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早在六十年代,第一批语言实验室就在英国投入使用。到一九六五年前后,语言实验室在很多国家已经发展成大中学校外语教学(包括英语教学)的一种普通的教学设备。从一开始,语言实验室就引起了人们不同意见的激烈争论,赞成的和反对的双方几乎到了感情冲动的程度。赞成语言实验室的人极力促使人们相信语言实验室为人们提供了一种完美无缺的、必不可少的教学方法。由于师生的共同努力,他们在语言实验室的教学工作中取得了进展,获得了成功,因此,他们对语言实验室充满了热情。他们感到他们的成功是和语言实验室分不开的。而对立的意见则全盘否定语言实验室的作用,认为它对教员和学生的教与学帮助甚少,
As early as the sixties, the first language laboratories were put into use in the UK. By 1965, language laboratories in many countries have developed into a common teaching device for foreign language teaching in large and middle schools, including English teaching. From the very beginning, language labs provoked intense debate among people on disagreements, with approaching and opposing sides reaching almost the level of emotional urgency. Pro-language lab people strongly urge people to believe that language labs provide a perfect teaching method indispensable to people. Due to the joint efforts of teachers and students, they have made progress in the teaching of language labs and achieved success. As a result, they are full of enthusiasm for language labs. They feel that their success is inseparable from the language lab. Opposition opinions totally negate the role of language laboratories and find it very useful to teachers and students in teaching and learning.