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Materials should not rely too much on controlled practice



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Materials should not rely too much on controlled practice 
It is interesting that there seems to be very little research which indicates that controlled practice activities are 
valuable. Sherwood-Smith (1981) does say that ‘it is clear and uncontroversial to say that most spontaneous 
performance is attained by dint of practice’, but he provides no evidence to support this very strong claim. 
Also Bialystok (1988) says that automaticity is achieved through practice but provides no evidence to support 
her claim. In the absence of any compelling evidence most researchers seem to agree with Ellis, who says that 
‘controlled practice appears to have little long term effect on the accuracy with which new structures are 
performed’ and ‘has little effect on fluency’.
 
Yet controlled grammar practice activities still feature significantly in popular course books and are considered 
to be useful by many teachers and by many learners. This is especially true of dialogue practice, which has 
been popular in many methodologies for the last 30 years without there being any substantial research evidence 
to support it. In a recent analysis of new low-level course books I found that nine out of ten of them contained 
many more opportunities for controlled practice than they did for language use. It is possible that right now 
all over the world learners are wasting their time doing drills and listening to and repeating dialogues.
Materials should provide opportunities for outcome feedback 
Feedback which is focused first on the effectiveness of the outcome rather than just on the accuracy of the 
output can lead to output becoming a profitable source of input. Or in other words, if the language that the 
learner produces is evaluated in relation to the purpose for which it is used, that language can become a 
powerful and informative source of information about language use. Thus a learner who fails to achieve a 
particular communicative purpose (e.g. borrowing something, instructing someone how to play a game
persuading someone to do something) is more likely to gain from feedback on the effectiveness of their use of 


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language than a learner whose language is corrected without reference to any non-linguistic outcome. It is very 
important, therefore, for materials developers to make sure that language production activities have intended 
outcomes other than just practicing language. 

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