Language Teaching Approaches

Language Approaches

• The language approaches include traditional grammar teaching (PPP), task or content-based approaches, and the communicative approach.

Presentation, Practice, Production (PPP)

• This approach involves presentation, practice, and production stages.
• Presentation focuses on context.
• Practice focuses on accuracy.
• Production focuses on fluency.

The Presentation Stage

• This stage introduces or presents language to learners, usually through a context or situation.
• A short story or anecdote could be told or acted out.
• A clip from a movie or TV show could be shown.
• Students should understand the context and start thinking about it.
• Eliciting ideas from students encourages thinking about what they know.
• It also helps activate vocabulary they know about the topic.

The Practice Stage

• Students use language in a controlled way.
• This stage can be divided into controlled and freer practice.
• The following methods can be used to have students practice:
  • Drill sentences or sounds, chorally or individually.
  • Substitution drill in pairs.
  • Sentence matching activities.
  • Gap fill exercises.
  • Pair work asking and answering questions.
• The aim is accuracy, so error correction is important by monitoring students closely, immediately correcting errors, and, for common errors, providing a delayed error correction section.

The Production Stage

• Language is used in a more open way.
• This can include role-plays, communication tasks, collaborative tasks, and discussion activities.
• The stage focuses on fluent and natural language use, as it would be used outside the classroom.

Theory Behind PPP

• PPP is criticized as an old structure from the 1960s.
• Language learning theory has developed since then.
• PPP's deductive approach involves grammar rules first and practice after.
• Language learning is viewed as a skill to be practiced.
• High level of teacher control handed over to learners as the lesson progresses.
• Language is seen as a series of items learned in sequence.
• The target language should be practiced by removing unnecessary language.

Advantages of PPP

• Easy to learn for new teachers.
• Flexible.
• Easy to plan and has logical progression.
• Works for most class types, including larger classes.
• Course books often use this or a similar method.

Disadvantages of PPP

• Research suggests it may not be the best way to teach.
• Weaker learners may overuse the target language from the practice session, sounding unnatural.
• Learners may be unsure how to use the target language in different contexts.
• It can be boring if used repeatedly for higher-level students.

PPP Variants

• Models that improve upon PPP include ESA (Engage - Study - Activate) and CAP (Context - Analysis - Practice).
• PPP remains the most widely used model due to its simplicity and notoriety.

Task-Based Learning (TBL)

• Task-Based Learning is a lesson structure that sequences activities in lessons.
• Sometimes called 'Task-Based Language Teaching'.
• TBL lessons have students solve a task that involves an authentic use of language.
• Task-Based Learning is good at engaging students and using English.
• Collaborative elements encourage confidence with language and social situations.

Tasks

• Tasks can be easily related to students' real-life language needs.
• They create contexts that facilitate second language acquisition.
• Tasks create opportunities for focusing on form.
• Students are more likely to develop intrinsic motivation.
• A task-based approach allows teachers to see student communication ability in a second language.
• Objectives: To facilitate students' language learning by engaging them in a variety of tasks that have a clear outcome.
• It involves meaningful communication, which uses a gap between what students know to prompt communication. E.g., have different information, or a difference of opinion.
• Students can choose how to complete it and the language they use.
• There's a clear goal, so students know when it's completed.
• Tasks could be a presentation, media, piece of text, or recorded dialogue.
• Other tasks include working out the solution to a practical problem or deducing missing information.
• Also includes justifying and supporting an opinion.

TBL Stages

• Introduce the task to students and excite them.
• Set expectations for the task.
• Show students an example or model.
• Focus is on engaging learners, setting expectations, and giving instructions.
• The task stage focuses on fluency and using the language to communicate without using the student's language (L1) unless needed.
• Small groups or pairs are good for students to communicate.
• Teacher's role is to monitor and give hints if students get stuck.
• Focus in the post task review is on accuracy, including reflection on completed work and analysis.
• Peer reviews are preferable, or teacher-led delayed error correction for common errors can be useful.

Advantages of Task-Based Learning

• Student interaction is built into the lesson to complete the task.
• Students' communication skills improve.
• Students' confidence can improve via mimicking real-life tasks.
• Students' motivation can improve due to realistic contexts.
• Students' understanding of language can be deeper due to realistic contexts.

Disadvantages of Task-Based Learning

• Tasks have to be carefully planned to meet the correct criteria.
• Can take longer to plan and is time-consuming if adapting traditional (PPP) lessons.
• Too much early scaffolding can turn a TBL class into a PPP class
• Students can avoid using target language to complete the task if tasks are badly designed, students aren't motivated, students are too excited, or students are feeling lazy.