Educational screen & audio-visual guide (c1956-1971])

students Speak About Audio Learning by Janet S. Reed WHAT makes a teaching method successful? Certainly of prime importance in evaluating any teaching program is the reaction of the student. The use of the oral method and the Audio Laboratory in the study of languages at Middlebury meets with unanimous approval of the participating students. The tape recorder in the laboratory is used in two different ways. In one, it is used simply as a supplement to the classroom instruction. The professor presents the grammar, vocabulary and reading material to the students during the regular class period, usually with the aid of a text or the blackboard. As a part of the outside assignment, the student goes to the laboratory and receives help, mainly in pronunciation and phonetics. This method is used in the teaching of Russian, Spanish, German and Italian at Middlebury. The benefit obtained from this metliod is unquestionable. However, this metliod is useful only in a conventional language course, as contrasted to completely oral instruction. The second method is the "threestep" method as advocated by Mr. Fernand Marty, .Assistant Professor of French and Director of the Language Laboratory at Middlebury. A completely oral-aural course is the only type in which this method is utilized. The material i first presented to the class without :he aid of textbooks or other visual means. The second step is the review laboratory, to which the student goes and listens to the tapes for further clarifications and exemplification, and also drills on various aspects of the language. The third step is the oral examination in which the teacher is in one room and the students are in separate listening booths recording their answers to the questions. At the present time, the three-step method is used only in the teaching of French at Middlebury. Three oral courses are offered in the French department, in addition to the conven Student taking examination in language laboratory where a booth installation is used. Here individual head phones must be used. lional ivpe courses. ¥oT the studi'nt beginning French at the college level, French 10 or Elementary French is taught. In this course, the first semester is spent completely in oral work, with reading and writing being introduced in the second semester. The outside work is done almost entirely in the laboratory, both listening and recording For the student entering with sevcial years of high school French or for those completing French 10, there is French 13, Intermediate French-Oral. For the advanced student, French 41, a semester course in phonetics and diction is offered. .Since French is the only language taught by the three-step method, my interviews were with students of French and concerned their reaction to this method only. The following questions were asked during the interviews: 1) Do you like this method and why? 2) Why are you taking oral French as opposed to the conventional reading course? 3) How does the threestep oral method compare with other methods used in your previous experiences. 4) Are there any disadvantages to this method or anything you particularly dislike about this method? ,5) How much time do you spend in tlie laljoraiory each week? First, I talked with two freshmen who were beginning the study of Frendi at Middlebury. They were both wholeheartedly enthusiastic in their approval of the course and the methods used. Ihe reasons for their enthusiasm varied, but they all pointed to one thing — the desire to speak the language and to be able to converse with nati\e French people. One thought that although she did not particularly desire a reading knowledge of the language, she could pick this up on her own through the oral work. There is so much drill in the course that the French expressions become automatic and you even begin to think in French — a step toward true comprehension. Both agreed that the course was stimulating and challenging. "You must pay attention in order not to miss a single thing," as one expressed it. The girls were loath to speak of any dislikes about the course, because of their high enthusiasm for the instructor and the method in general. One felt a disad vantage was not learning lo s|)ell. 178 EdScreen & AV Guide — April, 1958