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

Al Ghazali, F

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.

Citation

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

• Other Type: Other
• Deposit Date: Jun 21, 2012
• Publicly Available Date: Jun 21, 2012
• Pages: 24-24
• Keywords: Presentation-Practice-Production, Consciousness-Raising, deductive approach, inductive approach, teaching methodology, language testing, washback effect