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dialogue may also provide, if set in a specific socio-cultural
context, new insights into the culture of the target language
community.
Learners hear the tape recording of the model dialogue (or
hear a reading of it by their teacher), repeat each line, and
sometimes act out the dialogue. They are also encouraged to
memorize the dialogue. At this stage, the learners are
supposed to begin to grasp, mostly through analogy, how a
particular structure works.
Where necessary, the teacher acts as the language
informant, providing additional information or explanation
about relevant grammatical rules.
At the second stage, the learners practice the new
linguistic items through mechanical, meaningful, or
communicative drills. The pattern practice consists of isolated,
de-contextualized sentences, with the same grammatical
structure but different lexical items. They are also given
substitution tables (see boxed examples to come), which help
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