A Testing of the Audio‐Active Voice Reflector in the Foreign Language Classroom

Brown, James W.; Dietz, Donald T.; Fritz, Robert K.; Jenkins, Eldon; Mazzetti, Rita; Posada, Rafael; Merryman, Edward

doi:10.1111/j.1540-4781.1972.tb05033.x

Cited by 4 publications

(3 citation statements)

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“…The MLJ also published articles on a number of unique technological devices that have been used for pedagogical purposes in L2 classrooms. Brown, Dietz, and Fritz (1972) documented the use of the audio-active voice reflector for pedagogical purposes. Such a device-a sort of acoustic shell-"fits over the user's lower face and deflects a portion of his voice up and rearward to the earpiece" (p. 145).…”

Section: Teaching Devices: Conventional and Unconventional Toolsmentioning

confidence: 99%

The Use of Technology for Second Language Learning and Teaching: A Retrospective

Salaberry

2001

The Modern Language Journal

265

145

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As one of the oldest and most influential foreign language pedagogical journals, The Modern Language Journal (MLJ) offers valuable insights into how technological advances have affected language teaching and learning at various points in history. The present article will review the proposed pedagogical use of technological resources by means of a critical analysis of articles published in the MLJ since its first edition in 1916. The assessment of how previous technical capabilities have been implemented for pedagogical purposes represents a necessary background for the assessment of the pedagogical potential of present‐day technologies. In this article I argue that, whereas most “new technologies” (radio, television, VCR, computers) may have been revolutionary in the overall context of human interaction, it is not clear that they have achieved equal degrees of pedagogical benefit in the realm of second language teaching. I further claim that the pedagogical effectiveness of different technologies is related to four major questions: (a) Is increased technological sophistication correlated to increased pedagogical effectiveness? (b) Which technical attributes specific to new technologies can be profitably exploited for pedagogical purposes? (c) How can new technologies be successfully integrated into the curriculum? and (d) Do new technologies provide for an efficient use of human and material resources?

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Section: Teaching Devices: Conventional and Unconventional Toolsmentioning

confidence: 99%

The Use of Technology for Second Language Learning and Teaching: A Retrospective

Salaberry

2001

The Modern Language Journal

265

145

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“…Mueller and Niedzielski (1966) also used programmed instruction, but with no reliably demonstrable effect. Another technological blind alley was illustrated in the article by Brown, et al (1972): use of an "audio-active voice reflector" to improve pronunciation in classroom practice. Although there appeared to be a positive effect of this device, its use brought about inherent inconvenience and oddity, so it did not appear further in classroom studies.…”

Section: Into the 60smentioning

confidence: 99%

“…Other researchers, like Peters (1934) and Feder and Cochran (1936), selected groups after equating for mental ability or aptitude. In some cases, authors have been able to make random assignment to treatment groups, as in the article by Brown, et al (1972), withinclass comparison.…”

Section: Control Groups (Equivalence Of Proficiency Tasks Learner Cmentioning

confidence: 99%

Progress in Language Classroom Research: Evidence from The Modern Language Journal, 1916‐2000

Chaudron

2001

The Modern Language Journal

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This article reviews the topical and methodological trends in the past 85 years of research on language classrooms in The Modern Language Journal. The primary focus is on empirical investigations into oral classroom instruction in post-secondary classes, which include comparisons of language teaching methodology, observational procedures in classrooms, examinations of teacher and learner talk, and some reports on the influence of specific factors such as tasks and learner attitudes on instructional interaction. Since the review is limited to studies published in the MLJ, a critical comparison of findings is not feasible, although some general trends are noted. The article documents a substantial broadening of scope and sophistication of the methodology adopted for research on instruction in language classrooms. Some critical improvements in methodology are suggested.

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The relationship between auditory discrimination and oral production of Spanish sounds in children and adults

Rosenman

1987

J Psycholinguist Res

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A Testing of the Audio‐Active Voice Reflector in the Foreign Language Classroom

Cited by 4 publications

References 0 publications

The Use of Technology for Second Language Learning and Teaching: A Retrospective

The Use of Technology for Second Language Learning and Teaching: A Retrospective

Progress in Language Classroom Research: Evidence from The Modern Language Journal, 1916‐2000

The relationship between auditory discrimination and oral production of Spanish sounds in children and adults

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