Drilling Should and Can be Fun

Abstract

The Concept of Language Learning as habit formation (mainly under the influence of Skinner’s behaviourist theories) has led to the widespread use of repetitive drills, not only in the U.S.A., where they were first systematically developed in the ‘mim-mem’ method, but in many parts of the world. In recent years we have been warned not only by teachers but also by psychologists, notably Wilga M. Rivers, against the exclusive use of drilling. In order to ensure transfer of habits acquired through drills, the pupil must participate actively in language practice, must be intellectually and, if possible, emotionally involved. Thus the teacher is faced with the problem of how to make drilling contextualised, situational, interesting.