A Viable ESL/EFL Language Lab
Bibliographic Data
| ID | 10819201 |
|---|---|
| Authors | Harvey M Taylor (corresponding author) |
| Year | 1979 |
| Volume | 13 |
| Issue | 2 |
| Pages | 229 |
| Publication date | 1979-06-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3586212 |
| OpenAlex | W2049741719 |
| Language | EN |
| References cited | 4 |
As behaviorism in its extreme forms fell into disfavor as a theoretical explanation for second language acquisition, language lab operators and EFL teachers began to hear with new ears the complaints of bored language students. Unfortunately, rather than recognizing the defects in the lab materials and methods being used, many teachers decided that the lab itself was at fault. As a result, when the expensive language lab equipment of the 1950's and 60's began to break down, few teachers pressured administrators to keep the labs in good condition. Consequently, students who went to the lab found that either the equipment was broken or the few operating stations were always occupied; they then began to skip lab. With fewer and fewer students using the lab, administrators could not allot money for lab repairs or new equipment. Another factor which influenced the relegation of the language lab to an inferior position in EFL programs is an attitude shared by both teacher and students: study in the language lab cannot be very important, since in the majority of cases the lab tapes for ESL/EFL textbooks merely repeat what is printed in the books. These repetitious materials encourage teachers to expect that their teaching job will be completed by the lab. Such materials also allow students who hear exercises already presented in class to assume that they
Linguistics · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Learning and Teaching
| Highly cited | No |
|---|