2. The teacher should be careful not to overuse this technique
Ji Young: Audio-lingual methodology owes it existence to the behaviorist models of learning.
Teacher: Ji Young, ask Eun Ha the same question.
Ji Young: Eun Ha, to what does audio-lingual methodology owe its existence?
Eun Ha: Audio-lingual methodology owes it existence to the behaviorist models of learning.
Teacher: Eun Ha, ask me the same question.
Eun Ha: Mr. Schwartz, to what does audio-lingual methodology owe its existence?
Teacher: Audio-lingual methodology owes it existence to the behaviorist models of learning.
"Ji Young, how many components of proficiency are there?"
"Can you ask Eun-Ha the same question?"
"Eun Ha, can you ask me the same question?"
"There are six components of proficiency."
Answer the question.
Ask the same question to another student.
Answer the question.
Ask the same question to the teacher.
"There are six components of proficiency."
"Eun Ha, how many components of proficiency are there?"
"There are six components of proficiency."
"Mr. Schwartz, how many components of proficiency are there?"
Initiate TSST by asking a question to a student.
Tell the student to ask another student.
Tell the student to ask you that question.
Answer the question by modeling the correct response.