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Frank Boers

Western University, Canada

 

Abstract

In this article I argue that the “Present-Practice-Produce” (PPP) approach to second language instruction is sometimes interpreted too rigidly and portrayed in a way that does insufficient justice to how the approach was originally described. I propose that each of the three Ps can be designed in diverse ways, with some more likely than others to bring about satisfactory learning outcomes. Misunderstandings about PPP could be avoided if we re-interpreted the sequence as “Awareness-Practice-Communication” (APC). I then demonstrate that, depending on how they are designed, PPP (or APC) lessons and task-supported language lessons can look very similar. Therefore, promoting a task-supported approach should not entail an outright dismissal of PPP.

 

Keywords

Awareness raising, transfer-appropriate practice, communicative tasks