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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1965
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED019033 |
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Table of Contents:
- THE USE AND MISUSE OF LANGUAGE LABORATORIES. SCHERER, GEORGE A. Audiolingual Methods Instructional Materials Language Instruction Language Laboratories Language Teachers School Schedules Second Language Learning Secondary Schools Tape Recordings Teacher Role Teaching Load IF HIGH SCHOOL LANGUAGE LABORATORIES DO NOT COME UP TO EXPECTATIONS IN THE TEACHING PROCESS, IT IS RARELY THE FAULT OF THEIR EQUIPMENT, BUT RATHER A MISUNDERSTANDING OF THEIR USE. A LABORATORY IS AN OUTSIDE-OF-CLASS PRACTICE ROOM OR "LIBRARY," AND TAPES FOR IT MUST BE PERFECTLY CORRELATED WITH CLASSROOM TEACHING MATERIALS. SCHOOL SCHEDULES MUST BE ADJUSTED SO THAT THE LABORATORY MAY BE USED AS AN ADJUNCT OF THE CLASSROOM. EACH MODERN LANGUAGE STUDENT MUST HAVE THE OPPORTUNITY TO USE THE LABORATORY FOR 20 TO 30 MINUTES EACH DAY FOR SUPPLEMENTARY PRACTICE. NEW MATERIALS SHOULD BE OVERLEARNED IN THE LABORATORY AFTER FIRST HAVING BEEN BROUGHT TO THE SAFETY LEVEL IN CLASS. IT IS HELPFUL TO HAVE TEACHERS MONITOR IN THE LABORATORY BUT WASTEFUL TO HAVE THEM OPERATE IT, AND PROCTORS SHOULD BE PROVIDED AS AN EDUCATIONAL AND FINANCIAL ECONOMY. AN AUDIOLINGUAL LANGUAGE TEACHER'S LOAD SHOULD BE LIMITED TO FOUR CLASSES DAILY, WITH NO STUDY HALL, SO HIS VOICE CAN BE SAVED AND HE WILL HAVE TIME TO MONITOR IN THE LABORATORY. THIS ARTICLE IS A REPRINT FROM "THE GERMAN QUARTERLY," VOLUME 38, NUMBER 3, MAY 1965, PAGES 335-344. (AF)