Making the Language Laboratory Work. Notes on an Integrated Approach.

Autor/in	Rubrecht, R.
Institution	Alberta Teachers Association, Edmonton. Modern Language Council.
Titel	Making the Language Laboratory Work. Notes on an Integrated Approach.
Quelle	In: Alberta Modern Language Journal, 16 (1977) 1, S.6-25 (21 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Audiovisual Aids; Laboratory Equipment; Language Instruction; Language Laboratories; Pattern Drills (Language); Second Language Learning; Student Motivation; Student Teacher Ratio; Teaching Methods + Suchen Sie Ihr Suchwort? Audiovisuelles Medium; Laborausstattung; Language laboratory; Sprachlabor; Pattern-Drill; Zweitsprachenerwerb; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The language laboratory is a potentially valuable teaching aid. The students' motivation must not be destroyed, however, by forcing them to sit behind a tape recorder in a booth for 45 minutes. They must be given breaks, the working pace must be changed several times, and they must be convinced that they are doing something useful for their language skills. Close supervision and individual guidance are essential for keeping motivation alive. Some work which is best transferred from the classroom to the laboratory is first practice of texts and conversations and structural exercises. A typical low-cost language lab will be based on cassette recorders; booths should not be used because they interfere with normal visual and aural contact. Two conditions must be met if the lab is to function properly as a teaching aid: (1) all material used by the students should be prerecorded, and (2) an instructor should have no more than ten students at one time. Three complaints are frequently made against language labs: (1) a stifling physical layout, (2) an impossibly high student-teacher ratio, and (3) the irrelevance of lab material to work done in class. A lab program must succeed in eliminating these complaints. (CFM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01