tastill.blogg.se - Another word for repeating drills

Help in terms of classroom management, enabling us to vary the pace of the lesson or to get all learners involved.

They may think drilling is an essential feature of language classrooms. This may be particularly true for aural learners.

Help memorisation and automisation of common language patterns and language chunks.

Provide an opportunity for learners to get immediate feedback on their accuracy in terms of teacher or peer correction.

Noticing or consciousness raising of language is an important stage in developing language competence.

Help students notice the correct form or pronunciation of a word or phrase.

This may help build confidence particularly among learners who are not risk-takers.

Provide a safe environment for learners to experiment with producing the language.

They can help learners get their tongues around difficult sounds or help them imitate intonation that may be rather different from that of their first language.

Provide learners with intensive practice in hearing and saying particular words or phrases.

Increased accuracy (along with increased fluency and complexity) is one of the ways in which a learner's language improves so there is a need to focus on accuracy at certain stages of There is also the possibility of groups or pairs of students doing language drills together. the whole class repeats) then individually. Drills are usually conducted chorally (i.e.

There is one correct answer and the main focus is on 'getting it right' i.e. In all drills learners have no or very little choice over what is said so drills are a form of very controlled practice.

This is used for practising common adjacency pairs such as 'What's the matter?', 'I've got a (headache).' or 'Can I have a (pen) please?', 'Yes, here you are.' The words in brackets here can be substituted during the drill.

In question and answer drills the prompt is a question and the response the answer.

one or more words change during the drill). Substitution drills can be used to practise different structures or vocabulary items (i.e.

Other types of drill include substitution drills, or question and answer drills.

The teacher says (models) the word or phrase and the students repeat it.

This is a repetition drill, a technique that is still used by many teachers when introducing new language items to their students. However, drilling remains a useful technique in the classroom if it is used appropriately.Īt its simplest, drilling means listening to a model, provided by the teacher, or a tape or another student, and repeating what is heard. Nowadays we know that language learning is not like this - it is a far more complex and creative process - and language is a lot more than just a list of structures to be memorised.Īn approach based mainly or only on language drills is unlikely to find many adherents today.Based on the Behaviourist view that learning to speak a foreign language - like other skills - was simply a question of correct habit formation, it was thought that repeating phrases correctly lots of times would lead to mastery of the language.