Compares three methods, "Lecons de Transition C.R.E.D.I.F.,""Le Francais et la Vie," and "La France en Direct," in their transition from level one to level two. (Text is in French.) (AM)

Reviews past and current opinions about the role of the language laboratory. Challenges facing the language learning director and teacher, which encompass innovative testing and humanizing the laboratory, are discussed. (RM)

Gives a history of traditional and audiolingual methods of language teaching. Reports on one Swedish and two U.S. long-term experiments. The two methods are found to be of about equal value. The most recent publications reveal a tendency to synthesize the two. (Text is in German.) (IFS/WGA)

Portions of Mendoza-Harrell's article, which is a rebuttal of an earlier article by Allen, are mentioned and criticized. Allen's earlier article discussed the efficacy of language laboratories and proposed student use of cassette recorders. (RM)

From theoretical-linguistic and psycholinguistic viewpoints, semanticizing procedures--audiolingual, audiovisual and situational--are discussed. The methodological standpoint forms the frame of reference of this critique. (Text is in German.) (IFS/WGA)

The author suggests some methods to encourage the language student to improvise his oral answers to class questions. One way is to have the student make up fanciful answers, the other is to use key words in sentences relating to a text. (CK)

The University of Birmingham is equipped with four language laboratories and thirteen private study booths. Use of the laboratories, but not the study booths, declines after the first term of each session. A survey was done gathering data about the users of the private study booths. (RM)

Reviews "L'Audio Mirage," by Joan Fenet, Michele Fourquet, and Jean-Francois LeDu, which studies the newer audiovisual and audiolingual techniques in language teaching. (Text is in French.) (PMP)

The teaching profession is encouraged to retreat from the search for one method of instruction and to recognize that there are many factors which lead to success in modern language learning. Several models offering different approaches for organizing classroom instruction are suggested. (Author/PMP)

A report is made of a study tour to Europe and Japan. The status of language laboratories and audiovisual education is discussed and machinery and methods described. (RM)

A rebuttal is made to an article entitled "The Case Against the Conventional Language Laboratory" by John R. Allen ("System," Vol. 2, No. 1). Arguments made in that article against the language laboratory are outlined and discussed. (RM)

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)

Descriptions of courses, materials, and future developments in English further education programs are presented; paper presented at a meeting of the Centre for Information on Language Teaching and Research EPC Joint Consultative Group, March 16, 1973. (RL)

A discussion of language-learning problems in Singapore, Malaysia, where there are four official languages, and educational television's role in language teaching. (HB)