To drill or not to drill? Towards a holistic approach in teaching English as a foreign language

Abstract

The history of teaching English can be seen as a pendular swing between extremes. Each time a new approach was introduced, it usually contrasted with the previous one. Essentially, there have been two main approaches in English language teaching: one focusing on the rules and structure of the language (analysis) and the other focusing on using the language in real-life situations (use). Throughout the centuries, we have seen this back-and-forth movement. This paper aims to demonstrate that these opposing views can be merged into a more holistic approach to language teaching.
As a case in point, this article explores Audiolingualism and the practice of drilling. In the past, drilling was a central component of Audiolingual methods, often involving repetitive exercises without context. However, recent research indicates that when drills are meaningful and connected to real-life situations, they can serve as the foundation for higher-level thinking skills. The paper discusses different types of drilling and argues that if drill activities are engaging and inventive, they can play a vital role in the modern English language classroom, aligning with current teaching practices.
In conclusion, the paper suggests that there is no single best method for teaching foreign languages. Instead, it proposes that classroom activities should be chosen based on their effectiveness in promoting learning.