Suggests ways in which language laboratory technicians and language department faculty can cooperate to integrate the foreign language curriculum and laboratory use. (AM)

Declining use of the Michigan State University Language Laboratory is reported. The facilities of the laboratory, its physical appearance and location are described, and possibilities for improvement are mentioned. Possible alternative uses for the laboratory are suggested. (RM)

A set of language laboratory materials currently being tested in eight Scottish universities is described. The aim of the completely self-taught course is to increase the student's exposure to the language as a whole. The unity of each tape is based on the communicative function of the introductory text. (AMH)

This course blueprint was first drawn up in 1968 and was later coordinated by the Department of Russian at Birmingham University. Problems of self-instructional courses, details of a particular Russian course and why it had to be changed, and possible improvements for similar course are given. (SC)

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)

Described is the design of a low maintenance, foreign language laboratory at Ithaca College, New York, that provides visual and audio instruction, flexibility for testing, and greater student involvement in the lessons. (Author/CS)

The need for and development of the Miller System for filing tapes and corresponding information are discussed. Boston University's Geddes Language Center developed a distributable catalog of source materials that lists holdings by author and title of work within each language division. (SW)

Video programs have proven more successful for oral proficiency than traditional conversation in English language courses at Stockholm University. Video provides verbal and non-verbal forms of communication and a variety of life-like situations. It also raises students' attention and provides a model for students to imitate. (SC)

In 1975 all four-year and two-year colleges in the country offering two or more foreign languages were surveyed regarding use of videotape in language instruction. Questions were asked regarding types of equipment, use and acceptability, and answers indicate great interest in videotape potential and pedagogical value. (CHK)

Discusses the process of integrating language laboratory work into the existing syllabus of language courses, using technical facilities, and a resident native speaker as a "voice" for recording material. (NCR)

In recent years, individualized instruction has been gaining popularity in foreign language teaching. The results obtained from experimentation with this new approach has offered new insights into methods of teaching and students' needs. This article is based on experimentation with "A Programmed Course in Modern Literary Arabic Phonology and…

Describes a method designed to increase language skills in the advanced student through French-English or English-French translation and interpretation exercises. (AM)

Educators are now realizing, due to recent technological advances in the cassette tape field, that they can have a complete and educationally sound lab system that will adapt to nearly any independent study situation without having to spend large sums of money. Under budgetary constraints and the desire to provide for a learning lab with the…

Language laboratories are especially neglected at the intermediate and advanced levels of foreign language learning. Teachers fail to avail themselves of an important teaching tool at a critical point, when the more mechanical aspects of assimilating the target language should give way to gaining an actual communicative competence in it. At the…

The language media laboratory described in this proposal is intended to provide for the implementation of broader instructional objectives than language laboratories of previous years, including the dial access type. The proposal is divided into three main sections: (1) program rationale; (2) programs and services; and (3) design of the language…