Archive for Tag: creative automatization

Sunday, May 10, 2009

Don’t Dread Drills

By Ela Newman

Instructor in Developmental Writing and in ESL

University of Texas at Brownsville


newjgea@aol.com

Repetition drills, substitution drills, transformation drills. Are they mechanical and unexciting or practical and indispensable in language learning?

The notion of drilling often sparks animated discussion, but surely some students, some of the time, can benefit from having to repeat new structures. The frequency of use itself can help turn that newly-learned phrase into a more reflexive phrase. Drills also allow students to practice controlled and “graspable” pieces of language. Still, we may reasonably wonder if they are stimulating enough, and if they have anything to do with real communication.



Can we use drills in real and meaningful contexts? Is there a way to avoid rote repetition?


I recently took an online course designed by Diane Larson-Freeman, in which it was suggested that role plays involving creative automatization can be very effective. In these, students repeat the same sentence a few times, but they do so in contexts which would require that repetition in real life. In other words, the repetition is “psychologically authentic — the situations call for “natural repetition.”



At one point, students are practicing the structure
something needs V-ing, and they have to repeat the sentence My washing machine needs fixing a few times during a call to an appliance store because the call keeps getting transferred to different departments of the store. I guess that’s something like an instance of “the run around.”


I found the idea quite interesting and have created a few role-play situations that generate a need for “natural” repetition. Here are a couple of scenarios I came up with which can be transformed into role-plays incorporating psychologically authentic repetition. Both focus on the causative have.

Activity 1: This Room Looks Different



The student has had his or her apartment redecorated and is having a party. Guests are pouring in and they notice the changes. One guest says, “This room looks different,” and the student may respond, “Yes, I’ve had the walls painted.” Another guest arrives and says, “Wow, this room looks great!” to which the student may again say, “Yes, I’ve had the walls painted.” Knock… knock… Who’s there? Another guest? Great! (The more guests the better for the student learning the new structure!)



Activity 2: You Look Different



The student has changed something about his or her appearance and goes to work the next day. One co-worker comments, “You look different today,” and the student may respond, “I had my hair cut yesterday.” Another employee notices a change in the student’s hair color and says, “Your hair seems darker,” to which the student may reply, “Yes, I had my hair dyed chocolate brown yesterday.” Of course, if the student has had a complete make-over, this could go on for some time!

In these activities, the new structure is repeated out of necessity in a “psychologically authentic” context. It feels natural. There is a “legitimate” reason for a student to repeat the same sentence a few times. It appears to be a good way to practice structures which are genuinely new to students, and could precede activities which allow for greater variation in responses.


I’d love to hear from those of you who have used this method and those who’d be interested in sharing role-plays aimed at giving students chances to repeat new structures in contexts which require repetition naturally. Anyone ever practiced past tense forms using role-plays that involve meaningful repetition?