Students generally prefer "custom-made" laboratory tapes, as opposed to "traditional" commercially supplied tapes. (LG)

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)

Paper presented at the Fall Conference of the National Association of Language Laboratory Directors at Lone Mountain College, San Francisco, October 16, 1971. (DS)

Part II of a continuing series on open scheduling in Latin and Greek classes in secondary schools. Part I appeared in the December 1972 issue of Classical Outlook.'' (DS)

Stresses the importance of language laboratories and other technical devices used in foreign language teaching, particularly in programed language instruction. Illustrates, by means of taxonomies, the various stages a foreign language learning program should follow. (Text is in Spanish.) (DS)

Describes a laboratory structure based on the open classroom model, consisting of various "skill stations," such as the "listening comprehension and pronunciation station," and designed to allow for flexibility, stimulation, variety, and contact between teacher and student. (AM)

Discusses how the audio-tutorial system originated, how it is currently implemented at Purdue University (independent study sessions, general assembly sessions, and small assembly sessions), and some factors which may determine the effectiveness of its application. (VT)

Assessment of the effectiveness of workstations teaching English-as-a-second-language content, vocabulary, and idiomatic expressions through an adventure film found that the workstations were highly motivational and stimulating, while their effectiveness depended on the students' individual learning styles. (Author/CB)

Part 1 appeared in numbers 18-19, 1972. (DS)