ALL ORAL LANGUAGE DRILLS MAY BE SEPARATED INTO TWO TYPES--(1) MIM-MEM OR MIMICRY MEMORIZATION DRILLS OR (2) PATTERN PRACTICE DRILLS. THESE TWO LARGER CATEGORIES CAN BE SUB-DIVIDED INTO A NUMBER OF OTHER TYPES, SUCH AS TRANSFORMATION AND SUBSTITUTION DRILLS. THE USE OF ANY PARTICULAR TYPE DEPENDS ON THE PURPOSE TO WHICH THE DRILL IS PUT. IN ANY CASE, EACH DRILL SHOULD BE DESIGNED SO THAT IT CONTRASTS STRUCTURES AND SOUND SEQUENCES WHICH ARE DIFFICULT FOR THE STUDENT. THE WRITER OF ORAL PATTERN PRACTICE DRILLS SHOULD APPROACH HIS TASK IN MUCH THE SAME FASHION AS THE WRITER OF A PROGRAMED TEXTBOOK BUILT ON THE MODEL OF A SKINNERIAN LINEAR PROGRAM WOULD APPROACH HIS. THE STRUCTURAL LINGUISTS HAVE GENERALLY USED CONTRASTIVE ANALYSIS AS A GUIDE FOR ORDERING THE MATERIAL FOR DRILLS. THE TRANSFORMATIONIST WOULD USE A LOGICAL ORDERING FOLLOWING THE ORDERING OF A THEORETICAL GRAMMAR. MOST AUDIOLINGUAL DRILLS HAVE BEEN CRITICIZED BECAUSE THEY MAKE THE TASK OF LEARNING A LANGUAGE A MECHANICAL TASK, AND THEY ARE DEATHLY BORING. ALTHOUGH THE FIRST OF THESE CRITICISMS MIGHT NOT BE READILY MET WITHIN THE FRAMEWORK OF THE AUDIOLINGUAL TEACHING PROCEDURE, THE SECOND OF THESE CAN BE MET BY CUEING DRILLS TO LITERARY MATERIALS. DRILLS BASED ON THIS ASSUMPTION HAVE BEEN WRITTEN AND USED WITH SOME SUCCESS IN THE ENGLISH LANGUAGE CENTER OF THE MICHIGAN STATE UNIVERSITY. (AUTHOR)