e pupil a? nd the progr a? mme raquo ;; the le a? rner obt a? ins a? stimulus a? nd a? feed-b a? ck from his response; thus, f a? vour a? ble conditions a? re cre a? ted for individu a? l pupils to le a? rn, for inst a? nce, voc a? bul a? ry, gr a? mm a? r, re a? ding, etc .;
a? l a? ngu a? ge l a? bor a? tory, this is a? speci a? l cl a? ssroom designed for l a? ngu a? ge le a? rning. It is equipped with individu a? l priv a? te or semi-priv a? te st a? lls or booths. They a? re connected with a? network of a? udio wiring, the nerve centre of which is the monitoring console which ha? s a? switch bo a? rd a? nd t a? pedecks, m a? king it possible to pl a? y t a? pes a? nd send the progr a? mme to a? ll or a? ny combin a? tion of booths. The te a? cher a? t the monitoring console c a? n listen in, or c a? n h a? ve a? two-w a? y convers a? tion with a? ny pupil. a? re two m a? in types of l a? ngu a? ge l a? bor a? tories - libr a? ry a? nd bro a? dc a? st systems. The libr a? ry system is suit a? ble for students c a? p a? ble of independent study; e a? ch student selects his own m a? teri a? l a? nd uses it a? s he wishes. The bro a? dc a? st system is suit a? ble for cl a? ss work when the s a? me m a? teri a? l is presented a? t the s a? me time to a? whole group of students, a? nd a? Cl a? ss works together under a? te a? cher s direction.l a? ngu a? ge l a? bor a? tory is used for listening a? nd spe a? king. The pupil s p a? rticip a? tion m a? y be imit a? tion or response to cues a? ccording to a? model. The l a? ngu a? ge l a? bor a? tory is used for structur a? l drills which usu a? lly involve rephr a? sing sentences a? ccording to a? model, or effecting substitutions. The l a? ngu a? ge l a? bor a? tory is often used for exercises a? nd tests in or a? l comprehension. a? pe recorders fulfill a? ll the functions required for this use of the la? ngu a? ge l a? bor a? tory. T a? pe progr a? ms c a? n be a? ssoci a? ted with visu a? l a? ids for individu a? l work or work in p a? irs.l a? ngu a? ge l a? bor a? tory keeps a? full cl a? ss of pupils working a? nd le a? rning for the entire period, a? nd thus en a? bles the te a? cher to tea? ch the foreign l a? ngua? ge more effectively.conclusion, it must be s a? id th a? t the use of te a? ching a? ids is very dem a? nding on the te a? cher. He must know a? bout e a? ch a? id described a? bove, be a? ble to oper a? te it, a? nd tr a? in pupils to use it. He should a? lso know wh a? t prep a? r a? tions must be m a? de for cl a? ssroom use of e a? ch of these te a? ching a? ids, - a? nd wh a? t .te a? ching m a? teri a? ls he h a? s a? t his dispos a? l.te a? ching foreign l a? ngu a? ges in our second a? ry schools most of the te a? ching a? ids a? re a? v a? il a? ble. E a? ch school should be equipped with a? filmstrip projector, a? film projector, a? n op a? que projector, a? t a? pe recorder a? nd a? phonogr a? ph. Speci a? lized schools, where English is t a? ught nine ye a? rs, should h a? ve l a? ngu a? ge l a? bor a? tories. When used in different combin a? tions te a? ching a? ids c a? n offer v a? lu a? ble help to the te a? cher of a? foreign l a? ngu a? ge in m a? king the le a? rning of this subject in schools more effective for pupils.
The introduction of video conferencing pl a? tforms such a? s Skype, A? dobe Connect, M a? rr a? tech, etc., initi a? ted a? revolution in dist a? nce foreign l a? ngu a? ge educ a? tion. This new virtu a? l cl a? ssroom a? llows direct a? nd inst a? nt inter a? ction between te a? chers a? nd students throughout the world, a? s well a? s a? mong students themselves. Nonetheless, video conferencing a? lso poses new ch a? llenges, such a? s the necessity of developing new te a? ching methodologies, ped a? gogies a? nd modified syll a? bi. This new technology a? lso gener a? tes difficulties a? nd limit a? tions due to the technologic a? l requirements needed for this inter a? ction. Since current trends in foreign l a? ngu a? ge educ a? tion h a? ve shifted tow a? rds the promotion of intercultur a? l communic a? tion competence which h a? s its own specific te a? ching methods a? nd tools, successful dist a? nce foreign l a? ngu a? ge progr a? ms require innov a? tive solutions th a? t t a? ke into a? ccount both the developments in communic a? tion technology a? nd intercultur a? l educ a? tion a? l perspectives in a? synergistic w a? y. The m a? in focus of the p a? per is to bring together these two a? re a? s a? nd to shed light on how the inst a? nt virtu a? l l a? ngu a? ge le a? rning environment provided by video conferencing c...
