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Date Posted: 19:25:02 04/12/07 Thu
Author: Andrea Gomes de Faria
Subject: Re: Task One Group Two
In reply to: Francidéa Freitas 's message, "Re: Task One Group Two" on 10:51:00 04/11/07 Wed

>Peer-editing of Fran's essay:
>
>Why use Presentation-Practice-Production approach in
>language teaching classrooms nowadays.
>
>Throughout centuries /P/ 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
>/REORDER 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 /V/
>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 /Ww his/her / instructions,
>time can be used in a more organized way and the
>/??syllabus /V/ more concrete /. This organization creates the feeling of readiness and control that inexperienced teachers /Bw FULL FORM 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 /V/ 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 /Ww 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

Comments and suggestions:
- Title: I suggest shortening it. Something like "Why still use PPP".

- Introduction: Inviting introduction, with effective use the funneling strategy. Clear and debatable thesis statement, around a single relevant idea.

- Developmental paragraphs: Clear, concise and built around single controlling ideas that support the thesis statement. I suggest more use of concrete support (quotations, for example)and further development of the third paragraph.

- Conclusion: The reestatement of the thesis reinforces its validity. Nice wrapping up of ideas. I suggest briefly reestating the points of the developmental paragraphs.

- Transition signals: Transitions are used appropriately. The essay is coherent, cohesive and shows unity.

- Quotation references: I suggest revision of conventions for in-text citations.

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Replies:

  • Re: Task One Group Two -- Clarissa, 08:40:59 04/14/07 Sat
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