This bibliography cites books, articles, and bibliographies that deal with language laboratories. Entries include both European and American publications, and most have been published since 1965. (CLK)

Teaching Black English as a foreign language can improve communication between individuals and enrich the language patterns of Standard English. Essential areas of study in such a course (vocabulary, grammar, translation, and to some extent, environmental exposure) can be programmed on a computer. In fact, a computer supplies the perfect tool for…

The hypothesis that students will express no preference between carrels and open table type of accommodation in a language laboratory was tested in a four-week study. Two identical rooms, one containing carrels and the other containing open tables, were connected to a single control room and used by 1,080 university students (enrolled in language…

This paper describes some of the problems pertaining to teaching reading and aural comprehension in English as a second language, suggests some of the potential uses of programed learning in solving them, and reports on some of the approaches developed at the Economics Institute of the University of Colorado. While an increasing amount of adequate…

The first article in this issue is a response by Dieter Mindt to articles in the January, 1974, issue on the language laboratory versus the portable cassette tape recorder, in which it is argued that although the cassette recorder has many uses it cannot replace all the facilities offered by the stationary language laboratory. James R. Nord…

Recognizing that the tenets of behaviorism and structuralism are being questioned today by the advocates of the new cognitive-transformationalist theory, the authors represented in this collection of papers redefine the potential role and discuss the function of the language laboratory in second language acquisition. Papers given at the 1970…

Experiences in using a language laboratory for teaching classics are discussed. The advantages of laboratory and programmed learning are outlined in relation to other learning. The topics covered include tape-assisted translation, recording methods, student presentations, and other methods of using this approach. (MS)

An intensive course in Spanish is described which met daily for eight weeks from 7:30 a.m. to 3:30 p.m. Time was divided among classroom instruction, native speaker groups, and the language laboratory. (RM)

A framework of selected administrative guidelines is presented for language laboratory directors and supervisors. Internal administration and operation, relations with faculty, and roles outside the university are covered. (SW)

A simple check list originally designed as an evaluation tool for tapes and tape series used in language instruction. The check list includes all aspects of the tape: its contents, its reference to textual material and its overall effect. There are also eight questions for the teacher's opinions. (AMH)

Two areas in which language laboratory programs can be improved--training teachers in nonverbal aspects of communication and maintenance of an adequate supply of taped materials--are discussed. (RM)

Maintains that teaching phonetics should be aimed at enabling the learner to correct himself and that intonation, rhythm and suprasegmental phonemes have commonly been neglected. Describes the value and use of the SUVAG-Lingua Frequency Filter for correcting pronunciation, individually and in groups. (Text is in German.) (IFS/WGA)

Information is presented regarding the Sony 5510 Learning Laboratory to help educators decide if the system is appropriate for their needs. Aspects such as peripheral equipment, optional accessories, end users, user profiles, student reactions, future expansions, and instructional uses are considered. (CB)

Three communication courses for nonnative English speaking pharmacy students at the University of Maryland, Mercer University, and the University of Southern California are described. (Author/MLW)

A survey of college students' attitudes toward use of the language laboratory found that an initial positive attitude toward the laboratory in the first semester becomes more negative during the second semester, suggesting that new instructional materials are needed to maintain the initial favorable attitude toward the laboratory. (CB)