Comments on the article cited above emphasize that in media-aided instruction the main things to remember are the methodological and pedagogical aspects, and not the physical equipment, which leaves untouched the content and the concept of modern foreign language teaching. (Text is in German.) (IFS/WGA)

How teachers can make maximum use of listening for learning. (HB)

How Western Michigan University uses it's Multiple Audio Distribution (MAD) System for instruction. (HB)

A MEMBER OF THE MANCHESTER PUBLIC LIBRARIES STAFF HAS COMPILED A SELECTIVE, ANNOTATED BIBLIOGRAPHY ON LANGUAGE LABORATORIES, LISTING APPROXIMATELY 230 BOOKS AND PERIODICAL ARTICLES, MANY OF WHICH ARE BRITISH PUBLICATIONS CONSIDERED ACCESSIBLE TO BRITISH USERS. THE SECTIONS ARE--(1) BIBLIOGRAPHIES, (2) GENERAL AND COMPREHENSIVE ACCOUNTS DESCRIBING…

The desirability of the language laboratory as a teaching tool is argued, and productive ways to use it are described. (RM)

Five ways are described in which the language laboratory can be used with students who have passed the stage at which they can profit from drills and other repetitive material. (RM)

Utilizes the audio-visual and structuro-global method of language learning in the language laboratory. (DS)

Learner autonomy has been an important issue in English Language Teaching since the 1960s. In language teaching it is of vital importance, since learning can only occur if the learners are willing to learn. So, the students have to realize that their role in the process of learning is crucial. Students have different needs, styles of learning and…

Shortened version of a paper given at the fifth annual conference of the International Association of Teachers of English as a Foreign Language, London, England, January 1972. (HW)

Paper presented at the Fall Conference of the National Association of Language Laboratory Directors at Lone Mountain College, San Francisco, October 16, 1971. (DS)

French and English versions included. (DS)