The
Roles in Teaching Vocabulary Using Drilling Technique
Based on Harmer (2007: 207) point out
the roles of Drills if we feel that students have done enough repetition of a
phrase or phrases (or if we don't think such repetition is necessary), we may
organise a quick cue-response session to encourage controlled practice of the
new language. Suppose, for example, that we have taught a group of beginner
students a series of phrases such as They're painting the house, He's fixing the
roof, She's mowing the grass, etc., and that we have pictures of these actions
on cards. We can use these cards as a cue, which we hope will then elicit the
appropriate response, e.g.
Malawi Institute of Education (2004: 15)
Drill is the repeated hearing and use of a particular item. This technique is
most helpful in language learning. As a form of repetition, drills enable one
to focus sharply on particular points of grammar, vocabulary, pronunciation and
spelling. The method can be fun if the teacher is lively and enthusiastic about
it. When using drills and practice, the following procedure is useful:
1
Give a word or phrase
or sentence
2
Let the class say it
after you or respond to it or write it down
3
Repeat each item up to
six times
4
First ask pupils to
practise as individuals rather than as a whole class
Kamhuber (2010: 23) point out the learners
have no control over what is learnt and their main duties are to listen to and
repeat what the teacher says. The teacher, on the other hand, serves as a model
and sets up situations in which the target structure can be practiced. The
teacher is regarded as “skillful manipulator” who uses questions, commands,
etc. to elicit correct sentences from the pupils
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