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

 

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 Master’s degree.

 

Related articles by the same author

 

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

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

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.

 

 

Related teacher education tasks by the same author

 

Grammar: Nature and teaching

 

 

Related articles

 

Roehr, K. (2006). Theorizing L2 metalinguistic knowledge. Essex Research Reports in Linguistics 50, 21-70.

Roehr, K. (2007). Linguistic and metalinguistic categories in second language learning. Essex Research Reports in Linguistics 54, 5-49.

 

 

Related edited online discussion

 

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

 

 

If you know of any related publications or discussions freely available online,

please contact me.