Laboratory practice requires preparation in class and adequate follow-up. Like the library, it does not replace the teacher but is an auxiliary to teaching. The laboratory is not a panacea, but a place for continued experimentation and innovation in teaching methods. Variety in instruction is required. (PJM)

Explains how the language laboratory can be used to introduce a literary text. (Text is in French.) (PP)

Discusses the direction in which language laboratory instructional practices should be developed. (Text is in German.) (Author/KM)

The author emphasizes the importance of the distinction between "true programs" (i.e., programs which are completely self-instructional) and "pseudo-programs" (i.e., those which are not). On the basis of this distinction, he outlines a 25 point instructional program for the teaching of a foreign language, discussing the relationship of the teacher…

Describes the use of soap opera in a language laboratory. Each soap opera episode incorporates a vocabulary list from the course text. The list is supplemented by translation exercises and by a discussion of the particular grammatical principles involved, and the episode is followed by a listening comprehension test. (SED)

Report on a project at the University of Texas, El Paso, involving the use of the language laboratory to train foreign students to listen to different voices and to improve their skills in note-taking and outlining in English. Paper presented at the TESOL Convention, March 1969. (FWB)

Examines the status of foreign language education and makes recommendations for the future. (RB)

A criticism of the educational and economic value of language laboratories. (AK)

Describes new approach to use of audio-motor unit as listening comprehension strategy composed of a series of oral commands which elicit physical responses. Proposes using these units in language lab in order to conserve time and have an objective means of evaluating units. (Author/BK)