Reconsidering the Effectiveness and Suitability of PPP and TBLT in the Japanese EFL Classroom

Rintarō Satō

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Second Language Learning and Teaching

Abstract

With the recent high-profile utilization of tasks in language classrooms, the longestablished traditional teaching methodology based on the presentation-practiceproduction (PPP) model is now being replaced by task-based language teaching (TBLT) in SLA (e.g., Skehan, 1996, 1998; White, 1988; Willis, 1996, 2004). However, in the Japanese EFL learning environment, there is still considerable skepticism regarding the effectiveness of TBLT. This paper explores the suitability of TBLT and PPP in the Japanese secondary school context and discusses the relative effectiveness of PPP from the point of view of skill acquisition theory. Some suggestions for effective teaching procedures are also discussed.

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2003Task-based Language Learning and Teaching 1999A Cognitive Approach to Language Learning 1999A Framework for Task-Based Learning 2007Doing task-based teaching 2006Current Issues in the Teaching of Grammar: An SLA Perspective 2004The Influence of Attitudes and Affect on Willingness to Communicate and Second Language Communication 1981Consciousness-Raising and the Second Language Learner1 2005Legislation by Hypothesis: The Case of Task-Based Instruction

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