Language laboratories, developed in the 1970s under the influence of the Audiolingual Method, were superseded several decades later by computer-assisted language learning (CALL) work stations (Gündüz, 2005). The World Wide Web was developed shortly thereafter. From this introduction and the well-documented and staggering growth of the Internet and…

In this paper, the literature related to the use of technology in the languages classroom will be explored. In relation to the teaching and learning methodologies and approaches past and present as well as current research, comparisons are made between the audio-lingual/visual classroom and the digital classroom by way of describing and comparing…

It is intuitively felt that visual cues should enhance online communication, and this experimental study aims to test this prediction by exploring the value provided by a webcam in an online L2 pedagogical teacher-to-learner interaction. A total of 40 French undergraduate students with a B2 level in English were asked to describe in English four…

Is it feasible for nonfluent instructors to teach Biblical Hebrew by communicative principles? If it is feasible, will communicative instruction enhance postsecondary learning of a classical language? To begin answering these questions, two consultants representing second language acquisition (SLA) and technology-assisted language learning led 8…

An indispensable part of any curriculum design in an educational setting is the analysis of the needs of the learners involved in the context. The needs can be addressed from different perspectives. Among them, the learners' needs in terms of their perceptions toward what constitute learning/teaching and testing processes are of prominent values.…

NONENGLISH SPEAKING STUDENTS ARE HELPED TO DEVELOP A SUFFICIENT COMMAND OF ENLGISH WHICH WILL ENABLE THEM TO PARTICIPATE IN THE REGULAR SCHOOL PROGRAM AT THEIR GRADE LEVEL. THESE PUPILS ARE CLASSIFIED INTO THREE CATEGORIES AND ARE ASSIGNED TO ORIENTATION CLASSES ON THE BASIS OF THEIR COMMAND OF ENGLISH. A TEAM OF ONE CERTIFIED TEACHER AND TWO…

ALTHOUGH THE TRADITIONAL OBJECTIVES OF HISTORICAL-CULTURAL APPLICATION AND ACADEMIC DISCIPLINE CONTINUE TO BE EMPHASIZED WIDELY IN LATIN CLASSES, THE TIMES DEMAND THE ADOPTION OF THE MORE VITAL MODERN METHODS CURRENTLY PRACTICED IN MODERN FOREIGN LANGUAGE TEACHING. OF COURSE, THE ORAL COMMAND OF LATIN CAN NEVER BE FUNCTIONAL, BUT IT CAN PERMIT A…

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)

Language teaching approaches and methods have cast light on the language teaching theory and practice. There are still many controversies about their usefulness and appropriateness. This paper tries to analyze their effectiveness and weakness of several most influential teaching approaches and methods: Grammar-translation Method, Direct Method,…

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)