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ERIC Number: ED225400
Record Type: RIE
Publication Date: 1980
Pages: 21
Abstractor: N/A
Integrating the Laboratory into the Curriculum.
Paramskas, D. M.
SPEAQ Journal, v4 n3-4 p129-48 1980
A review of stages in the evolution of the language laboratory shows that its function has changed in the past 20 years. Originally it was described as a way of providing a means for abundant practice of audiolingual drills. Currently, it is described as a learning center with multiple resources and functions. It might be characterized as a facilitative system whose purpose is to help learners cultivate and fulfill their own expectations. Two case studies illustrate its form and function. First, beginning language classes might have three features; large group, small group, and independent study sessions. The small group conversation sessions would be held near the laboratory and would use its materials. All the independent study and practice would be done in the laboratory or at home. In this framework, instructors are freed from more mechanical aspects of teaching, and so have the time and energy to facilitate learning. Different approaches and time-divisions can be adapted to students' personalities and learning styles. For intermediate, advanced, and literature classes, the laboratory functions as a resource center, providing materials and a multi-dimensional context for learning. A sizable bibliography, a glossary of terms, and examples of integrative techniques are appended. (AMH)
Concordia Colloquium on Language Labs, Condordia University, 1455 de Maisonneuve West, Montreal, Quebec H3G-1M8, Canada ($15.00 for entire journal).
Publication Type: Journal Articles; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Concordia Colloquium on Language Laboratories (Montreal, Quebec, July 6-8, 1981).