The value of the language laboratory of self-instruction is stressed. Methods of using multi-phase drills are given, proceeding from cue repetition to open-ended situations. The presentation of prose texts in the laboratory is examined. (Author/JB)

Describes the history of use of language laboratories in foreign language instruction and argues that both the quality and quantity of such activities fell short of the laboratories' potential. (CB)

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

Discusses the language laboratory within the context of various theories of second language learning and in relation to its value in language learning, specifically in terms of the pattern drill. (Text is in French.) (AM)

The importance of meaningful context in language drills is stressed. Suggestions for preparing "contextualized drills for use in the language laboratory are given. (FWB)

Presents an aural comprehension exercise (French) for the language laboratory, which has been undergoing try-out at the Romance Language Seminar of the University of Berlin since the summer semester of 1973. Basic to the concept of this exercise is the combining of oral training and area study. (Text is in German.) (IFS/WGA)

Various taped exercises relating to selected chapters of the textbook "Salut" (Diesterweg, Frankfurt) are presented and discussed. The exercises were created because the drills in the textbook seemed too monotonous to the students. (Text is in German.) (IFS/WGA)

This issue begins with a description (by Henri Niedzielski) of 10 performance objectives devised for a course in French phonetics at the University of Hawaii. The other articles in this issue are concerned with the following topics: (1) a self-instruction approach that allows colleges to offer courses in nearly every language to as few as two…

Two areas in which language laboratory programs can be improved--training teachers in nonverbal aspects of communication and maintenance of an adequate supply of taped materials--are discussed. (RM)

Speech presented at the Calgary Teacher's Convention, February 26, 1970. (DS)

Proposes a method to be used in the language laboratory to develop audiolingual skills and at the same time give the student an active role in the use of the laboratory. (AM)

The language laboratory is a potentially valuable teaching aid. The students' motivation must not be destroyed, however, by forcing them to sit behind a tape recorder in a booth for 45 minutes. They must be given breaks, the working pace must be changed several times, and they must be convinced that they are doing something useful for their…

Based on a 1972 lecture from a Lower Saxony Inservice Teacher Education Course at the Ludwig-Windhorst-Haus, Holthausen bei Lingen, West Germany. (DD)

The purpose of this article is to suggest ways which will prevent students from responding automatically when they are working in the language laboratory." Suggestions for drills are made and sample drills are presented. (FB)