Alternatives to Mechanical Drills for the Early Stages of Language Practice in Foreign Language Textbooks

Abstract

There is a growing body of research indicating that mechanical drills do not facilitate the development of explicit or implicit knowledge. This study identifies the inadequate aspects of mechanical drills and offers alternative activities for the early stages of language practice, whose formats and features comply with recent research in the learning and acquisition of foreign languages. Wong and VanPatten's (2003) referential structured input activities are suggested as substitutes to practice grammatical features that contribute meaningfully to the utterance. However, for allophonic or allomorphic alternations that are governed by the phonetic, stress, or grammatical context and that do not convey meaning, a new type of activity (form‐form activities) is introduced, which promotes noticing by directing learners to actively operationalize their understanding of grammatical rules. Production activities for the later stages of practice are briefly discussed, and this study concludes with advice for instructors regarding their expectations of students' performance.

Materials in the classroom ecology

“…(For examples of content analyses, see e.g. Crossley et al, ; Jeffries, ; Wong, [English]; Etienne & Sax, ; Herschensohn, ; McCool, ; O'Connor di Vito, [French]; Tschirner, [German]; Aski, [Italian]; Glisan & Drescher, ; Ramirez & Hall, ; Wieczorek, [Spanish]; Azimova & Johnston, ; Rifkin, ; Shardakova & Pavlenko, [Russian]. )…”

“…Research on grammar teaching (Aski, ; Batstone & Ellis, ) suggests that the lack of context and the mechanistic nature of this activity may not be ideal for grammar learning.…”

Effectiveness of a Guided Inductive Versus a Deductive Approach on the Learning of Grammar in the Intermediate‐Level College French Classroom

“…In light of these conflicting theories, the question of whether grammar should be taught in the classroom became the focus of FL investigations. Many researchers in the field have agreed that some elements of explicit instruction, or focus on various forms of the target language, could make a difference and facilitate the learning of a FL (Adair‐Hauck & Donato, 2002a; Aski, 2005; DeKeyser, 1998; Doughty & Williams, 1998; Ellis, 1997, 2001, 2002, 2008a, 2008b; Fotos, 1993; Long, 1983; Norris & Ortega, 2000; VanPatten, 1993). Instructional approaches that aim at drawing students' attention to linguistic forms in a real communicative context are now considered most appropriate for the current goals of FL instruction (Doughty & Williams, 1998; Ellis, 2001, 2008b; Katz & Blyth, 2008; Wong & VanPatten, 2003).…”

Research agenda: Researching grammar teaching and learning in the second language classroom

“…But does all repetitive practice really need to be meaningful? What about morphology with little communicative value (Dekeyser, 1998; Aski, 2005) or L1-L2 differences that make features of morpho-syntax feel awkward (such as word order or non-manual features of sign languages), and that may require isolated ‘mechanical’ practice to develop something akin to muscle memory needed for a new motor skill?…”