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For many years language teachers regarded the microcomputer as merely a drill-andpractice machine. One of its main disadvantages seemed to be that it could only be used in certain areas of language teaching, and not ,for example, in oral work. In this paper it is argued that advances in hardware as well as software now make the microcomputer an all-rounder with regard to language teaching. Not only can the analogue sound storage facilities enhance listening comprehension practice but it can also be used for listening practice for different dialects. Advances in software development,for example simulation programmes, open new possibilities for oral group work. Data base programmes can also be used for gathering and organising information before oral work commences. It is emphasized in this paper that the microcomputer will not easily become a willing and able partner in real conversation. On the other hand, if one looks at the recent advances in educational technology, an electronic conversation partner may be part of the language teaching scenario sooner than anticipated by language teachers

This article maintains that software for computer-assisted language instruction is largely dominated by audio-lingual approaches, with their emphasis on drill-andpractice, structural drill and manipulation of discrete items. The writer pleads for a communicative approach in the design of software: present-day hardware is capable of handling such materials, which place the computer in the position of equal partner with the student in a simulated inter-communicative setting. Hierdie artikel beweer dat programmatuur vir rekenaargesteunde taalonderrig grootliks oorheers word deur oudio-linguale benaderings, met die klem op driloefening, strukturele dril en die manipulering van afsonderlike items. Die skrywer bepleit 'n kommunikatiewe benadering tot die ontwerp van programmatuur, aangesien die apparatuur tans beskikbaar, geskik is vir die hantering van sulke materiaal, wat die rekenaar die student sy ewekniee maak in 'n gesimuleerde, inter-kommunikatiewe situasie

The history and development of!NTUS (thelnstitutefor Language Teaching ofthe.University of Stellenbosch) is sketched in broad terms. Certain definitions of the role and function of a university are given and the differences between a language teaching institute and language departments of a university are outlined. It is maintained that research, particularly applied research and development, is the main task of the institute. However, much of this research must be done outside the parent institution, and often with private funding, and therefore a close working relationship has to be established with the private sector. Research findings have to be made available and future researchers have to be trained. A comprehensive list of publications put out by INTUS forms the final part of the article. Die geskiedenis en ontwikkeling van!NTUS (lnstituut vir Taalonderrig van die Universiteit van Stellenbosch) word in bree trekke geskets. Sekere definisies van die rol enfunksies van 'n universiteit word gegee en die ver ski/le tussen 'n taalonderriginstituut en taaldepartemente aan 'n universiteit word in hooftrekke beskryf. Daar word aangevoer dat navorsing, vera/ toegepaste navorsing, en ontwikkeling die hooftake van hierdie instituut is. Baie van hierdie navorsing moet egter buite die moederinstansie gedoen word en dikwels met privaatfondse. Daarom moet daar 'n hegte werkverhouding met die privaatsektor opgebou word. Navorsingresultate moet beskikbaar gestel en toekomstige navorsers opgelei word.' n Omvattende lys van!NTUS-publikasies maak die finale deel van die artikel uit

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