Course:

Dr. Saria Osman

Term paper on : The PPP method

Submitted by: Sandy Omar 19453

And Aminah Sharkawi 19539

Master 1: Professional
 The PPP method, which stands for ( Presentation, Practice and Production ), is a

pedagogical strategy at the teachers' disposal to teach language items which seems to be more

suitable for adult language instructions language. The teacher presents the target language, the

students are asked to practice it, first in well controlled activities, then in free activities. It is only

later that the students are allowed to produce the desired language. The process starts with the

input and ends with the output, and what happens between is the practice. The PPP method has

always been considered to originate from a behaviorist approach to language teaching.

Academics who study second language acquisition get annoyed at how PPP doesn’t tick any of

the boxes for how we’re supposed to learn a language, and yet is still so widespread. While the

PPP is known for its popularity in the field of language teaching, it has its own positive and

negative critiques. I aim to elaborate on the PPP method in terms of the advantages and

disadvantages.

The PPP is the most commonly used lesson structure in TEFL today. Both experienced

and new teachers find the PPP methodology easy to grasp and those teachers who are trained on

this method, find it easier to use new methods and approaches than those who do not. Therefore,

because of its flexibility, it’s handy to apply for most types of class, including chapters. Thus

most course books use this method to structure their lessons and chapters. As for learners, it’s a

way easier for them to follow this type of a lesson and it also helps them to remain focused

during the lesson. And because the PPP is a learner-centered approach, where the teacher is just a

facilitator, the students actively engaged in acquiring new knowledge. Because knowledge is

more permanent when learners put more effort into acquiring it and controlling their learning

then knowledge is internalized more quickly. Furthermore, as the PPP method consists of 3
stages, it can positively affect on higher and more levels. According to critics, these 3 stages of

PPP are considered to be beneficial at both psycholinguistic and pedagogical levels.

However, there are many disadvantages of presentation methods in EFL. For example, it

limits learners’ encounter with learning opportunities. In fact, when presenting a bit of language

in isolation, we strip away other important features of language. This leads to depriving students

from comprehensible input, which might be of use to them and from the opportunity to notice

other language items that might be ‘acquired’. Most of the time, learning is incidental. While

helping learners to learn, we do not know for sure what they have actually learned and what is

still in the process of being acquired. More of the disadvantages such as, PPP is more focused on

accuracy than on fluency. Students may also get bored and unwilling to participate. The fact that

PPP is not suitable for all types of learning styles, learners may not remember things since

everything is scaffolded. In addition to that, it is a teacher centered method but teacher talking

time might be too long. Moreover, research shows that it may not be the best way to teach or

learn because weaker learners may overuse the target language from the practice session, so it

sounds unnatural.

To sum up, The PPP model of teaching has always been considered to originate from a

behaviorist approach to language teaching. Teachers who still use this model of teaching start by

slicing bits of language, sequencing them from easy to difficult. Then, they proceed by

presenting, practicing and asking their students to produce. In fact, most of the time, learning is

incidental. While helping learners to learn, teachers do not know for sure what they have actually

learned and what is still in the process of being acquired.