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Communication Practice vs. Pattern Practice 'or a Live Teacher Is Absolutely Necessary'

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Title: Communication Practice vs. Pattern Practice 'or a Live Teacher Is Absolutely Necessary'
Language: English
Authors: Palmer, Adrian
Source: English Teaching Forum. 2012 50(4):25-31.
Availability: US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. e-mail: etforum@state.gov; Web site: http://www.forum.state.gov
Peer Reviewed: N
Physical Description: PDF
Page Count: 7
Publication Date: 2012
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Communication Skills, Course Content, Pattern Drills (Language), Drills (Practice), Communication Strategies, Psychological Needs, Aptitude Treatment Interaction, Textbook Content, Curriculum Implementation, Teaching Methods, Educational Practices, Educational Strategies
ISSN: 1559-663X
Abstract: A language course has two components: (1) the course content; and (2) the presentation of that content. This article deals with the presentation component. Its main thesis is this: Since the ultimate goal of language learning is communication, classroom presentation should, from the outset, be directed toward the development of communication skills. Learning requires practice, but this practice should be communication practice, not mere pattern practice. The author develops this theme by considering the following four topics: (1) The nature and form of communication-practice drills; (2) The psychological preparation for communication; (3) The introduction of new content in communication practice; and (4) The relationship of communication practice to textbook and curriculum. [This article was first published in Volume 9, No. 4 (1971).]
Abstractor: ERIC
Entry Date: 2013
Accession Number: EJ997535
Database: ERIC
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  Data: Communication Practice vs. Pattern Practice 'or a Live Teacher Is Absolutely Necessary'
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  Data: US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. e-mail: etforum@state.gov; Web site: http://www.forum.state.gov
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  Data: A language course has two components: (1) the course content; and (2) the presentation of that content. This article deals with the presentation component. Its main thesis is this: Since the ultimate goal of language learning is communication, classroom presentation should, from the outset, be directed toward the development of communication skills. Learning requires practice, but this practice should be communication practice, not mere pattern practice. The author develops this theme by considering the following four topics: (1) The nature and form of communication-practice drills; (2) The psychological preparation for communication; (3) The introduction of new content in communication practice; and (4) The relationship of communication practice to textbook and curriculum. [This article was first published in Volume 9, No. 4 (1971).]
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      – SubjectFull: Pattern Drills (Language)
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