![]() ![]() ![]() ![]() Variants include ESA (engage, study, activate) and CAP (context, analysis, practice) Other structures have sought to improve upon the model of PPP. These changes turn PPP into something else, a blended approach that addresses many of the criticisms of PPP. Include more incidental language throughout the class so learners hear language in a more natural context.Ĭhange the final stage into a task, such as you’d find in task-based learning. Include meta-learning strategies so students can learn how to learn. Turn the deductive aspect of explicit grammar instruction into an inductive aspect (so learners have to figure out the patterns themselves).Īdd collaborative tasks during the practice stage, which learners must use the target language to complete successfully. Spend more time in the presentation stage eliciting. Here are some ways you can adapt the classic PPP structure: Here’s my opinion on the advantages and disadvantages of PPP: AdvantagesĪlso, I believe it has evolved from the ‘traditional’ PPP approach described above. The target language should be practised by removing unnecessary language to help focus.Īll of these have been shown that this isn’t how we best learn languages (in fact, the opposite is largely true!). Language is a series of items that can be learned in sequence. There should be a high level of teacher control, slowly handed over to learners as the lesson progresses. Language learning is a skill like any other and should be practised as such. Students should be told the grammar rules and then practice them (a deductive approach). Some learning assumptions behind presentation, practice, production are: Academics who study second language acquisition get annoyed at how PPP doesn’t tick any of the boxes for how we’re supposed to learn a language and yet is still so widespread. It started in the 1960s, and language learning theory has developed considerably since then. ![]()
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