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Abstract
The results of two separate surveys of lectors and heads of German in the UK carried out in 1984 and 1994 are compared. The lector's role in the early 1980s was academically limited, with an emphasis on ‘free conversation’ and social activities with students. A new emphasis on language skills and changes in course structure and content have led to the lector's role becoming more fully defined and academically meaningful. With the financial support of German and Austrian cultural institutions (DAAD/ACI) lectors are increasingly employed as language specialists with other significant teaching duties.