PPP:

• Features:
- Presentation:
This is where the language is introduced, or presented to the learners, usually by
introducing a context or situation. The aim is to ensure students understand the context
and get them thinking about it. This also helps them start to remember the language
and vocabulary they already know about the topic.

- Practice:
The practice stage is when students use the language in a controlled way. This stage is
sometimes divided into two — a controlled practice and a freer practice. As a teacher,
we will play a very important role in this stage and help assign useful activities or
exercises for our students to practice what they have learned from the “presentation”
stage. The aim of this stage is accuracy. Error correction is important in this stage, so
the teacher needs to monitor the students closely and take time to correct errors.
immediately.

- Production:
The production stage is where the language is used more openly, and the students use
what they have just learned to synthesise new examples.
Role-plays; Communication tasks; Collaborative tasks; Discussion activities, etc are
used in this stage.
The focus of this stage is using the language as fluently and naturally as possible, as
students would do outside of the classroom.

• Merits:
- It’s easy to learn for new teachers.
- It’s easy to plan and has a logical progression.
- It’s flexible.
- It works for most type of classes, including larger classes.
• Defects:
- Researchers show that it’s not the best way to learn foreign language because PPP
model considers language a sum of smaller bit that can be taught separately.
- Therefore, learners may not know how to use the target language in different contexts.
- It can be boring if It’s used repeatedly for high-level students.
Grammar-translation method (GTM):
• Features:
- Conducted in students’ native language:
Explain new items and enable comparisons to be made between students’ native
language and the foreign language.
- Deductive approach:
By using presentation and study of grammar rules, which are then practiced
through translation exercises.
- Focus on reading and writing
- Emphasize accuracy:
Students are expected to attain high standards in translation
- Use sentence as a basic unit of teaching.
Much of the lesson is devoted to translating sentences in and out of the target
language.
- Use vocabulary words:
The words are chosen from the reading texts used, and the words are taught in
bilingual word lists, dictionary study, and memorization.

• Merits:
- It’s a good starter kit for language learning.
- It introduces rules allowing students to see a bigger picture (for example, Knowing the
rules provides a certain rationale for your students of why this word form and not the
other one is used).
- Learners get easy as the conduction is done in native language.
- It promotes reading and writing skill effectively.

• Defects:
- Focus on pronunciation and communication aspects is lesser than reading and writing.
- Restrict the skills of speaking and listening to a foreign language.
- GTM focuses on formal and bookish grammar rules. So it does not enhance proper
learning of the foreign language.
Direct Method (DM):

• Features:
- Language is learned inductively:
Students pick up clues and figure out rules by themselves.
- Only the target language is used:
The direct method looks to the processes of first language acquisition and applies
them a second time to second language acquisition.
- Speaking skill is essential:
By placing the correct emphasis on comprehension and conversational skills,
students are given vivid firsthand experience with the language. They aren’t just
learning about the language, they’re actually using it to send a message, perform a
task or ask a question.
- Visual aids are used to teach vocabulary.

• Merits:
- Improve fluency of speech.
- Develop the target language sense.
- Makes use of audio-visual aids and also facilitates reading and writing.
- Facilitates understanding of language – understanding of the target language becomes
easier due to the inhibition of the linguistic interferences from the mother tongue

• Defects:
- Ignores systematic written work and reading activities.
- Does not teach grammar systematically.
- Time-consuming in creating real-life situations.
- Less suitable for slow learners.
Audio-lingual method (ALM)

• Features:
- Teacher-centered method.
- Instructions are given in target language.
- Each skill is treated and taught separately (but the focus remains on speaking and
writing skills.)
- Inductive learning grammar rules by dialogues (no grammar teaching)
- Mother tongue is discouraged.
- Teaching is directed to provide students with a native-speaker-like model (with
immediate reinforcement of correct responses).
- Oral drills (repetition, substitution,…)

• Merits:
- The method is just as functional and easy to execute for larger groups.
- Correct pronunciation and structure are emphasized and acquired.
- Listening and speaking skills are emphasized and, especially the former, rigorously
developed.
- The use of visual aids is effective in vocabulary teaching.

• Defects:
- Only language form is considered but the meaning is neglected.
- Equal importance is not given to all four skills.
- It’s a teacher-dominated method.
- The learners are in passive roles; they have little control over their learning.
Communicative Language Teaching (CLT)

• Features:

• Merits:

• Defects:
Task-based learning method (TBL)

• Features:

• Merits:

• Defects: