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The presentation-practice-production vs consciousness-raising: Which is efficient in teaching grammar?

Al Ghazali, F 2006, The presentation-practice-production vs consciousness-raising: Which is efficient in teaching grammar? , -. (Unpublished)

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    Abstract

    This paper investigates two prominent approaches language teachers utilise when teaching grammar. The first is the 'Consciousness-Raising, (CR)' [akin to discovery inductive approach] in comparison with the 'Presentation-Practice-Production, (PPP)' [akin to rule-driven deductive approach]. The purpose is not to prioritise one approach over the other but to experimentalise the two approaches to check their learning impact in terms of efficacy and appropriacy. To achieve this; two lesson plans were carried out supported by relevant worksheets to scrutinise students' comprehension. A closed-ended questionnaire was also applied to identify students' attitudes and perceptions of the two approaches and the one perceived by them as likely to lead to permanent understanding of language patterns. This study proposes that a teaching approach cannot be used with all grammar rules and cannot be applied with all students in all learning contexts. Students tend to hold different beliefs about how language patterns should be presented, and they tend to have their learning agenda, which they need to fulfil. This study encourages providing some relevant recommendations for grammar teaching.

    Item Type: Other
    Uncontrolled Keywords: Presentation-Practice-Production, Consciousness-Raising, deductive approach, inductive approach, teaching methodology, language testing, washback effect
    Themes: Media, Digital Technology and the Creative Economy
    Schools: Colleges and Schools > College of Arts & Social Sciences > School of Humanities, Languages & Social Sciences > Centre for Linguistics and Applied Linguistics
    Support Divisions > Research & Innovation
    Publisher: -
    Refereed: Yes
    Depositing User: Dr. Fawzi Al Ghazali
    Date Deposited: 21 Jun 2012 05:43
    Last Modified: 20 Aug 2013 18:28
    URI: http://usir.salford.ac.uk/id/eprint/22873

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