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DOCUMENTRESUME

ED 032 801

..By-Marty. Fernand L.

Language Laboratory Learning.

Pub Date 60

Note -250p.

EDRS Price MF-$1.00 HC-$12.60.

Descriptors -Audio Active Laboratories. *Audiolingual Methods. Audiovisual Aids. Course Descriptions. Cultural

Awareness. Equipment Maintenance. Equipment

Standards.French, *LanguageInstruction. LanguageLaboratories. Language Laboratory Equipment. *Language Laboratory Use. Language Skills, Literature,Phonetics. Phonotape Recordings. Pronunciation Instruction. Reading Skills. SpecificationsA basicFrench course. intendedtostressequallytheaudio-oral andspelling-reading skills,is described. Intermediate courses. specialized courses (inliterature. phonetics. stylistics. civilization. and simultaneous interpretation). and thecomprehension of scientific material are- also discussed. Descriptions of thesecourses stress the use and role of audio aids. particularly the magnetic taperecording. Chapters on the language laboratory discuss at length the basic principlesof

soundrecording.operating a languagelaboratory.languagelaboratoryspecifications. and types of installations. An English-French vocabulary of language

laboratory. terminology is also included. (WB)FL 001 261 FL vv U.S.

OFEDUCATIONTHIS

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Copyright, 1960, by

AUDIO-VISUAL PUBLICATIONS

Wellesley, Massachusetts

"PERMISSION TO REPRODUCE THIS

COPYRIGHTED MATERIAL HAS BEEN GRANTED

BY $130

1%C1MS

TO ERIC AND ORGANIZATIONS OPERATING

UNDER AGREEMENTS WITH THE U.S. OFFICE OF

EDUCATION. FURTHER REPRODUCTION OUTSIDE

THE ERIC SYSTEM REOUIRES PERMISSION OF

THE COPYRIGHT OWNER."

All rights reserved. No part of this book may be reproduced in any form, by mimeograph or any other means, without permission in wxiting from the publisher.

PRINTED IN THE UNITED STATES OF AMERICA

To Dean Claude Bourcier who suggested that I should study this aspect of language teaching The administration and faculty of Middlebury College who, for eleven years, gave me full freedom to experiment

Wellesley College where this book was completed

Bernard Bloch, Leonard Bloomfield, George Borglum, Pierre Delattre, Leon Dostert, Frederick Eddy, Charles Fries, Bruce Gaarder, Robert Hall, Elton Hocking, Robert Lado, William Locke, Jeanne Varney Pleasants, B. F. Skinner, George Trager and many others who,.: writings have been a constant inspiration The students of French 10 and 13 at Middlebury College whose cooperation allowed me to complete many difficult experiments All the teachers who participated in the following language laboratory workshops and who helped me to clarify many of the ideas expressed in this book

Middlebury French School (1954-1958)

College of Saint Teresa, Winona, Minnesota (June 1958)

Wellesley College (June and September 1959)

NDEA Institute at Hollins College (August 1959)

NDEA Institute at the University of Maine (August 1959)

Rhode Island College of Education (1959-1960)

Montclair State College (1959-1960)

University of Miami (December 1960)

Elizabeth Jane Saunders and Graziana Lazzarino who read the manuscript and suggested a great number of improvements Linda Borden, Ellen Cantarow, Paula Teich who helped with the typing and the proofreading John, Lelievre, purchasing agent at Wellesley College, who most obligingly helped with many of the problems posed by the preparation of such a book Audio Devices, Inc., Audio Teaching Center Inc., Cousino Electronics, De Mambro Sound (Boston), Langua-Lab, Inc., Magnetic Recording Industries, Michael Scott Co. (Wellesley Hills), Minnesota Mining and Manufacturing Co., Radio Shack (Boston), Science Electronics, Inc., who supplied many pictures and line drawings

I express my deep appreciation

FMI

TABLE OF CONTENTS

DESCRIPTION OF A BASIC FRENCH COURSE GIVING EQUAL IMPORTANCE

TO THE AUDIO-ORAL AND SPELLING-READING SKILLS

INTRODUCTION

1

PURPOSE OF THE BASIC COURSE

1

PRINCIPLES FOR THE BASIC COURSE

2

I. The analysis of the language must be based on

its spoken form 2 II. The acquisition of the audio forms must precede the acquisition of the written forms 11 III. The language must be taught by structures and structural segments 12 IV. The structures must be presented in a logical order 13 V. Our present methods for the teaching of pronunciation are inadequate 16

VI. What is the optimum amount that can be taught

in a basic course? 19

THE AUDIO-ORAL WORK

21

I. Pri_i_liples

21

II. The audio-oral work in class

26

III. The audio-oral review

41

IV. The audio-oral

testing49

THE SPELLING-READING WORK

66

I. Principles

66

II. The spelling-reading

work in class66

III. The spelling-reading

review tape69

IV. Spelling and reading

tests70

THE TIME LAG

75

HOMEWORK

76

VISUAL AIDS FOR THE BASIC

COURSE78

I. Visual aids for the

teaching of pronunciation79

II. Visual aids for the

teaching of spelling, morphology, and structures79

III. Visual aids for the

improvement of oral expression81

IV. Visual aids for the

teaching of vocabulary81

V. The language film

82

CULTURE IN THE BASIC COURSE

84

IMPROVEMENT COURSES

Introduction

89

I. Description of the special

drills on structures, forms, and vocabulary designed to strengthen the active language skills

II. Description of the exercises

based on cultural materials

SPECIALIZED COURSES IN LITERATURE, PHONETICS,

STYLISTICS,

CIVILIZATION, SIMULTANEOUS INTERPRETATION90

91

I. Literature

117

II. Phonetics and diction

III. Stylistics

IV. Civilization

V. Simultaneous interpretation

COMPREHENSION OF SCIENTIFIC MATERIAL

BASIC PRINCIPLES OF SOUND RECORDING

INTRODUCTION

THE MECHANICAL METHOD

THE MAGNETIC METHOD

I. Principles

II. Tape recorders

III. Recording on magnetic discs, belts, or drums

THE OPTICAL METHOD

OPERATING A LANGUAGE LABORATORY120

122
123
123
127
131
131
132
132
133
147
148

WORK THAT A TEACHER SHOULD BE

ABLE TO DO WITH TAPE RECORDERS151

I. General recommendations

151

II. Playing back a tape

153

III. How to record a tape

154

WORK THAT A TEACHER SHOULD BE

ABLE TO DO WITH MAGNETIC

DISC RECORDERS

169

WORK THAT A TEACHER SHOULD BE

ABLE TO DO WITH VISUAL

AND AUDIOVISUAL EQUIPMENT

169

STORAGE

170

I. Tapes

II. Records and films

BASIC REPAIRS AND MAINTENANCE170

171
171

I. Tape recorders

172

II. Phonographs and

magnetic disc recorders175

III. Visual and

audiovisual equipment175

DIRECTING THE LANGUAGE LABORATORY

175

SPECIFICATIONS FOR THE LANGUAGE LABORATORY

INTRODUCTION

183

SPECIFICATIONS FOR THE RECORDING STUDIO

183

SPECIFICATIONS FOR THE CONTROL ROOM

185

SPECIFICATIONS FOR THE CONSOLE

188

COMMON SPECIFICATIONS FOR Boom

AND ROOM LABORATORIES188

SPECIFICATIONS FOR BOOTH INSTALLATIONS

190

SPECIFICATIONS FOR ROOM INSTALLATIONS

194

SPECIFICATIONS FOR LABORATORY EQUIPMENT

TO BE USED

BY THE STUDENTS194

SPECIFICATIONS FOR MAGNETIC TAPE AND REELS

205

SPECIFICATIONS FOR AUDIO-VISUAL EQUIPMENT

206

THE VARIOUS TYPES OF LANGUAGE LABORATORY

INSTALLATIONS

METHOD A

209

METHOD B

210

METHOD C

211

METHOD D

211

METHOD E

211

Mr,;77.7,

METHOD F

212

METHOD G

212

METHOD H

212

METHOD I

213

MONITORING

214

WHERE SHOULD THE LABORATORY BE INSTALLED?

217

THE INSTALLATION WE PREFER

217

APPENDIX

SOME REMARKS ABOUT NATIVE-LIKE AUDIO

COMPREHENSION

AND ORAL EXPRESSION

223

SOME REMARKS ABOUT THE VALUE OF

SPELLING227

FURTHER REMARKS ABOUT PRONUNCIATION

230

APTITUDE TESTS

231

REMARKS ON THE USE OF THE AUDIO

-dRAL REVIEW TAPE233

AN OBJECTIVE EVALUATION MACHINE

234

REPORT ON ENDLESS TAPE LOOPS

235

REMOVING THE EQUIPMENT FROM THE

BOOTHS236

REMARKS ABOUT AN EXAMINATION

MACHINE237

FUTURE LANGUAGE LABORATORIES

237

ENGLISH-FRENCH VOCABULARY

INDEX243

255

DESCRIPTION

OFABASICFRENCHCOURSE

GIVING

EQUALIMPORTANCE

TO

THEAUDIO-ORALANDSPELLING-READINGSKILLS

All through this chapter we refer to tape as

the recording medium because the majority of language, laboratories ar.: now equipped with tape machines.

All the language laboratory techniques that

we describe can be used with magnetic disc or magnetic belt machines.

INTRODUCTION

1. Language teachers are now expected to give their students good audio-oral skills

without sacrificing the traditional reading and writing skills.

2. This demand for higher achievement in our schools was caused mostly by

ill-understood Army methods which were used during the second World War and =Alia gave the general public (and some language teachers) the impression that audio -oral skills could be taught easily with this new approach.

3. This misunderstanding was aggravated by the

commercialization around 1947 of relatively inexpensive recording machines. Many teachers, naturally enough, came to regard these machines as a godsend; they imaginedquotesdbs_dbs26.pdfusesText_32

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