<![CDATA[ <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:none; text-autospace:none; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman"; mso-ansi-language:EN-US; mso-fareast-language:EN-US;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} --> Abstract : The language laboratory has almost been forgotten lately partly due to intensive implementation of the communicative meth­odology in language teaching. This is unfortunate considering that, as a medium of instruction, the language laboratory is, like all other media, a means of reaching a goal. In this scheme, use of the language lab remains relevant. In order for the language lab to suit the commu­nicative purposes certain requirements need to be fulfilled. First, since the goal of the communicative methodology is directed to communi­cative competence, the use of the language lab should be directed for this purpose. Second, a design should be attempted where use of the language laboratory will expose students with authentic language usc.Third, instructional strategics should be in concord with the comââ¬â municative principles such as communicative gaps, pre- and post-activities, and othcrs.Finally, lessons should be built integratively. Examples are given illustrating integration of the listening, speaking, reading, and writing skills in lesson units.]]>
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