Suggests new approaches to the problem of listening comprehension for advanced foreign language learners. (Author)

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…

Examines the ways in which different forms of interpreting can be practiced in the language laboratory, and implications for teaching strategies and laboratory design. (AM)

Excerpt of a report describing an experiment in language teaching conducted in 1971 at the University of Bristol School of Education. (DS)

Presidential address delivered at the Tenth Annual General Meeting of the Audio-Visual Language Association held December 28, 1971, at the University of Nottingham, England. (DS)

Although discussion is primarily aimed at pronunciation material for language laboratory use, the principles are, in most cases, equally applicable to pronunciation material, remedial or otherwise, for classroom use. Does not discuss the procedures of development nor the process of tape recording. (Author/MSE)

A description of an experiment testing the effectiveness of three types of language laboratory equipment: Type A is an instant playback of the student's response; type B an instant playback of both recorded material and responses; and the third, long delay playback. Type A was found to be most effective. (AMH)