Suggestions are offered for ways to modify a typical community college language laboratory to serve diverse student needs. The discussion is based on experiences of Anchorage Community College, which modeled its lab on a learning resources center rather than a traditional lab. (LB)

A correspondence course in English developed in Finland based on the use of portable cassette tape recorders is described. (RM)

This combined directory and bibliography contains information on 2,000 resources, including print, non-print, and organizational issues, related to computer-assisted language learning and teaching and desktop publishing. While most citations of print and non-print materials are from the 1980s, some were produced in the 1970's. Topics include…

In order to offer students more stimulating lab learning, teachers at the University of Hawaii have developed the "lab sheet," a procedure that combines listening and writing skills. It may be adapted for almost any text and language learning level. With its introduction, lab attendance increased nearly 20 percent. (Author/RM)

This bibliography cites books, articles, and bibliographies that deal with language laboratories. Entries include both European and American publications, and most have been published since 1965. (CLK)

The first article in this issue is a response by Dieter Mindt to articles in the January, 1974, issue on the language laboratory versus the portable cassette tape recorder, in which it is argued that although the cassette recorder has many uses it cannot replace all the facilities offered by the stationary language laboratory. James R. Nord…

Recognizing that the tenets of behaviorism and structuralism are being questioned today by the advocates of the new cognitive-transformationalist theory, the authors represented in this collection of papers redefine the potential role and discuss the function of the language laboratory in second language acquisition. Papers given at the 1970…

Experiences in using a language laboratory for teaching classics are discussed. The advantages of laboratory and programmed learning are outlined in relation to other learning. The topics covered include tape-assisted translation, recording methods, student presentations, and other methods of using this approach. (MS)

An intensive course in Spanish is described which met daily for eight weeks from 7:30 a.m. to 3:30 p.m. Time was divided among classroom instruction, native speaker groups, and the language laboratory. (RM)

A framework of selected administrative guidelines is presented for language laboratory directors and supervisors. Internal administration and operation, relations with faculty, and roles outside the university are covered. (SW)

Two areas in which language laboratory programs can be improved--training teachers in nonverbal aspects of communication and maintenance of an adequate supply of taped materials--are discussed. (RM)

Maintains that teaching phonetics should be aimed at enabling the learner to correct himself and that intonation, rhythm and suprasegmental phonemes have commonly been neglected. Describes the value and use of the SUVAG-Lingua Frequency Filter for correcting pronunciation, individually and in groups. (Text is in German.) (IFS/WGA)

Information is presented regarding the Sony 5510 Learning Laboratory to help educators decide if the system is appropriate for their needs. Aspects such as peripheral equipment, optional accessories, end users, user profiles, student reactions, future expansions, and instructional uses are considered. (CB)

A survey of college students' attitudes toward use of the language laboratory found that an initial positive attitude toward the laboratory in the first semester becomes more negative during the second semester, suggesting that new instructional materials are needed to maintain the initial favorable attitude toward the laboratory. (CB)

Explains the techniques and benefits of using a language laboratory which is arranged so that each of several groups can be programed and monitored individually from the console when teaching languages for specific purposes to groups of mixed-ability adults. (Author/MBR)