When I visited America in the summer of 1974, I took with me an Aural Perception Test prepared by a Japanese Company. My purpose was to test its validiay by giving it to American students. I thought that if the test was valid, all the test items could be answered correctly by American students. I gave the test to 125 7th graders and the results of the test are :shown below.

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This paper deals with what to monitor in the English spoken by Japanese students in a language laboratory and how to record the students' basic problems. The items to be checked are phonetic, phonemic, phonotactic and morphological as established by contrastive research as well as psychological and empirical studies. Three types of check lists for the use of language laboratory instructors are presented along with some psychological considerations. They have been made with the following three ideas in mind: (1) they should be comprehensive, yet (2) they should be simple enough to be easily handled in the monitoring room, and (3) they should be used to encourage students in personal ways.

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One of the advantages of Audio-Active-Comparative Language Laboratory is that it permits the learners to evaluate their own speech and enables them to practice by comparing their own speech with that of the models. Therefore, it is not conservative to say that the learning effect of A-A-C system LL depends on whether learners themselves are able to correct their own speech in four-phase drills. Therefore, it is important that the instructors, who are in charge of Language Laboratory course, should know the extent to which the learners are able to practice by self-evaluation. The aim of this paper is to investigate the learners' self-evaluation in the four-phase drills. This study will be of interest to teachers who correct the learners' errors by monitoring, because the results obtained in this investigation will economize teachers' efforts. Making the assumption that the larger the sound segments, the easier it is for correction by learners' self-evaluation, phonemic discrimination ability, and correctness of morphemic inflections were tested. For phonemic discrimination, an investigation was made to see the effect of listening twice. For inflectional morphemes, research was done to see whether the learners can correct their mistakes by a second utterance. The author also assumed that the ability of phonemic discrimina- tion would work as the learners' criterion when they corrected their own mistakes. Therefore a correlation between the phonemic discrimination and self-evaluation when practicing inflectional morphemes was sought. The results obtained from this investigation were as follows. The inflectional morphemes were more easily practiced in four-phase drills than phonemes. The average improvement rate was 68.8% for the inflectional morphemes and 32.5% for the phonemes. The conclusion of the research may be stated as (1) the production of phonemic distinctive features can not be studied by the Language Laboratory practice alone; this is the teaching target which needs the instructor's direction by monitoring; (2) inflectional morphemes can be practiced successfully almost entirely in the LL; for inflectional morphemes, the effect of four-phase drills is greater when the sound segments are larger. For free morphemes or syntax, it is intended to make further investigation.

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If education with new media means giving lessons in ways other than the traditional ones with chalk and blackboard, teachers are confronted with various problems that lie ahead and have to be solved before they take up the new media, for the whole system of teaching should be reorganized, so that they may contribute most effectively to successive teaching. As a rule, at the stage of system-planning, questionnaire surveys are made, but in the surveys so far made, the items investigated are not sufficient for language teachers to find out the exact problems in their job. On the other hand, K J method and B S method which are widely applied in planning research are also useful to the actual field of education. The features of these methods are that they enable us to get many kinds of information, and to observe from different points of view. We have collected some seven hundred items of information from three hundred and fifty-one educationists and tried to classify the problems. To summarize the result, functions required for the new teaching media are: easiness of handling, clearness of presentation of colors and movements, richness of software, good combination of functions of each media, and chances of dialogue between the teacher and the students in a big class, and so on. Upon examination of the media now getting more and more widely used, from the above mentioned points of view, we have found that 1) television, 2) 0 H P, 3) loop films, and 4) slide films are worth paying attention to. These media may be classified into Video Tapes and Photographic Films, and, as their functions are of mutual assistance, development of teaching material may be made easier by switching from films to video tapes. Incidentally, we tried to survey teachers' comments given from time to time while students were watching video tapes for thirty minutes and, after checking the result by test. We found that teachers' comments counted nothing in the students' impressions of the program as a whole, but were quite effective for logical comprehension, the amount of memory, and the correction of wrong memory, so that the students could understand the program better than without them. Of all new media of teaching, we have arrived at the conclusion that video tapes are most effective and a certain device in handling them on the part of the teacher leads to remarkable success.

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