eventually memorize it (termed "mim-mem"). Often, the class practices the dialogue as a group, and then in smaller groups. The dialogue is followed by pattern drill on the structures introduced in the dialogue. The aim of the drill is to "strengthen habits", to make the pattern "automatic".

Lado (1964) notes that audio-lingual pattern drills focus the students' attention away from the new structure. For example, the student may think he is learning vocabulary in an exercise such as:

        That's a __________. (key, knife, pencil, etc.)
             (cued by pictures, as in Lado and Fries, 1958)

but in reality, according to audio-lingual theory, the student is making the pattern automatic.

There are four basic drill types: simple repetition, substitution (as in the example above), transformation (e.g. changing and affirmative sentence into a negative sentence), and translation.

Following drill, some audio-lingual classes provide explanation. According to proponents of audio-lingualism, the explanation is a description of what was practiced, not a prescription of what to say. The "rules" presented are therefore not to be considered instructions on how to perform. The explanation section is considered optional, since, in our terms, it is "language appreciation".

(a) Requirements for optimal input

(i) Comprehensible. It can be maintained that audio-lingual methodology does provide comprehensible input. The dialogues and pattern practice are certainly understandable by most students, although some theorists have said that in early parts of a lesson actual comprehension is not necessary, that purely mechanical drill is useful.

(ii) Interesting/relevant. While Lado (1964) advises that the dialogue contain "useful" language, that it be age-appropriate and natural, most dialogues fall far short of the mark of true interest and relevance. Most pattern practice, of course, makes no attempt to meet this requirement.

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