This study investigates the ways in which synchronous and asynchronous activities create an online language laboratory that mediates second language (L2) learning for 188 L2 university participants over a 6-week period. Completion of tasks and pre-, post-, and weekly surveys were analyzed. Statistical analyses were run on self-rated questions…

This volume presents a systematic approach to developing advanced English language competence at tertiary level. It includes the reflections of experienced language teachers and teacher-researchers in the English Language Competence programme at the University of Vienna and provides examples of good practice, amalgamating teaching expertise and…

In this paper, we explore how language centres can and need to seize the initiative in matters of internationalisation, language policy and supporting a multilingual and multicultural institutional environment. We identify and explore a number of challenges and opportunities, using the situation in the United Kingdom as our example, demonstrating…

Supports the view that a teacher is needed to help students acquire foreign language skills and that language instruction cannot be exclusively entrusted to the language laboratory. (DS)

Describes a college language program in which modern feature films in German are used as the core material in the curriculum. (RL)

Paper prepared under contract with the English Language Branch--Defense Language Institute, Lackland Air Force Base, Lackland, Texas, and delivered in 1971 to staff members of the Branch. (VM)

Paper presented at the Deutschen Neuphilologentag on April 3, 1970 in Munster, West Germany. (RS)

Advocates the use of dictation in teaching English as a second language. The steps in preparation, administering and correcting classroom dictation are outlined, and a method of organizing material on a language laboratory tape is suggested. In this procedure, students administer the dictation and correct it themselves. (CHK)

This article proposes improving the use of the language lab in second language teaching by increasing the importance of actual spoken language in relation to structural exercises, which may be of an artificial nature. (Text is in French.) (CDSH/CLK)