Then following the teacher’s cue, the students expand what they are repeating part at the end of the sentence (and works backward from there) to keep the intonation of the line as natural as possible. The students repeat a part of the sentence, usually the last phrase of the line. The teacher breaks down the line into several parts. This drill is used when a long line dialog is giving students trouble. Student C : The color of our eyes is black and white. Student A : The color of banana is yellow A chain drill also gives the teacher an opportunity to check each student’s speech. A chain drill allows some controlled communication, even though it is limited. The first student greets or asks a question of the second student and the chain continues.
That student respond, then turns to the students sitting next to him. The teacher begins the chain by greeting a particular student, or asking him a question. Other examples of transformations to ask of students are changing a statement into a question, an active sentence into a passive one, or direct speech into a reported speech. Students are asked to transform this sentence into a negative sentence. The teacher gives students a certain kind of sentence pattern, an affirmation sentence for example. This gives students practice with the question pattern. It is also possible for the teacher to let the students practice to ask question as well. The students should answer the teacher’s questions very quickly. The teacher gives students practice with answering questions.
e one word or more word change during the drill) Substitution drill can used to practice different structures or vocabulary items (i. Students : It didn’t rain, so I needn’t have taken my umbrella Teacher : It didn’t rain, so I needn’t have taken my umbrella The teacher says models (the word or phrases) and the students repeat it. Furthermore, drills have several types in form: They can be inflexible: students often seem to master a structure in drilling, but are then incapable of using it in other contexts.
Harmer states that drilling is mechanical ways if getting students to demonstrate and practice their ability to use specific language items in a controlled manner.įrom those theories above, it can be concluded that drilling is a technique that has been used in foreign language classrooms which emphasis on repeating structural pattern through oral practice to demonstrate students’ ability in using specific language items in a controlled manner.Īccording to Haycraft (36: 1978), after presentation and explanation of the new structure, students may used controlled practice in saying useful and correct sentence patterns in combination with appropriate vocabulary.
Drilling is a technique that is still used by many teachers when introducing new language items to their students. It was a key feature of audio-lingual method approaches to language teaching, which placed emphasis on repeating structural patterns through oral practice.ĭrilling means listening to a model, provided by the teacher, or a tape or another student and repeating what is heard. Drilling is a technique that has been used in foreign language classrooms for many years.
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