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Tác giả CN	Anderson, Jason.
Nhan đề	A potted history of PPP with the help of ELT Journal / Jason Anderson.
Thông tin xuất bản	2017.
Mô tả vật lý	p. 218–227.
Tóm tắt	This article charts the chequered history of the PPP model (Presentation, Practice, Production) in English language teaching, told partly through reference to articles in ELT Journal. As well as documenting its origins at the dawn of communicative language teaching (and not in audiolingual approaches, as some have suggested), I chart its history through the 1980s, discuss key criticisms directed at it in the 1990s, and also document its close relationship with ELT coursebook syllabi ever since its emergence. Recent evidence from second language acquisition research in support of explicit, practice-oriented instruction such as PPP is also discussed, along with other recent references to the model, suggesting not only that it can no longer be rejected as incompatible with research evidence, but that it may be enjoying a revival in its fortunes.
Từ khóa tự do	Presentation
Từ khóa tự do	Communicative language teaching
Từ khóa tự do	PPP model
Từ khóa tự do	English language teaching
Nguồn trích	ELT Journal, - Volume 71, Issue 2, 1 April 2017


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100	1 \|aAnderson, Jason.
245	10\|aA potted history of PPP with the help of ELT Journal / \|cJason Anderson.
260	\|c2017.
300	10\|ap. 218–227.
520	\|aThis article charts the chequered history of the PPP model (Presentation, Practice, Production) in English language teaching, told partly through reference to articles in ELT Journal. As well as documenting its origins at the dawn of communicative language teaching (and not in audiolingual approaches, as some have suggested), I chart its history through the 1980s, discuss key criticisms directed at it in the 1990s, and also document its close relationship with ELT coursebook syllabi ever since its emergence. Recent evidence from second language acquisition research in support of explicit, practice-oriented instruction such as PPP is also discussed, along with other recent references to the model, suggesting not only that it can no longer be rejected as incompatible with research evidence, but that it may be enjoying a revival in its fortunes.
653	\|aPresentation
653	\|aCommunicative language teaching
653	\|aPPP model
653	0 \|aEnglish language teaching
773	0 \|tELT Journal, \|gVolume 71, Issue 2, 1 April 2017
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