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)

Based on a paper given at the Third Annual Conference of the International Association of Teachers of English as a Foreign Language, London, England, December 30, 1969 to January 2, 1970. (VM)

Defines the relationship that is intended between classroom-based and laboratory based activities, private study and language class, individual and collective effort, and computer-centered and teacher-led learning. Suggests that the aid the computer can provide can be effectively brought into the classroom as an integral part of the teacher's own…

Shows how the language laboratory can become a primary point of convergence for the foreign language department. Discusses how the language laboratory at one college gained momentum as a support for collaborative learning, curricular reform, and study abroad, resulting in greater visibility for the foreign language department on campus and…

This digest examines ways in which the foreign language laboratory can serve to support communicative approaches to language instruction by becoming interactive. Although, in one sense, this can be achieved through the acquisition of interactive hardware, this paper focuses on the pedagogical approaches to language lab use that create interaction…

Foreign students learning English often do not correct their own errors when working in the language laboratory. It appears that students fail to respond if the material to be processed, answered or repeated is either too long or cannot be interpreted. A repeat-loop tape system may answer some problems. (CHK)

The University of Southwestern Louisiana has made a previously required language laboratory course an elective course and has changed the regular two-hour-per-week requirement for those who enroll to a twenty-hour semester total requirement. Laboratory equipment presently in use is shown and described. (SCC)

In order to expand the exercise capabilities of the language laboratory, the instructional place of the daylight projector is discussed, with regard to theories of language and of learning, and with attention to defined learning groups, learning goals and the technical possibilities of a combination of media. (Text is in German.) (IFS/WGA)

The University of Geneva's language laboratory is used by various departments but chiefly by the Ecole de Langue et de Civilisation francaises. This is a description of types of exercises used by the respective departments, as well as plans for a library-study laboratory. (AM)

Describes the experience of some EFL teachers in producing a slide-tape program of practice drills in forming questions. (KM)

THE APPARENT DISAPPOINTMENT AND SLACKENING OF ENTHUSIASTIC INTEREST IN LANGUAGE LABORATORY INSTRUCTION IS MOST PROBABLY NOT DUE TO A FUNDAMENTAL LACK OF EFFECTIVENESS, BUT TO METHODOLOGICAL AND ORGANIZATIONAL PROBLEMS YET TO BE SOLVED. MOST IMPORTANT, THE RESTRICTIVE DEPENDENCE OF LABORATORY MATERIAL ON CLASSROOM LESSONS MUST BE ABANDONED. ONLY…

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)