PPP APPROACH TO LANGUAGE TEACHING

PPP Approach to Language Teaching

Introduction

The use of the second language has been very important throughout all time, historians say that since ancient times, among primitive men had changes in the language of one tribe to another, often preventing communication between these and influenced in large part to the nomadic culture of the time since it was very difficult to communicate with others when no one even knew that was what was being said or what was meant.

What is perhaps the challenge for teachers is how to work in the foreign language classroom. Fortunately, with the communicative approaches and information and communication tools with which we currently teaching grammar is much more rewarding and not have to involve only translation activities or de motivating lists of verbs and conjugations. (Lund 1990, 105-115)

When I was in school, my teachers taught me like that of the approach of PPP. They first present us with the topic, and then we had to practice each and everything. After that we had to produce the final work on paper. Therefore we could easily understand and memorise the things. Our teachers also assign some topics to us, in which we had to prepare a speech and then had to deliver it in front of everyone. We also had debates type topics in which a group of children participated. This way, children increased with their fluency of speaking.

Traditionally there are two ways to approach teaching grammar inductively or deductively.

From an inductive approach, is aimed at discovering the grammatical rule from this material or activity where the teacher focus more on the student, much more beneficial for those who already possess a language because they are motivated to learn for themselves based on their prior knowledge. (Lightbrown 1999, 34-38)

The deductive approach ties in well with the structure of English class known as PPP (Presentation, Practice, Production - Presentation, Practice, and Production). Through the teacher presents the target communicative structure and then gives the student the opportunity to practice from controlled activities. (Chaudron 1983, 437-458)

This structure works well, for example, for a class of 60 minutes, in which each stage lasts about 20 minutes. Thus, the teacher can more accurately calculate each step and be prepared for problems encountered by students in each phase. This type of model works best for elementary grades where students need to compare and contrast different grammatical elements at once and also with students who have different language skills. (Brown 2001, 11-15)

In short, when we teach grammar, there are different variables to consider and we get a series of questions we can be very useful. The PPP class structure can be combined with inductive approaches too, such as placing in the stage of "Presentation" activity that allows them to discover information. The PPP structure is one of the structures that we can use to plan a class, but there are many that we will see in other sessions, and that can be used depending on the subject, the classroom ...