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PPP Vs TBL

PPP has the benefits of allowing students to practice language in a safe environment without pressure of mistakes, and some students learn best through explicit instruction and memorization of rules. However, PPP may not give students enough opportunities for real communication. TBL is more communicative and student-centered, but some students prefer more guidance. TBL risks students only using familiar language and not incorporating new vocabulary or structures without reinforcement. Both approaches have benefits depending on the needs and preferences of the students.

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Andreas Gavalias
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206 views2 pages

PPP Vs TBL

PPP has the benefits of allowing students to practice language in a safe environment without pressure of mistakes, and some students learn best through explicit instruction and memorization of rules. However, PPP may not give students enough opportunities for real communication. TBL is more communicative and student-centered, but some students prefer more guidance. TBL risks students only using familiar language and not incorporating new vocabulary or structures without reinforcement. Both approaches have benefits depending on the needs and preferences of the students.

Uploaded by

Andreas Gavalias
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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PPP Vs TBL

PPP Pros
1 Ss are given the opportunity to practice language in a safe learning environment where it is difficult to make mistakes. It can therefore be a confidencebuilding approach for Ss. There are some Ss that their learning style is to learn by heart, so giving them rules will be the most effective thing for them. Sometimes extensive practice of grammatical items is more effective than noticing and comprehending these items in input.

TBL Cons Pros


A strong communicative orientated approach. and student-

Cons
Some learners may have a problem with the TBL approach to language learning as they wish more guidance and structure to help them.

It is far too teacher-orientated and over controlled.

Ss learn language items they may not be interested in or ready to learn and gives them few opportunities to really use the language for communication. Ss can give the impression that they are comfortable with the new language as they are producing it accurately in the class. Often though a few lessons later, Ss will either not be able to produce the language correctly or even won't produce it at all. Ss may not produce the target language during the free practice stage because they find they are able to use existing language resources to complete the task. Ss will often produce the language but overuse the target structure so that it sounds completely unnatural.

There is no need for formal instruction. Ss are simply asked to perform communicative activities in which they have to use the foreign language. The activities are directed exclusively at involving learner in solving communication problems in the TL; thus, the language learning takes care of itself

Ss may stay within the narrow confines of familiar words and forms, just "getting by", so as to avoid the extra effort and risks of error that accompany stretching to use new words and forms. The new learning elicited by the TBL may yet be lost if the lesson did not include sufficient planning for, or runs out of time for, that new learning to be captured and reinforced while it is still fresh.

Great awareness of grammar is important because it leads to accuracy of production.

TBL is close to the way we acquire language in our first language.

It offers a very safe framework where an inexperienced T can easily operate.

The Ss have a much more varied exposure to language. They are exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. The language explored arises from the Ss needs. This need dictates what will be covered

It is necessary to create contexts in which to present the language and

sometimes they can be very unnatural. 7 It restricts the Ss learning experience to single pieces of target language.

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in the lesson rather than a decision made by the teacher or the coursebook. A natural context is developed from the students' experiences with the language that is personalized and relevant to them. In all stages of the lesson they must use all their language resources rather than just practicing one pre-selected item. It encourages the development of the reflective learner and it also offers reflection on language usage. It can be easier applied in teaching ESP. It integrates all four skills, accommodates a wide variety of learning styles and moves from fluency to accuracy plus fluency. It is enjoyable and motivating.

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