The author emphasizes the importance of the distinction between "true programs" (i.e., programs which are completely self-instructional) and "pseudo-programs" (i.e., those which are not). On the basis of this distinction, he outlines a 25 point instructional program for the teaching of a foreign language, discussing the relationship of the teacher…

This article discusses a cataloging and coding system especially designed for language lab courseware. (Author/NCR)

Language laboratory use has traditionally been limited to structural and phonetic exercises. This article discusses ways to tap more effectively the laboratory's potential, and thus to provide superior language instruction for the student. (Text is in French.) (DB)

Describes a program of German video tapes developed at the University of South Florida. For information on availability of video tape copies, contact the Office of Educational Resources, University of South Florida, Tampa, Florida. (RS)

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)

Revised version of a paper presented at the 9th Symposium on Programmed Instruction and Teaching Machines of the Society for Programmed Instruction, April 1971 in Cologne, West Germany. (WB)

Distinguishes between true programs, which are self-instructional, and pseudo programs, which are not. Stresses importance of language teacher in development of true language programs. Bibliography appended. (FWB)

Revised version of a lecture presented November 28 in Norderstedt and December 12, 1972 in Kiel, West Germany. Reviews findings of the Pennsylvania Foreign Language Project and the European Symposium on Work with the Language Laboratory in a Media Context, March 2-3, 1972 in London, England. (RS)