A Class Procedure : There are two rooms used for our L.L. program: that is, LI (Full Lab.) and L2 (Hearing Room). As there are only 42 booths in LI, we must divide one class into two groups, and these two groups exchange the rooms after 45 minutes. The teaching material is the USIS film (16mm), "Adventures in English", and the lesson plan is to master each lesson of this series in two weeks. Table 1. A Schedule for Each Lesson[table] L1 : In the first week students are to watch the first half of the movie, and at the same time they record its sound. After recording, they are to fill in the blanks in the script. These blanks are picked out so that they must listen to them carefully in order to give right answers, and students are given the rest of the hour doing this drill. In the second week the main achievement is placed in the Oral Drill that is required in the latter half of the movie. After recording this drill, students are to study by themselves, contrasting their own with the model, and also self-examining their skill. In addition to this drill we adopted a question-answer drill with the help of an American native speaker, Mr. Samuel Grolmes. As the Response Analyzer was added to our equipments, we made a quiz consisting of ten questions on the content of the lessons. Right answers must be chosen among three, and as soon as students make their choices pushing the buttons, Computer, Pen Oscillograph, and Individual Response Recorder tell us the result on the students' reponses. L2 : No matter how well teaching machines will be improved, it is quite impossible for machines to take the place of human instructors in language learning. Therefore the main purpose of L2 lessons are not only to give introductions and suggestions for the Ll lessons but also to fulfil the human element that often lacks in L.L. learning. The final stage of a language mastery is usually a "Teacher-to-pupil" Drill: that is, when asked by a teacher, a student answers using the given patterns smoothly. However, students should be able to produce question after mastering answers. They must learn to make questions and answers. This shall be called a "Pupil-to-pupil" Drill, and this is the final stage in L2. There are four types of lessons in two weeks. (See Table 1, (A) , (B) , (C) , and (D) .) The first half of the class is given (A) some introduction and suggestions on the content beforehand. The other half sees the movie without any instructions, but afterwards they are given (B) confirmation of the movie. In the second week, the first half is (C) prepared for the oral drill before recording in L1, but the other half is given (D) "Polish-up" drills in L2 after recording in L1. Pronounciation drills are given when necessary introducing suspicious pairs of phonemes. To acquire English intonation, rhythm, stress and natural speed, the simultaneous reading is effective. As L2 has Audio-passive equipment, students can listen and at the same time imitate the model. When the instructor tries to give some comments on their performance, others proceed on their reading wearing headphones. Evaluation : In order to have some data on students improvement on hearing and speaking ability, we used the following test. We gave Hearing Test I and II and Speaking Test I before L.L. learning and also after it. The Pretest was given on April 24, 1968, and the Post-test was given on February 5, 1969. According to the test scores (Table 2) , we can conclude that though the hearing ability can be defined as "improved", the speaking ability can give us no significant figures. Table 2 Summery Data for Hearing and Speaking Tests(Before and After)[table] A Response Analyzer : The following paragraphs are devoted to some consideration of the techniques to evaluate performance of students by using a response analyzer. A response analyzer has meters which shows percentage of

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Purpose: The purpose of this paper is to study how learners get impression by pictures for language teaching according to the technique of stimulus, the age of learners and so on. Procedure : Examinees were shown pictures one at a time which they could identify, and were asked to write in Japanese every word for which they thought each picture stood. The examinees were: 200 students in the 12th grade, 86 in the 7th, and 86 in the 4th grade. (Each devided into experimental and controlled groups. ) Results and Interpretations : A. Influence from the techniques of stimulus 1. Concerning the number of elements in one picture The examinees were best able to grasp the common meaning when there were 3 different elements in one picture. The subjects were confused when too many elements (e.g. 7-10 elements) were shown. 2. A picture grouped with pictures of similar objects was as well understood when the picture was grouped with pictures of completely different objects. 3. The method by 'Figure-Ground' was effective to some extent. 4. The way to put the elements representing the connected words together had much effect. B. Concerning the examinees 1. Readiness If the examinees were conditioned, they could understand better than if they had not been conditioned. 2.Age Younger examinees could understand only the meaning what a picture had but older examinees could grasp the abstract meaning it could have. C. Concerning pictures 1. It is better to omit parts other than the ones which expressed the meaning of what was intended. 2. It is better to omit what are common to all the elements except what they are meant to understand. 3. Abstract paintings are better than realistic ones in case of letting them understand general or abstract meanings with 1 element. 4. The preximity of the elements made no difference in understandability.

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I As early as 1880, a laboratory was already used in modern language instruction. Since then about 90 years have passed, during which the A-V equipment used or installed in it has become complex and remarkably sophisticated, even though its chief aim, "to teach languages effectively," has not changed. It is reasonable to expect that the "hardware" of the LL will develop at an even more unprecedented rate ; but, what about the "software?" For example, do we have enough theory, or any theory, to teach foreign languages in an LL? As might have been predicted, the use of an LL in the instruction of foreign languages has passed through stages of zealous acceptance and outright rejection. Moreover, as J. B. Carroll stated in 1963, there has been little experimental research on the contribution that an LL makes to a course of instruction. Unfortunately, Carroll's statement is just as true today as it was then. When we consider the fundamental problems of an LL: the value, the theory, etc., not only are "experimental studies" needed, but also a survey and evaluation of the achievements of the LL to date. II As the world progressed from the end of the 19th century to the beginning of the 20th, modern languages acquired a more crucical position than previously. In addition, the phonological side of languages gained in importance because of advances in linguistics and phonetics. With regard to teaching method, an earnest protest was beginning to be made against G-T instruction, which in turn gave rise to a new method for teaching languages : the "Laboratory Method." This type of instruction aimed at promoting language learning by means of extensive drills and various aids. A special room with equipment (e.g. charts, maps, realia, etc.) was used and sometimes a primitive phonograph. In this method we find the influence of the Natural Method, the Phonetic Method and the Direct Method. Moreover, it owed much to the psychological theories developed from the 19th century to the 20th : Pavlov's "conditioning" and Watson's "behaviorism." That is, the Laboratory Method was consistent with the theories and the results of the science of those days. When we consider the present-day LL, do we have such a theory? Do we have any theory which is related organically with English teaching in Japan and backed up by science, which justifies the value of an LL, or which provides a rationale for its use and the preparation of effective materials? The first step toward formulating a theory for LL instruction in Japan is to identify the specific objectives, as opposed to vague aims and goals, of English teaching in Japan. Not until this has been done can one determine the suitable role of the LL in foreign language instruction and how it can be used most effectively. III Since its advent, the laboratory has had the role of supplementing regular lessons, and the notion of it as a supplementary aid remains unchanged to this day. However, as Morton stated in 1960, it is important to recognize that the LL can also function as a TM; that is, without the limitations set by current notions. In other words, we need to discover what con be expected of the LL as a potential TM, as a way of providing situations in which a student can learn according to his ability. IV About half a century ago, an adequate theory for using a laboratory existed, but since that time no attention has been paid to the theoretical side. As a consequence, advances in technology have so greatly surpassed advances in theory that it is essential to reassess the role of the LL without further delay and to formulate a theory that is not only supported by such sciences as psycholinguistics and educational psychology, but also cognizant of the potentialities of a laboratory, learning with aids, and the function, materials, and administration of an LL.

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In this thesis it is exclusively discussed that a talk which lacks the understanding of foreign culture often causes a serious problem of misunderstanding between two languages concerned. It is generally considered that noises in communication are all due to the insufficient understanding of languages systems as well as the unsatisfactory performance of language skills-speaking, understanding, reading and writing. However, the fact is that even a single word is always grasped through experience and in the total matrix of cultural patterns of the native speaker. The distortion which occurs between two languages is entirely the result of ignorance of the differences between the two cultures. For instance, the word "sentence", such as in "negative sentence, interrogative sentence, or imperative sentence." and the word "sentencia" in Spanish are rather similar in form, but they are quite different in meaning. In this case the "sentence" is expressed as "oracion" in Spanish, such as "oracion negativa, oracion interrogativa o oracion imperativa." Each word or speech utterance in one language has its characteristic meaning which differs from another language, and each meaning is rooted in the reality of culture. It should be noticed that the ignorance of culture becomes a serious noises in communication. If we should ignore the cultural difference between two languages, we would face serious problems of misunderstanding our cultural neighbor.

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