tagomago

home

 

Gabrielatos, C. (1994). Minding our Ps. Current Issues 3, 5-8.

PDF icon

 

Introduction

 

In this article I will take a critical look at the content and format of the 'grammar lesson' as currently favoured by teachers and materials designers alike in the field of TEFL; namely the Presentation-Practice-Production (PPP) structure. In the discussion of the merits and shortcomings/limitations of this structure I will draw on (a) current views on TEFL methodology, (b) relevant theoretical assumptions and empirical findings in the field of Second Language Acquisition (SLA), and (c) two theoretical models in cognitive psychology relevant to SLA.

 

Key words

 

Grammar, PPP, tasks, awareness-raising, consciousness-raising, English language teaching, language teaching methodology, EFL, ESL, ELT, TESOL.

 

Relevant details

The article is partly based on an essay I wrote as part of my Masterís degree.

 

Related articles by the same author

 

Gabrielatos, C. (1999). Is this the way to the RSA? IATEFL Issues 146, 11.

image001

Gabrielatos, C. (2003). Grammar, grammars and intuitions in ELT. IATEFL Issues 170, 2-3.

PDF icon

Gabrielatos, C. (2004). Teaching the expression of time: A concise framework. In A. Pulverness (Ed.), IATEFL 2003: Brighton conference selections (pp. 133-136). Canterbury, Kent: IATEFL.

PDF icon

 

 

Related teacher education tasks by the same author

 

Grammar: Nature and teaching

HTML

 

 

Related edited online discussion

 

Teaching About Language. TESL-EJ Forum, Karen Stanley (Ed.) TESL Electronic Journal 6(4), 2003.

HTML