The Translation Focus Group (TFG) within CercleS has paid particular attention to issues concerning the production of multilingual institutional texts within the context of European higher education, specifically in order to enhance the quality and effectiveness of terminology and style in ways that ensure the availability of the best possible…

An experiment was carried out at the University of Edinburgh to discover ways in which students might be helped to understand spoken language and to become more confident in their interactions in the language. As a result of the experiment findings, materials were designed to train students to perceive stress patterns, to internalize stress-timing…

Suggestions are offered for ways to modify a typical community college language laboratory to serve diverse student needs. The discussion is based on experiences of Anchorage Community College, which modeled its lab on a learning resources center rather than a traditional lab. (LB)

Describes problems associated with listening to recorded materials and the benefits of using a speech compressor/expander. The device speeds up or slows down recorded speech without distortions and has been used with success in second language instruction, research, and testing. (JN)

Discusses the reasons for growing disenchantment with the language laboratory and introduces a novel approach to advanced listening comprehension exercises based on recordings of professional entertainers. Analyzes the sketches as examples of authentic discourse, as illustrations of different speech registers and regional variants, and as vehicles…

The Office of Education, in cooperation with the Modern Language Association of America, conducted a survey of language laboratories in secondary schools and institutions of higher education during the school year 1957-58. The procedure was to send a short questionnaire to all the schools and colleges known to have a language laboratory and…

Describes the use of language lab materials supplied by the pedagogical journal "Russkij Jazyk Za Rubezom" in an advanced Russian-language class. Each week students were given a relevant picture and vocabulary list prior to listening to a taped story. The story was used as the basis for conversation. (LMO)

A model for introducing English-as-a-Second-Language learners to the language laboratory component of a modern "Language Acquisition Resource Center" (LARC) at a metropolitan university is presented. Emphasis is on audio materials, but many of the LARC suggestions are applicable to video and computerized materials as well. (Contains 16…

Few learning centers exist without some level of digital services. On the most basic level, this may be a low-end computer with a printer for word processing. On a more advanced level, there may be dozens of high-end networked computers connected to the Internet. Dartmouth College's Language Lab has gone through various transformations. Until…

This paper describes the 3-year development of the Language Resources Centre at the University of Southampton. The Centre provides a range of self-access resources and facilities in a pleasant working environment for language learners. It offers assistance for languages taught at the university as well as for languages not taught at the…

Baruch College's (New York) Speech Communication Laboratory provides both tutorial and classroom settings and audio, video, and computer-interactive materials to help its large population of non-native English language students improve their language skills. (Author/CB)

Activities and results of the Greenville (South Carolina) English-as-a-Second-Language (ESL) and literacy program for limited-English-proficient community members are described briefly. The cooperative program involves the local literacy association, school district adult education program, and technical college, and offers ESL placement and…