PPP (Presentation, Practice, and Production) was a common teaching method but came under criticism in 1990 for being too teacher-centered and not aligned with humanistic learning approaches. Lewis suggested PPP is inadequate because it does not reflect the natural process of language learning. There are several alternative teaching models to PPP such as Keith Johnson's Deep-End Strategy, ARC (Authentic use, Restricted use, and Clarification and focus), OHE (Observe, Hypothesise, and Experiment), III (Illustration, Interaction, and Induction), and ESA (Engage, Study, and Activate) which aim to be more flexible and learner-centered.
PPP (Presentation, Practice, and Production) was a common teaching method but came under criticism in 1990 for being too teacher-centered and not aligned with humanistic learning approaches. Lewis suggested PPP is inadequate because it does not reflect the natural process of language learning. There are several alternative teaching models to PPP such as Keith Johnson's Deep-End Strategy, ARC (Authentic use, Restricted use, and Clarification and focus), OHE (Observe, Hypothesise, and Experiment), III (Illustration, Interaction, and Induction), and ESA (Engage, Study, and Activate) which aim to be more flexible and learner-centered.
PPP (Presentation, Practice, and Production) was a common teaching method but came under criticism in 1990 for being too teacher-centered and not aligned with humanistic learning approaches. Lewis suggested PPP is inadequate because it does not reflect the natural process of language learning. There are several alternative teaching models to PPP such as Keith Johnson's Deep-End Strategy, ARC (Authentic use, Restricted use, and Clarification and focus), OHE (Observe, Hypothesise, and Experiment), III (Illustration, Interaction, and Induction), and ESA (Engage, Study, and Activate) which aim to be more flexible and learner-centered.
Learning, Speech and Thought in the Mentally Retarded: Proceedings of Symposia 4 and 5 Held at the Middlesex Hospital Medical School on 31 October 1969 and 20 March 1970 under the Auspices of the Institute for Research Into Mental Retardation, London
Teaching to Individual Differences in Science and Engineering Librarianship: Adapting Library Instruction to Learning Styles and Personality Characteristics