Timed integrated writing task practice (5/29)

PPP approach vs. AAA approach



The traditional teaching approaches for speaking is called PPP approach, in which language teaching is undergoing three stages: presentation, practice, production. Whereas, new approach, AAA, including awareness-raising, appropriation, and autonomy is considered to be modernized way of teaching approach for English speaking. In the following passage I would like to compare these two methods one by one.

First, in the presentation stage, teacher select and present the form of conversation or dialogue, and create the situation where those forms can be utilized. Here, the forms to be taught include some grammar explanation and presentation of vocabulary. On the other hand, in the awareness-raising stage, teachers want to increase students' ability to notice and understand the language; therefore, language is selected from a real conversation or dialogue and is highlighted by teachers. In this approach, the starting point of language learning is a real situation where language is actually used, and the focus is moving to intonation, discourse markers that change the interest or topic of the conversation, not creating artificial situation.

Second, Practice stage of PPP approach means a controlled application of what students have been presented by teachers. The main focus of this stage is on not making mistakes, by going through carefully designed practices, such as, drills, gap-fills and close-test. In this stage, students practice a lot with numerous drills, and teacher usually give correction on students performance. On the contrary, appropriation stage from AAA approach is designed for the students take the language from the real situation and make it their own ability. Therefore, starting point of this approach is helping students notice what they learn. This si possibly conducted by giving students drills, roll-plays and drama sketches, which may seemingly similar to those drills from practice stage. However, the distinctive difference between practice and appropriation is that practice only focus on controled activities by teachers, while appropriation gives more spaces for students to express what they learn freely.

Third, the last stage of PPP approach is production stage which allows students to feel free to produce what they learn and to use their own judgement. Still, this stage links the practice and presentation of the key language. This approach is considered to be old but still useful when teachers make lesson plans and design the structure of lesson. Nevertheless, it can be said this method is not accurate and effective way of teaching speaking. On the other hand, the third stage of AAA approach, autonomy, gives students the chances to use language without thinking too much. Teachers just create starting point of autonomy and then students do by themselves, therefore, having class outside the classroom is considered to be proper, in term of potentially giving chances to be autonomous. In addition, teachers can induce students' spontaneous response through a natural course of process of learning.

Despite dominant advantages of AAA approaches on speaking ability, our classroom is still focusing on PPP approach, since most teachers are not trained to conduct this innovative way of teaching performance. In order to lead students' spontaneous response, it seems necessary teacher and student both have knowledge about AAA approach and develop their speaking skills more effectively.