Do I know there has been a considerably long hiatus since the last time I posted anything. On my defense nonetheless, I will say that it has not been as long as some other times. On the plus side, I did managed to complete the entire preparation course material for the TKT (Test I will be taking in a few months). Notwithstanding, I believe it would be necessary to take a couple more mock tests so as to secure a high-score on the actual day of the exam. Back to the main topic. Last time, I talked about TBL (Task Based Learning). Thus, an accurate continuation for this post would the PPP approach (Presentation, Production, practice). A more structured, yet old-fashioned method. In the following post, I will tackle the importance of this particular approach, and elucidate on my explanation as I proceed.

 

The main focus of this approach is definitely on grammatical structures and functions (the reasons why we communicate). Hence, the method suggests that language is learned by first witnessing it take place in context. Then, practicing it in controlled and guided conditions. Lastly, using it in freer conditions which give the student less support from the teacher. We could say that being able to practice the language in a safe environment has its benefits. It does indeed. Notwithstanding, when it comes to using the target language in real life, learners will need as much exposure to it as possible. Consequently, the reason why countless language educators use the PPP approach alongside TBL.

 

Moreover, each stage is fixed and takes place immediately after the other. Therefore, lessons move on from the presentation stage, to the practice stage, to the production stage. In other words, students need chances to get the language right before they can experiment. At least according to this approach, the aforesaid rule should be respected for the student to have results. Even though I concur with the aforesaid to an extent, I do think that it should also be complemented with other methods. As I mentioned above. Another feature of the PPP is that the teacher inputs language. Consequently, he will be the main source of knowledge. Since he will provide examples and explanations. Finally, common activities for this approach are: Situational presentations (Scenarios in context) or miming during the presentation stage; drills (repetition exercises) during the controlled practice stage; and role-play or information-gap activities at the production stage.

 

In review, no single English teaching method/approach is perfect per se (And that includes PPP). Be that as it may, when combined with others, they can be significantly helpful in the classroom (Eclectic approach). Thereby, the need for language teachers to be cautious when using a blend of different approaches. They have to take into account their learners' learning styles, and intelligences for instance. In conclusion, so as to further explain my opinion on the matter, will I attach a video that  underpins and expands my views on PPP.

Sources:
- The TKT Teaching Knowledge Test Course Modules 1,2 and 3 Cambridge University Press (2011).
- Scott Thornbury (Language expert) YouTube Channel.