Bela H. Banathy (Ed.D., University of California at Berkeley) is the Director of the East Europe-Middle East Division of the Defense Language Institute (DLI). Previously, he was the Chairman of the Hungarian Department there. His publications include: Instructional Systems (Fearon Publishers, 1968), and “The Use of Contrastive Data in Foreign Language Course Development,” a section in Albert Valdman's Trends in Language Teaching (published by McGraw-Hill in 1966). A member of ACTFL, FLANC, and the MLA, he served as Chairman of the Conference on Applied Linguistics at the MLA from 1964 to 1968.
A Classroom Laboratory Instructional System (GLIS)
Article first published online: 31 DEC 2008
© 1969 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 2, Issue 4, pages 466–473, May 1969
How to Cite
Banathy, B. H. and Jordan, B. (1969), A Classroom Laboratory Instructional System (GLIS). Foreign Language Annals, 2: 466–473. doi: 10.1111/j.1944-9720.1969.tb00323.x
Boris Jordan (M.A., University of Sofia) is a Department Chairman at the Defense Language Institute. He is a member of LSA and ACTFL.
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
- Cited By
ABSTRACT: An important factor in acquisition of language skills is the intensity of student's participation under the guidance of the teacher. During the formative phase of a language course, the conventional classroom procedure usually splits equally the time between teacher and students. The CLIS experiment was based on the assumptions that electronic media offer the opportunity to record linguistically and methodologically well-organized teaching materials, to transmit them to the learner in greater quantity and in a more constant manner than possible in the conventional classroom setup, and thus to increase significantly the student's active participation. The long-range experiment confirms the assumption that the use of the classroom laboratory coupled with proper teaching materials significantly improves language acquisition and enhances the role of the teacher as the manager of learning.