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The Roles in Teaching Vocabulary Using Drilling Technique

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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