The procedures used to teach English pronunciation at the University of Sofia are outlined, and samples of drills are presented. (FB)

Describes new approach to use of audio-motor unit as listening comprehension strategy composed of a series of oral commands which elicit physical responses. Proposes using these units in language lab in order to conserve time and have an objective means of evaluating units. (Author/BK)

Outlines a classification scheme designed for language tapes and based on a review of other systems. The catalogue is recorded on a card index, in booklet form, and in a computer. A sample catalogue card is included and a description is given of the process used to set up the cards. (Author/AMH)

Discusses the limitations, problems, and inefficiencies with the language lab systems and some of the corrections that should be made to alleviate these problems. The problem is generally in the area of monitoring of more than one student at the same time and of correcting students. (PJM)

Suggestions are offered for planning a local area network (LAN) for language labs. Questions to ask, consultant selection, and LAN management are discussed. (two references) (LB)

Describes the "natural language lab" that was responsible for the author's learning English and other languages. States that the lab provided the experience of real and meaningful interactions with native speakers of the language, which is crucially needed for successful second-language acquisition. (PRA)

A compilation and review of essential information for the language lab director includes recommended books, electronic lists and newsgroups, professional organizations, and management humor. (four references) (CNP)

This article describes a programme of autonomous language learning (ALMS) introduced at Helsinki University Language Centre in 1994. The programme was developed to encourage students to become actively involved in their own learning in terms of deciding what they need and wish to learn, setting goals and objectives, achieving these objectives, and…

Participants completed 5 laboratory examinations during which the number of responses permitted (1 response, up to 4 responses) and the timing of feedback (no feedback control: Scantron form; delayed feedback: end-of-test, 24-hr delay; immediate feedback: assistant, response form) were manipulated. Participants completed a 100-item cumulative…

A study compared the relative values of listen-respond and listen-respond-compare language laboratory methods. College-level language students were examined and it was determined that the listen-respond method caused greater comprehension gain. Student recording was found ineffective for first-year students, and may be a definite hindrance. (CHK)

This is the first inquiry in a series designed to facilitate the exchange of information among members of the National Association of Language Laboratory Directors. This inquiry identifies, by means of a chart, systems used by fifty-nine institutions in their language laboratories. (AM)

The results of a process of designing, building, and "de-bugging" two replacement language laboratory hardware systems at Concordia University (Montreal) are described. Because commercially available systems did not meet specifications within budgetary constraints, the systems were built by the university technical department. The systems replaced…

A modular-type course in French was developed at the "Centre d'anglais et de francais" at McGill University (Montreal) to meet the needs of incoming students who were lacking skills in listening and oral expression. The course is composed of eight modules a semester, each module corresponding to 15 to 20 hours work on the student's part. The…

This paper describes the development of a new language laboratory program for advanced students at the English Language Center on the Michigan State University campus, which is designed to bridge the gap between manipulative classroom drills and the demands of the lecture halls. (Author)

Examines the ways in which different forms of interpreting can be practiced in the language laboratory, and implications for teaching strategies and laboratory design. (AM)