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Date Posted: 08:40:59 04/14/07 Sat
Author: Clarissa
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


>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
>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/X, is that /P/ 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/ X 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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