (Author/CFM)

Starting from the premise that the assessment of second language learners' competence is a must at several points during the learning process, discusses the usefulness of laboratory testing. Argues that it allows for standardized testing, facility of test administration, easy scoring, objective measures, reliability and validity of results. (MES)

Discusses the planning, preparing, assessing, and evaluation of language laboratory technology and pedagogy. (AM)

Speech presented at the Calgary Teacher's Convention, February 26, 1970. (DS)

Proposes a method to be used in the language laboratory to develop audiolingual skills and at the same time give the student an active role in the use of the laboratory. (AM)