Many units in our Now We’re Talking textbook series have drill activities for grammar points. The use of drills in language learning can be a highly effective way to improve accuracy, speed, fluency, and confidence.
Using drills in the language learning classroom was once a prominent activity but fell out of favor in the 1970s. It was a key component of the Audiolingual Method, also known as the behaviorist approach, which was popular in language teaching from the 1940s to the 1960s. Students would spend a large portion of class time repeating sentences after the teacher. The results were somewhat disappointing, as students were often poorly prepared to use the language spontaneously outside the classroom.
However, the use of drills in the language classroom made a comeback around the turn of the century. Paul Nation, a prominent researcher and expert in the field of language teaching and learning, has written extensively on the role of drills in language learning. Nation suggests that drills can be a useful tool for language learners when used appropriately.
According to Nation, drills can be effective in language learning if they:
- Target high-frequency language: Drills should reinforce the most common grammar forms and vocabulary that language learners need to use most often.
- Offer immediate feedback: Drills should provide learners with immediate feedback on their performance to help them identify areas for improvement and to reinforce correct language use.
- Incorporate variation: Drills should be varied to prevent learners from simply memorizing responses. This can be done by changing the order of words, using different tenses or forms, or by introducing new vocabulary.
- Are combined with other activities: Drills should be used in combination with other activities such as reading, listening, and speaking to provide a more comprehensive and balanced approach to language learning.
Our drill activities generally follow these recommendations. Here is a sample taken from here:
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Practice 1: [Review the pictures, vocabulary and grammar for the lesson] Practice 2: Using ‘There is’ or ‘There are’ identify the objects AND the colors. Ex. There are three blue bottles. There is one brown purse. There are four keys. (etc.) Practice 3: Drill Take turns with a partner. See how quickly you can say all 12 items. Your partner should time you. Write your time in Time 1. Do the drill again. Try to beat your time with each practice. Time 1: _____ Time 2: _______ Time 3: _______ |
This activity gives students sufficient time to use the target grammar (there is/there are) in a way where rote memory is not possible. With each sentence, the student needs to recall the vocabulary and make sure the proper grammar form is used.
When used correctly, drills can give the following benefits:
- Improved Accuracy: Drills can help learners improve their accuracy in grammar, vocabulary, pronunciation, and other areas. Regular practice helps learners produce correct forms and structures automatically.
- Increased Confidence: With increased accuracy comes increased confidence. As learners master the drills, they become more confident in their ability to communicate effectively in the target language.
- Faster Learning: Drills provide learners with focused practice that allows them to quickly identify areas where they need improvement. By targeting specific areas of weakness, learners can make rapid progress.
- Better Retention: The repetition involved in drills helps learners retain what they have learned. Regular practice strengthens memory and helps learners internalize grammar, vocabulary, and pronunciation.
- Improved Fluency: By practicing drills, learners develop the ability to use the target language more fluidly and naturally. This leads to greater fluency and ease of communication.
- Enhanced Communication: Drills can help learners develop the ability to understand and produce the target language more accurately and efficiently. This can lead to improved communication with native speakers and greater proficiency in the language overall.
Unlike some other activities, specific drill exercises can be revisited throughout the semester. With the ample practice that these exercises give, we can realistically expect students to incorporate the grammar forms into their speaking by the end of the semester.
References
Paul Nation (2007) The Four Strands, Innovation in Language Learning and Teaching, 1:1, 2-13, DOI: 10.2167/illt039.0
Jack C. Richards (2014). Approaches and Methods in Language Teaching, 3rd Edition. Cambridge Language Teaching.
Tags: Speaking drills; Grammar drills; Language learning