DOCUMENT RESUME ED 032 801 FL 001 261 ..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. EquipmentStandards.French, *LanguageInstruction. Language Laboratories. Language Laboratory Equipment. *Language Laboratory Use. Language Skills, Literature, Phonetics. Phonotape Recordings. Pronunciation Instruction. Reading Skills. Specifications A basicFrench course. intendedtostressequallytheaudio-oral and spelling-reading skills,is described. Intermediate courses. specialized courses (in literature. phonetics. stylistics. civilization. and simultaneous interpretation). and the comprehension of scientific material are- also discussed. Descriptions of these courses stress the use and role of audio aids. particularly the magnetic tape recording. Chapters on the language laboratory discuss at length the basic principles ofsoundrecording.operating a languagelaboratory.languagelaboratory specifications. and types of installations. An English-French vocabulary of language laboratory. terminology is also included. (WB) 11 0CMZ0.1 .-.aC/2.= 5 ilit 001 cl)et, P a0 =(1 111 (1) 4,-, cr-Iaqwr cmet)0 PIx0 VI ri 29 n(1) oi P crzor-1CDPFrC/2el) CI*C/3 Po t1.11.1 CD e;40 ____"."-1COr'''. C:J.;CD 3=.r--0C CDC/3C., NECESSARILYPOLICY.NOTORDOPOSITIONSTATED 3=.CGI OPINIONSTHEEDUCATIONFROMORRECEIVEDVIEWOFOFFICEOFASPOINTSOFFICIALEXACTLYIT.REPRESENTREPRODUCEDORIGINATINGORGANIZATIONBEENHASDOCUMENTORPERSONTHIS EDUCATIONOFOFFICE vv 32801EDO WELFARE&EDUCATIONHEALTH,OFDEPARTMENTU.S. FL Copyright, 1960, by AUDIO-VISUAL PUBLICATIONS Wellesley, Massachusetts "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED BY $13 0 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 I 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 FM 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 taughtin 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 testing 49 THE SPELLING-READING WORK 66 I. Principles 66 II. The spelling-reading work in class 66 III. The spelling-reading review tape 69 IV. Spelling and reading tests 70 THE TIME LAG 75 HOMEWORK 76 VISUAL AIDS FOR THE BASIC COURSE 78 I. Visual aids for the teaching of pronunciation 79 II. Visual aids for theteaching of spelling, morphology, and structures 79 III. Visual aids for theimprovement of oral expression 81 IV. Visual aids for theteaching of vocabulary 81 V. The language film 82 CULTURE IN THE BASIC COURSE 84 IMPROVEMENT COURSES Introduction 89 I. Description of the specialdrills on structures, forms, and vocabulary designed tostrengthen the active language skills 90 II. Description of the exercisesbased on cultural materials 91 SPECIALIZED COURSES IN LITERATURE, PHONETICS,STYLISTICS, CIVILIZATION, SIMULTANEOUS INTERPRETATION I. Literature 117 II. Phonetics and diction 120 III. Stylistics 122 IV. Civilization 123 V. Simultaneous interpretation 123 COMPREHENSION OF SCIENTIFIC MATERIAL 127 BASIC PRINCIPLES OF SOUND RECORDING INTRODUCTION 131 THE MECHANICAL METHOD 131 THE MAGNETIC METHOD 132 I. Principles 132 II. Tape recorders 133 III. Recording on magnetic discs, belts, or drums 147 THE OPTICAL METHOD 148 OPERATING A LANGUAGE LABORATORY WORK THAT A TEACHER SHOULD BEABLE TO DO WITH TAPE RECORDERS 151 151 I. General recommendations II. Playing back a tape 153 III. How to record a tape 154 WORK THAT A TEACHER SHOULD BEABLE TO DO WITH MAGNETIC 169 DISC RECORDERS WORK THAT A TEACHER SHOULD BEABLE TO DO WITH VISUAL AND AUDIOVISUAL EQUIPMENT 169 STORAGE 170 I. Tapes 170 II. Records and films 171 BASIC REPAIRS AND MAINTENANCE 171 I. Tape recorders 172 II. Phonographs and magnetic disc recorders 175 III. Visual and audiovisual equipment 175 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 BoomAND ROOM LABORATORIES 188 SPECIFICATIONS FOR BOOTH INSTALLATIONS 190 SPECIFICATIONS FOR ROOM INSTALLATIONS 194 SPECIFICATIONS FOR LABORATORY EQUIPMENTTO BE USED BY THE STUDENTS 194 SPECIFICATIONS FOR MAGNETIC TAPE AND REELS 205 SPECIFICATIONS FOR AUDIO-VISUAL EQUIPMENT 206 THE VARIOUS TYPES OF LANGUAGE LABORATORYINSTALLATIONS 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 AUDIOCOMPREHENSION AND ORAL EXPRESSION 223 SOME REMARKS ABOUT THE VALUE OFSPELLING 227 FURTHER REMARKS ABOUT PRONUNCIATION 230 APTITUDE TESTS 231 REMARKS ON THE USE OF THE AUDIO-dRAL REVIEW TAPE 233 AN OBJECTIVE EVALUATION MACHINE 234 REPORT ON ENDLESS TAPE LOOPS 235 REMOVING THE EQUIPMENT FROM THEBOOTHS 236 REMARKS ABOUT AN EXAMINATIONMACHINE 237 237 FUTURE LANGUAGE LABORATORIES 243 ENGLISH-FRENCH VOCABULARY 255 INDEX DESCRIPTION OF A BASIC FRENCH COURSE GIVING EQUAL IMPORTANCE TO THE AUDIO-ORAL AND SPELLING-READING SKILLS 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 magneticdisc 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 byill-understood Army methods which were used during the second World War and =Alia gavethe 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 thecommercialization around 1947 of relatively inexpensive recording machines. Manyteachers, naturally enough, came to regard these machines as a godsend; they imaginedthat classes could be taught as usual and that these new devices, by dint of repetition,would confer the audio-oral skills that were so loudly demanded. 4. Thus, if we may start this paperwith a paradox, it is no exaggeration to say that the appearance of the tape r'-corder atthat particular time may have been adisservice to the teaching profession. It lulled manyteachers into believing that science hadsupplied real answer did them with an answer to the audio-oralproblems; they failed to see that the mental effort toward the not lie in a given amount ofdollars buying n machines, but in a discovery of appropriate audio-oralmethods. PURPOSE OF THE BASIC COURSE of