Language Lab

Introduction
Technology has improved a great deal recently in Japan and is
becoming more widespread.  Videotape recorders and personal computers
are not rare for daily use.

Language laboratories have also  greatly improved and are rapidly 

becoming more complex and expensive.  Each student commonly has a tape
recorder as well as headphones and a microphone in his booth.  There
is also visual equipment such as videotape recorders, overhead
projectors, opaque projectors, and slide and movie projectors. 

     Videotapes are being replaced by videodisks, and videodisk
players interfaced with a computer to allow branching will be on the
market soon.  Computers are also used for administration and
evaluation.  Language laboratories are well developed and Japanese
language laboratory equipment is highly established internationally. 
However, its effectiveness has been questioned by American delegates
who observed language laboratories in Japan (McAndrew, 1975).


In order to use language laboratories effectively,
(1) equipment,
(2) teachers,
(3) teaching materials,
(4) programs, and
(5) evaluations
have to be considered carefully.

The history of the American language laboratory can be divided 
into five periods,

(1) the beginning period, before World War II,

(2) the establishing period, until 1958 when the National Defense
Education Act (NDEA), which supplied large amounts of money for
education, was passed,

(3) the developing period, until the end of the 1960's,

(4) the diminishing period, until the end of the 1970's, and

(5) the revival period, until today.

Advantages of language laboratories were thought to be
1) possible to listen to many native speakers,
2) not to hear other students' bad pronunciation,
3) to listen to the records many times
and practice,
4) to lighten the teachers' drills,
5) to prepare for the class enjoyably,
6) able to test listening and speaking, and
7) able to change lessons with replacing cylinders.  (Waltz, 1930)

  In those days, the equipment was not good and quality of records were poor and could not listen many times.  However, the problems language laboratories were already very clear then. 

1) Students did not have enough time in the quarter system. 
2) Students needed to study reading most. 
3) Students could not repeat correctly by
themselves. 
4) Students cheated with the time cards. 
5) Students studied without records since pauses were too long. 
6) They heard noises in the earphones. 
7) Students without language laboratories
increased the grades better.  (Schneck, 1930)

Demerits of language laboratories became clear.  They did not have enough time for language laboratory.  There were courses which language laboratories would not contribute much.  Students would not
repeat correctly.  There were students who did not use sounds.  We need to consider these problems even today for administering language laboratories, and without these considerations, we cannot expect the effectiveness of language laboratories.

     After World War II, language laboratories were spread gradually. 
There were some new trends with them.  They became in use for other
purposes besides foreign language instruction.  Students' recording
became more important.  Visual materials were used with them. 

(Resource taken from study material by Dilipbarad's app for MA material)
Language lab