Sue Harlen

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In the 1960's language laboratories were often used for "programming students" employing repetitious, mechanical methods. The language laboratory was often a technological status symbol for a learning institution. The arguement here is in favour of accepting the "unreality" of the language laboratory and moving onto new goals like encouraging interaction among students and maximizing use of technology while emphasizing meaning rather than form. As fascination with technology in the 90's increases, the language laboratory should grow to encompass newer audio visual facilities (videos, slides) which will aid both students and teachers. As technology moves away from the isolating "single booth" of yesteryear, the role of the teacher changes as well. The teacher becomes a facilitator whose presence in the lab is needed to set up, check and encourage group interaction.



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