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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
articles |
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Roehr, K. (2006). Theorizing L2 metalinguistic
knowledge. Essex Research Reports in Linguistics 50, 21-70. |
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Roehr, K. (2007). Linguistic and metalinguistic
categories in second language learning. Essex Research Reports in Linguistics 54, 5-49. |
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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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If you know of any related publications or discussions
freely available online, please contact me. |
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