Laboratory practice requires preparation in class and adequate follow-up. Like the library, it does not replace the teacher but is an auxiliary to teaching. The laboratory is not a panacea, but a place for continued experimentation and innovation in teaching methods. Variety in instruction is required. (PJM)

Explains how the language laboratory can be used to introduce a literary text. (Text is in French.) (PP)

Suggests new approaches to the problem of listening comprehension for advanced foreign language learners. (Author)

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)

Discusses the direction in which language laboratory instructional practices should be developed. (Text is in German.) (Author/KM)

THE EXTENT TO WHICH PATTERN PRACTICE TECHNIQUES HELPED NEGRO STUDENTS WHO NEEDED TO MASTER STANDARD ENGLISH AS A SECOND LANGUAGE WAS INVESTIGATED. MATERIALS AND PROCEDURES TO IMPLEMENT SUCH TECHNIQUES WERE WORKED OUT. THE SUBJECTS ATTENDED CLAFLIN COLLEGE, AN ALL-NEGRO 4-YEAR COLLEGE IN SOUTH CAROLINA. APPROXIMATELY 65 TO 70 FRESHMEN WERE PLACED…

THE EFFECTS OF A NUMBER OF VARIABLES BASIC TO THE LEARNING OF FOREIGN LANGUAGE VOCABULARY WERE REPORTED. THE LANGUAGE SELECTED FOR LEARNING WAS RUSSIAN. SUBJECTS IN THE FIRST EXPERIMENT WERE 409 STUDENTS FROM AN INTRODUCTORY PSYCHOLOGY COURSE. FROM AN ENGLISH-RUSSIAN DICTIONARY, A PRELIMINARY LIST OF COMMON VERBS WAS SELECTED WHICH REPRESENTED AN…

VARIOUS INSTRUCTIONAL PROJECTION EQUIPMENT WAS PICTURED AND BRIEFLY ANNOTATED IN THIS DOCUMENT. PROTOTYPES OF NEW EQUIPMENT WERE ALSO INCLUDED. OTHER VOLUMES IN THIS SERIES ARE ED 003 738 THROUGH ED 003 746. (TC)

THIS ARTICLE DESCRIBES THE LANGUAGE LABORATORY AT THE NATIONAL UNIVERSITY OF TRUJILLO AS IT IS USED IN THE FIVE-YEAR ENGLISH TEACHER TRAINING PROGRAM. THE FIRST TWO YEARS OF THIS COURSE ARE INTENSIVE, BASED ON A STUDY OF ENGLISH USING LADO-FRIES MATERIALS (FOR LATIN AMERICAN LEARNERS) WHICH REQUIRE FIVE HOURS OF CLASSWORK A WEEK SUPPLEMENTED BY…

The author emphasizes the importance of the distinction between "true programs" (i.e., programs which are completely self-instructional) and "pseudo-programs" (i.e., those which are not). On the basis of this distinction, he outlines a 25 point instructional program for the teaching of a foreign language, discussing the relationship of the teacher…

Design features are described for the spaces and facilities needed for the variety of activities which make up the process of language learning. Discussion is presented of the design implications of the functions served by the special facilities and equipment of modern language learning. Examples of various types of facilities and equipment are…

Believing that interpreting for a foreigner is one of the most likely uses to which a Hauptschule student will put his knowledge of English, the author pleads for exercises in interpreting. A teaching unit is sketched which utilizes the lab. (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)

High school language laboratories have been modernized and redefined to become "Language Resource Centers" which should serve not only as language laboratories but also as resource centers, the focal point for all language instruction, and as a clearinghouse for multiple, flexible instructional approaches. (Author/CB)