The PPP Model In Communicative Language Teaching

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PRESENTATION – PRACTICE – PRODUCTION (PPP) MODEL IN COMMUNICATIVE LANGUAGE TEACHING

Ramazan Özbay, MA Candidate

Introduction
I believe that PPP does not fit the requirements of Communicative Language Teaching (CLT) approach due to the following reasons;
The time spent on each stage of PPP is not applied in accordance with CLT goals.
Structure focused teaching is dominant, rather than meaning.
It is not suitable for every student profile.
It is narrow focused.
In this study, I give brief information about the connection between CLT and PPP and explain the reasons for why PPP is not the perfect server for CLT.

2. The connection between PPP and CLT
PPP is one of the most common techniques employed and encouraged in ELT world. It stemmed from
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PPP is one of the most used techniques by the teachers. The problem is, the students who fail the exams and retake the level are given the same style of teaching via PPP. However, applying PPP once more does not help teacher to observe the weak sides of the students practically. It can even be frustrating for students to see that same style of teaching is back on. Level repeating students are motivated on to notice the gaps they have, to take responsibility for their own learning, because they do not want to lose time again. At this point, applying PPP obviously has the risk of ending up with no gain. Therefore, different problem solving techniques such as Test – Teach – Test (TTT) should be applied, because it gets straight to the point, avoids time consuming and even can create more time for communicative use comparing to…show more content…
To illustrate, while introducing or practicing the new information, let’s say Passive Voices, students may face some mistakes which are not about the mechanics of Passive Voice structure, but another off topic grammatical structure, such as, let’s say Conditionals. At this point, teacher ignores such mistakes not to let the students move out of the topic. However, it means that the practice contexts can be a bit forced. In addition, Production stage, which is meant to be the most efficient stage for language transference is even narrow as well, because students are monitored only from the point of the main focus of the lesson. In another saying, production activities are designed to reproduce language samples offered in Presentation and Production stages. We can say that there is no room for extra information is out of

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