Drilling Techniques in the EFL Classroom

[Anonymous]

Reflective Questions:
1. What, if any, drilling techniques do you use in your contexts with your learners?
2. Why is choral drilling so important?
3. Do you think the aim of controlled oral practice is improvement or perfection?

[Anonymous]

1. I try to use different techniques such as: situationalized drilling, transformation, choral and individual drilling, back chaining, etc.
2. It helps to build up their confidence before saying it on their own.
3. I guess it’s improvement. We can’t expect them to be perfect

[mj.pujol.twinam]

1.- I use to learned vocabulary in context and also functional structures s well as in agreeing and disagreeing statements.
2.- it helps students to learn new vocabulary in context and new grammatical structures.
3.- it is an improvement but students can also perfect the understanding of some structures.

[Anonymous]

It’s great to read that there ARE teachers out there already who drill and can find times throughout a lesson to help SS with pronunciation practice! I agree with you Iris that ‘perfection’ is unrealistic so it’s more important to encourage them just to be better and at least have the confidence to try!
Maria, meaning should always be established first as simply repeating a structure doesn’t aid understanding but when doing pron practice with functions, the way the say the structure is just as important as knowing the right words because meaning can certainly be inferred from the context then 🙂
I’m so glad you both enjoyed the session today and THANKS for posting in the forum!

[Gabi Kotlubaj]

thank you Susie! I loved the workshop, in particular the fact that you demonstrated with such ease that drilling can be fun!! As a non-native teacher of English, I can’t stress it enough that without drilling there is no proper learning- understanding the meaning of a new word is not enough for students to use the word confidently and accurately outside the classroom. As a learner I was not drilled enough and oftentimes I found myself in a situation where, even though I knew the word I wanted to say, I didn’t have the confidence to say it for fear of mispronouncing it- just imagine how many students may feel this way because we may not be doing enough drilling in the classroom.

[Author]

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