For a long time, we have studied about language learning and new approaches. After reading the extract from Richards (2006, p. 32), choose the correct alternative that complements the argument against P-P-P (Presentation - Practice - Production).

"How does TBI (Task Based Instruction) in practice differ from more traditional teaching approaches? Recall our earlier discussion above of the principles of a P-P-P lesson or teaching format:
Presentation: The new grammar structure is presented, often by means of a conversation or short text. The teacher explains the new structure and checks students' comprehension of it.
Practice: Students practice using the new structure in a controlled context, through drills or substitution exercises.
Production: Students practice using the new structure in different contexts often using their own content or information, in order to develop fluency with the new pattern.
Advocates of TBI reject this model on the basis that (a) it doesn't work; and (b) it doesn't reflect current understanding of second language acquisition. They claim that students do not develop fluency or progress in their grammatical development through a P-P-P methodology."

Question

For a long time, we have studied about language learning and new approaches. After reading the extract from Richards (2006, p. 32), choose the correct alternative that complements the argument against P-P-P (Presentation - Practice - Production).

"How does TBI (Task Based Instruction) in practice differ from more traditional teaching approaches? Recall our earlier discussion above of the principles of a P-P-P lesson or teaching format:

Presentation: The new grammar structure is presented, often by means of a conversation or short text. The teacher explains the new structure and checks students' comprehension of it.

Practice: Students practice using the new structure in a controlled context, through drills or substitution exercises.

Production: Students practice using the new structure in different contexts often using their own content or information, in order to develop fluency with the new pattern.

Advocates of TBI reject this model on the basis that (a) it doesn't work; and (b) it doesn't reflect current understanding of second language acquisition. They claim that students do not develop fluency or progress in their grammatical development through a P-P-P methodology."

IF-MT · Answer

He argues that second language learning research has shown that language learning results from meaningful interaction using the language and not from controlled practice. With TBI the focus shifts to using tasks to create interaction and then building language awareness and language development around task performance.

IF-MT · Answer

He argues that second language learning research has shown that language learning results from meaningful interaction using controlled practice. With TBI the focus shifts to using tasks to create interaction and then building language awareness through drills and language development around task performance.

IF-MT · Answer

He argues that second language learning research has shown that language learning results from meaningful interaction using drills and not from controlled practice. With TBI the focus shifts to using tasks to create interaction through a guided practice and then building language awareness and language development around task performance.

IF-MT · Answer

He argues that second language learning research has shown that language learning results from meaningful interaction using controlled practice. With TBI the focus shifts to using tasks to create interaction and then building language awareness and language development around task performance.

IF-MT · Answer

He argues that second language learning research has shown that language learning results from controlled and semi controlled practice. With TBI the focus shifts to using tasks to guide students to create interaction and then building language awareness through drills and language development around vocabulary and grammar memorization.

For a long time, we have studied about language learning and new ap...

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For a long time, we have studied about language learning and new ap...

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