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Date Posted: 10:51:00 04/11/07 Wed
Author: Francidéa Freitas
Subject: Re: Task One Group Two
In reply to: Adriana 's message, "Task One Group Two" on 06:06:20 04/08/07 Sun



Why use Presentation-Practice-Production approach in language teaching classrooms nowadays.

Throughout centuries language educators, linguists and specialists have been searching for the perfect method to teach a foreign or second language. New classroom activities, approaches and methods have been developed, researched, criticized, discarded and reflected upon as an effort to establish efficient ways of teaching languages. In order to achieve such a perfect method, specialists have been reevaluating grammar –based methods such as the Situational method, which uses the Presentation-Practice-Production (PPP) approach. Although linguists and language researchers want to discredit it (Ellis, R), I intend to demonstrate at least three good reasons for keeping PPP approach in English as a second language (ESL) and English as a foreign language (EFL) classrooms.
The first reason, in my view, is that for teachers who are beginning a career, and therefore are not experienced professionals, the PPP approach provides a safer environment. The new teachers can have the students focused and following his/her instructions, time can be used in a more organized way and the syllabus more concrete. This organization creates the feeling of readiness and control that inexperienced teachers don’t have, thus making teachers more comfortable.
The second reason is more related to the students’ perspective in a grammar-based method. As the PPP approach provides presentation first, then practice follows and only after doing these two steps the students produce, they feel more secure and self-assured to create a speech of their own. They will also have had the time to absorb the new information and consequently have a more accurate result.
And last but not least, the third reason to maintain the use of PPP approach is that many other methodologies and approaches, such as task-based and communicative ones, although claimed to be the most comprehensive, have often been criticized too. ( Nunan, D)
I believe we can conclude that students do learn a language through grammar-based methods and approaches such as the PPP. We shouldn’t just say “Ban the grammar-based methods”. We should analyze and take advantage of the good aspects of it and introduce other sources, methods and approaches that would make the class more communicative and meaningful (Richards, J).

Bibliography
Richards ,J & Renandya ,W (2002) Methodology in Language Teaching : Cambridge University Press.
Ellis, R.(1994). The Study of Second Language Acquisition : Oxford, Oxford University Press.
Nunan, D (1999). Second Language Teaching and Learning: Boston: Thomson

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