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Gabrielatos, C.
(1994). Minding our Ps. Current Issues
3, 5-8. |
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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. |
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Key words Grammar,
PPP, tasks, awareness-raising, consciousness-raising, English language
teaching, language teaching methodology, EFL, ESL, ELT, TESOL. |
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Relevant
details |
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The article is partly based on an essay I wrote as part of my Master’s
degree. |
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Related articles by the
same author |
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Gabrielatos,
C. (1999). Is this the way to the RSA? IATEFL
Issues 146, 11. |
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Gabrielatos, C. (2003). Grammar, grammars and
intuitions in ELT. IATEFL Issues
170, 2-3. |
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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. |
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Related
teacher education tasks by the same author |
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Grammar:
Nature and teaching |
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Related
edited online discussion |
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Teaching About Language. TESL-EJ Forum, Karen
Stanley (Ed.) TESL Electronic Journal 6(4),
2003. |
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