A SEQUENCE OF STEPS FOR ESTABLISHING LANGUAGE LABORATORIES ARE DELINEATED IN THIS REVISED PAPER. THE ORIGINAL PAPER WAS PRESENTED TO THE MODERN LANGUAGE ASSOCIATION CONFERENCE IN NEW YORK CITY ON THE "LANGUAGE LABORATORY IN HIGH SCHOOLS" (OCTOBER 1960). INCORPORATED IN THE REVISED PAPER ARE MANY SUGGESTIONS MADE BY THE CONFEREES,…

Today's language classroom is vastly different from that of the mid- to late 20th century. The study is a meta-analysis of recent research which provided the means to identify current and emerging trends in the field. Informed by this research, some identified trends that are shaping the 21st century language classroom are outdated practices such…

A TWO-PART CONFERENCE ON PLANNING AND OPERATING LANGUAGE LABORATORIES WAS HELD. THE FIRST PART (HELD NOVEMBER 1960) CONCERNED THE LANGUAGE LABORATORY IN COLLEGE. THE SECOND (DECEMBER 1960) CONCERNED THE LANGUAGE LABORATORY IN SECONDARY SCHOOL. THIS REPORT CONTAINS A LIST OF THE CONFEREES AND SOME BRIEF PROCEDURAL NOTES, AND IS A PART OF A SERIES,…

As blended language learning environments evolve within tertiary foreign language institutions, issues of power with regards to the privileging of electronic technologies come to the fore. Blended learning, or the principled mix of online and classroom-based activities, challenges the practices of traditional CALL and face-to-face teaching within…

THIS PAPER WAS PRESENTED AT A TWO-PART CONFERENCE ON PLANNING AND OPERATING LANGUAGE LABORATORIES. THE MAIN TOPIC OF THE PAPER CENTERED ON IDEAL LEARNING SITUATIONS IN THE LANGUAGE LABORATORY, CONSIDERING THE TOTAL LABORATORY-CLASSROOM ENVIRONMENT. SPECIFIC DISCUSSIONS WERE INCLUDED ON (1) LABORATORY INTEGRATION WITH THE CLASSROOM, (2) LEARNING…

A PAPER PRESENTED AT A TWO-PART CONFERENCE ON PLANNING AND OPERATING LANGUAGE LABORATORIES WAS REPORTED. THE TOPIC OF THE PAPER WAS THE PREPARATION AND USE OF LABORATORY MATERIALS. DISCUSSIONS WERE INCLUDED ON (1) THE NEED FOR MATERIALS, (2) CHARACTERISTICS OF GOOD MATERIALS, (3) CONTENT OF MATERIAL, (4) ACTIVE PARTICIPATION OF STUDENTS, (5) USE…

Discussed are the uses to which a language lab may be put for teaching students who have a sufficient understanding of a language's grammar. (LS)

The author discusses the reasons for using the language laboratory in foreign language instruction now that the functional approach has replaced the audiolingual method and gives examples of possible lab exercises. (CFM)

Self-access and language advising are relatively recent and increasingly common types of language support offered in schools and tertiary institutions around the world. There is a great deal of anecdotal support for the positive contribution of such support to student learning. Self-access and language advising hold strong potential as…

THE USE OF THE LANGUAGE LABORATORY HAS GIVEN MANY THOUSANDS OF INDIVIDUALS GOOD LISTENING AND SPEAKING PRACTICE AND HAS BECOME AN EFFECTIVE LEARNING TOOL. THE BASIC PIECE OF EQUIPMENT OF THE LANGUAGE LABORATORY IS THE TAPE RECORDER-AND-PLAYBACK, DESIGNED TO BE USED WITH AUDIOPASSIVE STUDY, AUDIOACTIVE STUDY, AUDIOACTIVE-COMPARATIVE STUDY, AND…

INSUFFICIENT OBJECTIVE EVIDENCE EXISTS AS TO THE BEST WAY TO USE LANGUAGE LABORATORIES IN TEACHING FOREIGN LANGUAGES. THIS STUDY WAS AN ATTEMPT TO DETERMINE WHAT PROPORTION OF INSTRUCTIONAL TIME SHOULD BE ALLOTTED TO THE LANGUAGE LABORATORY WHEN 80 PERCENT OF THE LABORATORY TIME IS AUDIOACTIVE AND 20 PERCENT IS AUDIOACTIVE-RECORD-PLAYBACK. ONE…