The use of the tape recorder and the language laboratory in second-language instruction was the logical outgrowth of teaching techniques aimed at conditioning language habits by means of minimal step learning, active response by the students, and immediate reinforcement. Introducing the use of machines to assist in practicing pattern drills was the direct application of Skinnerian principles of learning to the classroom situation. Therefore, lab time was spent in intensive language drill. This drill, in general, took the form of pronunciation practice, mimicry-memorization, or pattern practice.
The tape recorder and the lab were conceived of originally as a means of drilling sounds and structural forms. They were touted as being a tireless drillmaster that performs the tedious chores while leaving the teacher free to concentrate on the creative aspects of teaching. The teacher could now devote her efforts to getting the students to use the language in the classroom. The days of frustrated extraction of answers were over. With the lab the students would be able to respond appropriately and without hesitation to the teacher's questions. The picture was rosy, and the numbers of tape recorders and language laboratories increased rapidly.