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Abstract
As teachers of modern languages we are well acquainted with audio-visual aids. We use slides and sound recordings to teach new words and structures, to build up situations, to start problemsolving activities, to present dialogues or to drill and practise various aspects of the target language — even though course books and copybooks have retained their key position when we go beyond the elementary stage of language learning. Whether we adopt a national/functional or structural approached(1), or more so-called traditional methods, does not make such a great difference in our attitude towards audio-visual aids, for it seems that the more advanced the students are, the more the teacher tends to rely on books. I don't know if this will remain the case but I am inclined to think that there are developments to be expected at the intermediate level and at the advanced level.