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A potted history of PPP with the help of ELT Journal

A potted history of PPP with the help of ELT Journal

 Anderson, Jason.
 2017.
 p. 218–227. English
PresentationCommunicative language teachingPPP modelEnglish language teaching
Tác giả CN Anderson, Jason.
Nhan đề A potted history of PPP with the help of ELT Journal / Jason Anderson.
Thông tin xuất bản 2017.
Mô tả vật lý p. 218–227.
Tóm tắt This article charts the chequered history of the PPP model (Presentation, Practice, Production) in English language teaching, told partly through reference to articles in ELT Journal. As well as documenting its origins at the dawn of communicative language teaching (and not in audiolingual approaches, as some have suggested), I chart its history through the 1980s, discuss key criticisms directed at it in the 1990s, and also document its close relationship with ELT coursebook syllabi ever since its emergence. Recent evidence from second language acquisition research in support of explicit, practice-oriented instruction such as PPP is also discussed, along with other recent references to the model, suggesting not only that it can no longer be rejected as incompatible with research evidence, but that it may be enjoying a revival in its fortunes.
Từ khóa tự do Presentation
Từ khóa tự do Communicative language teaching
Từ khóa tự do PPP model
Từ khóa tự do English language teaching
Nguồn trích ELT Journal, - Volume 71, Issue 2, 1 April 2017
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a This article charts the chequered history of the PPP model (Presentation, Practice, Production) in English language teaching, told partly through reference to articles in ELT Journal. As well as documenting its origins at the dawn of communicative language teaching (and not in audiolingual approaches, as some have suggested), I chart its history through the 1980s, discuss key criticisms directed at it in the 1990s, and also document its close relationship with ELT coursebook syllabi ever since its emergence. Recent evidence from second language acquisition research in support of explicit, practice-oriented instruction such as PPP is also discussed, along with other recent references to the model, suggesting not only that it can no longer be rejected as incompatible with research evidence, but that it may be enjoying a revival in its fortunes.
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