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Volume 3, Issue 1
  • ISSN 2589-2053
  • E-ISSN: 2589-207x
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Abstract

Abstract

The presentation-practice-production (PPP) approach is used in primary schools in Vietnam to teach speaking skills. However, there is disagreement about the theoretical validity and practical efficacy of PPP (Ellis, 2018Willis & Willis, 2007) and little research evidence for how teachers actually implement PPP and their views of this approach. The current study addresses this gap. Seven teachers from six primary schools in Vietnam were observed teaching 11 PPP speaking lessons and were then interviewed on their experience of teaching the lessons. Analysis of the observation data showed that all seven teachers followed all three phases of the PPP sequence in their lessons. However, they frequently added interactive activities to the presentation phase and adapted production activities to make them more communicative. The teachers held mixed views of PPP: Three spoke positively of its value for lower level classes, another teacher was somewhat neutral while the remaining three teachers were dismissive of it and actively sought to adopt a more communicative approach. Overall, findings from the study reveal limitations of the PPP approach as it is practiced in this context and highlight affordances for making PPP more communicative, including drawing on principles of effective task design.

© John Benjamins Publishing Company
Available under the CC BY-NC 4.0 license.
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2021-04-16
2024-10-08

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PPP in action
Language Teaching for Young Learners 3, 93 (2021); https://doi.org/10.1075/ltyl.19015.bui
/content/journals/10.1075/ltyl.19015.bui
/content/journals/10.1075/ltyl.19015.bui
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  • Article Type: Research Article
Keyword(s): presentation-practice-production (PPP); primary schools; speaking lessons; task-based language teaching (TBLT); textbooks; Vietnam

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