An manchen unserer Universitaten und Hochschulen wird die deutsche Sprache unterrichtet. Sie wird fur die zweitwichtigste Fremdsprache nach dem Englischen gehalten. Wir unterrichten gewohnlich einmal in der Woche die deutsche Grammatik und fuhren dadurch die Studenten allmahlich in diese Fremdsprache ein. Der Unterricht dauert 90 bis 100 Minuten und wird im Jahre ungefahr 25 Mai gegeben. Zu diesem Zeitabschnitt beabsichten wir, den Studenten nahezu das ganze System der deutschen Wortlehre beizubringen. Aber dieses Ziel wird nur halb erreicht, weil die Zeit zu knapp ist. Denn die Grammatik bleibt fur die Studenten hochstens ein Wissen uber diese selbst und kann nur schwer auf die wirkliche Sprache angewandt werden. Die Studenten konnen namlich daraufhin nur muhevoll die Texte mit dem Worterbuch lesen ; es ist, als ob sie eine Geheimschrift entzifferten. Sie konnen nicht in demselben Masse sprechen, schreiben oder sogar horen und verstehen wie sie lesen. Dieser Tatbestand wird zur Zeit nicht so bald und so leicht zu verbessern sein, denn es handelt sich nicht nur um die Lehrmethode, sondern um das ganze Unterrichtssystem an alien unseren Hochschulen und Universitaten. Aber, von dieser Frage abgesehen, mussen wir uberlegen, ob die mundlichen Ubungen genugend erfolgreich sind, die wir beim Unterricht trotz knapper Zeit machen zu lassen pflegen. Diese Ubungen sind in unserem Falle gut begrundet. Die Lernenden mussen wenigstens die Beziehungen der Laute zu den Silben erkennen. Es ist auch fur das gute Verstandnis einer Fremdsprache notwendig, dass sie ihre geschriebenen Texte gut laut lesen konnen. Ausserdem spielen auch die Tonhohe und Tonstarke vom Grammatischen her eine Rolle. Sie mussen auch diese Beziehungen erkennen. Aber die mundlichen Ubungen rauben dem Lehrer viel Zeit und Muhe. Wenn wir mit ihrer Hilfe nur die Beziehungen zwischen den Lauten und den Silben lehren, so ist das allzu unokonomisch. Es konnte also ein guter Versuch sein, wenn wir mit dem Diktat gleichzeitig auch grammatische Regeln lehren. Wir geben den Studenten zuerst einen typischen Satz als den Text, der die zu lehrende grammatische Regel enthalt. Wir lassen sie dann diesen Text laut lesen und lassen sie dadurch die Klanggestalt des Satzes verstehen. Wir erklaren dabei auch die Grammatik und den Sinn des Satzes. Danach diktieren wir den Studenten einen neuen Satz. Er ist nur neu, weil ein Teil davon mit einem anderen Wort oder einigen Wortern ersetzt ist. Unmittelbar nachdem sie ihn geschrieben haben, zeigen wir seinen richtigen Wortlaut. Die Studenten korrigieren selbst eventuelle Fehler. Wir lassen sie dann den Text laut lesen und den Sinn erklaren. Wenn diese mundlichen Ubungen ins Tonband ubertragen sind, erspart das dem Lehrer viel Muhe. Und wenn sie durch einen Kopfhorer zu jedem Studenten gebracht werden, so ist es viel besser, als wenn sie von dem Tonbandgerat direkt jedem Lernenden gegeben werden. Denn in dem ersteren Falle erreichen die gelesenen Texte gleichmassig, und jeder kann sich allein mit der Arbeit beschaftigen. Es gibt namlich einen guten Grund da fur, dass wir in unseren Deutschunterricht den einfachsten Typ des Sprachlabors einzufuhren versuchen.

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With the recent development in the field of techniques brought up by the Electronics, a striking progress is being made in both Europe and America concerning the facilities of Audio-Visual Aids as well as the Language Laboratories. It will be worth noticing that Australia which had been considered the most conservative has recently established under the Colombo Plan "English Teaching Centre" holding the facilities of the L.L., and the age of "Aids" in past has been changing its figure into that of"Generation." On the contrary, however, there appeared "Keating Reports" advocating uselessness of the L.L. in the United States as a pioneering nation, while in Japan a bitter criticism has come to be levelled against the L.L. It is chiefly due to the prejudice that the L. L. which should primarily hold a substitution function as "Machine Drill" might also be able to drive out human factors and further to the weakness in theory which will lead to the survey of the educational principle. First of all, we must start setting up a New Approach by solving the problem of four-phase basic terminology-Approach/Method /Technique/Materials-and analising scientifically the following four main fields of approach : (a) The Simple Direct Method (in France) (b) The British Situational Method (c) The " Mimicry-Memorization" Method (developed in the U. S. A.) (d) The "Michigan Approach" (University of Michigan, U. S.A.) Among these methods, the first (a) may presuppose only a specialized comprehensive situation and still lacks opportunities to master extensive sentence forms, while (b) is short of systematization of spoken language in the aspect of substitution, and further (c) and (d) are expressing one lessen ahead of "Pattern Practice" respectively, but open to criticism of being " Meaningless." The New Approach which I would like to introduce here should be Aural-Oral Approach congregated into 4 skills including Reading-Writing factors over three stages of Pronunciation, Grammar and Vocabulary. The great advantages of the pre-recorded materials in many types of "Sentence-generation" (which are useful as part of teaching materials) are (1) Self-checking or Semi-teaching element, (2) the appropriate "Pause" left on the tape as well as "Reaction Time", (3) "Fixing" what they have practiced in the class lessen, and (4) freeing the teacher from tiresome work and serving for both group and individual instructions. It may be said, however, the L.L. itself does not constitute a "Method" of teaching or learning, but it provides the indispensable conditions for the success of the "Method" in social activities. Thus, Lab period should serve as a learning centre in the form of Oral Dictation and Comprehension in a close connection with Pre-lab and Post-lab periods. As it might be considered most serious, the "Human Factor" which has been guessed to be short of in the L.L., should beakeytothequestion in order to raise "Motivation" for the tape-materials. With the advancement of the New Approach, we would suggest the future of the necessity of improving the Flexible Type of the L.L., along with the cooperation of the Visual side as well.

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1. The aim of teaching English in the language laboratory The aim of teaching English in the language laboratory in a junior high school may consist in: (1) improving the learners' English by providing them with good models of English spoken by well-qualified native English speakers, (2) raising the efficiency of aural-oral practice of English by using prerecorded tapes, (3) guaranteeing a listening equally and perfectly distinct for each learner by means of earphones and securing as a model for emulation the normal conversational style of speaking which is impossible in a class of 50 learners but comes naturally when pre-recording in a recording studio. 2. The language laboratory equipments used in our school (1) A set of audio-passive equipments installed in the Audio-Visual Room, providing for 54 learners, i.e. 3-channel 54 jack-boxes. (2) 5 sets of mobile audio-passive equipments. Of the 5 sets, 2 are 3channel, the rest i.e. the "Earphone Chains" being 2-channel, and each set consisting of 25 jack-boxes. 3. The role of the language laboratory in the curriculum of English Generally speaking, the lab work in the English session seems to fall into two types : (1) Of the 4 or 5 weekly English sessions, 1 or 2 sessions are entirely devoted to the lab work and often a limited number of the classes of the school has an access to the lab. (2) The lab work is such an integral part of the English lessons for all the classes of the school that it regularly comes in at certain stages of the instruction in all the weekly sessions. Considering the generally accepted principle that a lab work cannot hold the best part of young learners' attention for more than 20 minutes, the lab work of the first type cannot expect better results than that of the second type. Besides, the first type of work often obliges some classes of the same school to keep away from the lab and this is a very serious problem of educational importance. 4. The regular lab work done in every English session: (1) Reading aloud exercise, a review work (2) Pattern-practice, mostly of the "variation" type (3) Reading aloud exercise of the new material The total time spent in these three kinds of work occupies about 15 minutes of the whole 50-minutes' session. 5. The tapes used in our school (1) The tapes for the reading aloud exercise were recorded by native speakers and arranged in the following manner: a. Straight reading used for listening; the reading of the same passage is repeated twice, the second reading immediately following the first. b. Reading of the same passage with a pause after each sentence. This form of reading is repeated three times, the second reading immediately following the first and the third immediately the second. (2) The tapes for pattern-practice were spoken by Japanese teachers and the practice includes such types of exercise as "variation" (i.e. substitution, conversion, expansion), composition, and question-andanswer. All these exercises consist of a practice sentence arranged in the form of the four-phase drill. 6. The results (1) The learners have become markedly more sensitive to the sounds of English and much improvement has been achieved in their ability of sound recognition. (2) Marked progress has been made by the learners in understanding spoken English. (3) The learners' ears are now familiar with English carefully spoken at a normal rate and generally their enunciation closely follows the native pattern. (4) The progress made both in hearing and speaking English has brought about a favorable influence upon their ability of reading and writing English. (5) The pupils pay closer attention to the pronunciation of English i.e. the sounds, the stress, the rhythm and intonation.

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1. OBJECT OF THIS STUDY: The object of this brief survey is to dissipate the misunderstanding that teaching English, based on making good use of various audio-visual aids, becomes effective only when the students improve their hearing and speaking ability in English. In order to keep track of the students' progress and verify the fact that the use of audio-visual aids is helpful not only to cultivate hearing and speaking ability in English, but also to achieve other skills in English as a foreign language, I have set up two different kinds of classes. One is an ordinary class in which English is taught without the help of any mechanical devices. The other is a trial class in which I teach English to the students who are divided into three groups with one tape recorder in each group to make each of the three equal in their intellectual standard. 2. THE TRIAL CLASS: Students in this class are divided into three groups so that I can observe them fully and give them satisfactory drills with the help of the three tape recorders. I can easily see the students repeating and reproducing the new words and sentences in responding to the tape recorders. Also, I can easily tell which sentences are difficult for them to repeat and memorize. The students are able to hear the native speakers speak on the tape without being disturbed by others through the earphones. 3. THE ORDINARY CLASS: This is so called face-to-face teaching system which is seen in most schools. In this class, I teach English putting special stress on the proportion of time to have them practice hearing, speaking, reading and writing. Time allotments are as follow: Speaking practice 15 minutes Hearing practice 10 minutes Reading practice 17 minutes Writing practice 8 minutes 4. THIS IS HOW THE TRIAL CLASS DIFFERS FROM THE ORDINARY CLASS : In the trial class, I find that the students come to take up a positive attitude towards speaking and reading English. They are not afraid of making mistakes in their oral responses. This positive attitude in learning English is, before every thing else, of vital importance to beginners. I believe that students are eminently successful if they preserve in having positive attitudes of learning English and making full and free use of tape recorders. In making a comparison between the trial class and the ordinary class, I think the former shows more sufficient and far better results, not only in hearing and speaking, but also in reading and writing ability. I can say in conclusion that the use of mechanical devices have an important influence even upon the reading and writing of English.

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1. Preface I teach English conversational lessons to the 1st and 2nd year students using simple L.L. And I would like to report on the results obtained by following these lessons and tests. 2. The necessity of using L.L. The aim of the L.L. lesson is to teach students natural and living English. In Japan we often find a very unnatural way of teaching English; teachers teach only logical grammar not English itself. There must be reasons for that. For instance, that is the most effective way to make students pass the entrance examination for college, or even if we want to teach conversation, we cannot find enough native speakers. But as a matter of fact, the fundamental problem is that we don't have any appreciation of the importance of teaching living English. If we did, we would find the way. And here I recommend the use of L.L. method. 3. How to practice at L.L. and its limitation of usage. What should we do then at L.L.? We must teach correct English pronunciation first of all. Without mastering pronunciation, students can never develop their English ability in the normal way. And so we must give students enough chances to practice. For achieving this purpose, one of the best ways is to use L.L. We can ask the students to repeat the speech of native speakers again and again. And we can easily check each student's pronunciation. I want to recommend here not to ask too much of the students from the beginning. For example, perfect mastering of only [s]-[〓], [z]-[〓], [l]-[r], [p]-[f], [b]-[v] can be expected from the 1st year students. For the 2nd year students, [w], [m]-[n], [s]-[〓], [r], [p] (again), [〓], [j] and intonation and rhythm are required. But these pronunciation drills are just an appendix for the lessons. Our purpose is to teach living English conversation and composition. So we had better teach pronunciation and check the students while they practice conversational sentences. The best text is a book written in dialogue style and with pattern practices. We can teach not only English conversation but also English composition at the same time through well arranged pattern practices. And I must mention that these practices in L.L. are just an exercise for hearing and speaking, but not a real performance. We should ask students to perform English conversation with each other or with foreigners, if there is such a possibility. +. Investigation of the effect of using L.L. through tests. I always try to keep two kinds of records. One is the test using simple L.L. and the other a memo in class. I always checkpronunciation, intonation, speech, and performance abilities on my card in class. Then I compare these marks with the L.L. test. As the result of these materials, I want to mention the following matters. (1) Graph (1)-The average marks of pronunciation and performance practicein class. Comparing the mark of 1st and 2nd term, I found better marks as a whole in 2nd term. More than two thirds of the students can master fundamental pronunciation. Also I find that more than one third of the students can pronounce rather fluently with good intonation. (2) Graph (2)-The result of the L.L. test: question II. Put a suitable word in the blanks. This is a very good way to make students master prepositions. Graph (3)-The results of the L.L. test: question III and IV. Question ⇄L Answer. We should make questions and answers and interrogative sentences adapted for answers to balance the ability of asking and answering. (3) Graph (4)-The results of the hearing test, i.e. testing real capability. We find many misapprehensions through hearing. Such mistakes would not be made if the students could see the written words. We can say that the hearing ability of Japanese students differs greatly from their reading ability. Now, judging from graph (1) and (4), I can say that 20% of the students are good at both hearing and speaking. Even in free talking these students

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