The Evidence Is In
Drills are OUT
Bibliographic Data
| ID | 8937700 |
|---|---|
| Authors | Wynne Wong (The Ohio State University, corresponding author), Bill Van Patten (University of Illinois Chicago) |
| Year | 2003 |
| Volume | 36 |
| Issue | 3 |
| Pages | 403-423 |
| Publication date | 2003-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2003.tb02123.x |
| OpenAlex | W2042425715 |
| Language | EN |
| Citations received | 36 |
| References cited | 52 |
This article focuses on an aspect of traditional instruction — the form‐only activities commonly called “drills,” “mechanical practice,” or “pattern practice.” The authors first distinguish language as an internalized system from language as a productive skill and review the nature of mechanical pratice. They contend that despite claims made about communicative language teaching and its goals, drills and form‐only foreign language activities are still widely used in today's classrooms. After reviewing research on the utility of drills, the authors conclude that these activities are not necessary or beneficial for foreign language acquisition or the development of fluency and should be discarded from instructional practice
Comprehension approach · Fluency · Foreign language · Language assessment · Language education · Linguistics · Mathematics education · Pedagogy · Second-language acquisition · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
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| Unique citing works | 36 |
|---|---|
| Citations per year | 1,57 |
| Citation span | 2003 - 2026 (24) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 33 |