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)

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)

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)

Discusses the limitations, problems, and inefficiencies with the language lab systems and some of the corrections that should be made to alleviate these problems. The problem is generally in the area of monitoring of more than one student at the same time and of correcting students. (PJM)

Suggests teaching communication has led to wider use of communicative activities to create contexts for English uses. Cites use of music and photographs as valuable tools for stimulating conversation. (BK)

The equipment and use of language laboratories are described, and their advantages and disadvantages are discussed. Comparisons are made between the use of a language laboratory and the use of tape recorders. (RM)

Describes the experience of some EFL teachers in producing a slide-tape program of practice drills in forming questions. (KM)

Advocates the use of dictation in teaching English as a second language. The steps in preparation, administering and correcting classroom dictation are outlined, and a method of organizing material on a language laboratory tape is suggested. In this procedure, students administer the dictation and correct it themselves. (CHK)

A method of testing student pronunciation involves recording a poem. Students transcribe the words they mispronounced in phonetic script and have it checked by the tutor. The phonetics tutorial is required by first-year students majoring in English who are not native speakers. (SW)