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1 - How does task based teaching differ from PPP?

2 - How important is the task based approach in learning and teaching language?

3 - What is the importance of TBL for the teaching of children?

4 - What are the steps necessary for the Community Language Teaching?

5 - In the Presentation phase, who controls most of the teaching/learning process?

6 - What's the most common type of activity during the Practice phase?

7 - In your opinion, what's the most difficult part of the PPP approach?

8 - Do you believe PPP is any better than the other appraches?

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1. What is the main idea of Humanistic LT?
2.Which of the pillars supports the idea that physical movements help in momorization?
3.Which of the pillars defends the idea that students learn from their mistakes and that is why the teacher should not interfere.
4.What is the main idea of the pilar Community Language Learning?

5.How does the initial teacher education course familiarize you with the PPP paradigm?
6.How is the basis of these learning tasks approached?

7.What are the advantages of TBL task-based learning?
8.PPP offers a very streamlined approach to language learning. How is this idea based?

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1 What does it mean Suggestopaedia?
2 What are the benefits of the Community Language learning?
3 Which pilar of the Humanistic Language teaching motivates the Silent Teaching?
4 What are the 4 pilars of the Humanistic Language Teaching?
5 What is Task Based Language?
6 What are the benefits of the Task Based Language Teaching?
7 What are the steps for having TBLT?
8 What are the cons of the Task Based Language Teaching?

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1. Each group creates a post commenting their impressions about Finland's Education System and its relation to Humanistic and Task Based approaches.
2. Each group creates 4 questions on their column: 2 questions about Humanistic Language Teaching and 2 questions about Task Based Language Teaching.

Group 1 answers questions of group 2;
Group 2 answer questions of group 3;
group 3 answer questions of group 1.

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Source: YouTube Video "Language teaching methods: a timeline"

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Humanistic language teaching is an approach based on the principle that the whole being, emotional and social, needs to be engaged in learning, not just the mind.

Example
A teacher always responds to the content of learners' written work, not just the quality of the language. They write an extended 'answer' to this work, and also offer choices for learners who prefer to write on another topic.

The Humanistic Language Teaching has 4 pillars:
1. Silent Way;
2. Suggestopaedia;
3. Community Language Learning;
4. Total Physical Response.

Source: British Council - Teach English: "Humanistic". Available in: https://www.teachingenglish.org.uk/article/humanistic#:~:text=Humanistic%20language%20teaching%20is%20an,the%20quality%20of%20the%20language.

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Source: YouTube Video: "Language teaching methods: a timeline"

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A Task-based approach
Task -based learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. The lesson follows certain stages.

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The advantages of TBL
Task-based learning has some clear advantages

Unlike a PPP approach, the students are free of language control. In all three stages they must use all their language resources rather than just practising one pre-selected item.

A natural context is developed from the students' experiences with the language that is personalised and relevant to them. With PPP it is necessary to create contexts in which to present the language and sometimes they can be very unnatural.

The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms.

The language explored arises from the students' needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the coursebook.

It is a strong communicative approach where students spend a lot of time communicating. PPP lessons seem very teacher-centred by comparison. Just watch how much time the students spend communicating during a task-based lesson.

It is enjoyable and motivating.

Source: British Council - Learn English: "A Task Based Approach". Available in: https://www.teachingenglish.org.uk/article/task-based-approach

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This article also links to the following activity.
Try - Speaking activities - Task-based speaking - planning a night out

Present Practice Produce (PPP)
During an initial teacher training course, most teachers become familiar with the PPP paradigm. A PPP lesson would proceed in the following manner.

First, the teacher presents an item of language in a clear context to get across its meaning. This could be done in a variety of ways: through a text, a situation build, a dialogue etc.

Students are then asked to complete a controlled practice stage, where they may have to repeat target items through choral and individual drilling, fill gaps or match halves of sentences. All of this practice demands that the student uses the language correctly and helps them to become more comfortable with it.

Finally, they move on to the production stage, sometimes called the 'free practice' stage. Students are given a communication task such as a role play and are expected to produce the target language and use any other language that has already been learnt and is suitable for completing it.

The problems with PPP
It all sounds quite logical but teachers who use this method will soon identify problems with it:

Students can give the impression that they are comfortable with the new language as they are producing it accurately in the class. Often though a few lessons later, students will either not be able to produce the language correctly or even won't produce it at all.

Students will often produce the language but overuse the target structure so that it sounds completely unnatural.

Students may not produce the target language during the free practice stage because they find they are able to use existing language resources to complete the task.

A Task-based approach
Task -based learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. The lesson follows certain stages.

Pre-task
The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.

Task
The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.

Planning
Students prepare a short oral or written report to tell the class what happened during their task. They then practise what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.

Report
Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare.

Analysis
The teacher then highlights relevant parts from the text of the recording for the students to analyse. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis.

Practice
Finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.

The advantages of TBL
Task-based learning has some clear advantages

Unlike a PPP approach, the students are free of language control. In all three stages they must use all their language resources rather than just practising one pre-selected item.

A natural context is developed from the students' experiences with the language that is personalised and relevant to them. With PPP it is necessary to create contexts in which to present the language and sometimes they can be very unnatural.

The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms.

The language explored arises from the students' needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the coursebook.

It is a strong communicative approach where students spend a lot of time communicating. PPP lessons seem very teacher-centred by comparison. Just watch how much time the students spend communicating during a task-based lesson.

It is enjoyable and motivating.

Conclusion
PPP offers a very simplified approach to language learning. It is based upon the idea that you can present language in neat little blocks, adding from one lesson to the next. However, research shows us that we cannot predict or guarantee what the students will learn and that ultimately a wide exposure to language is the best way of ensuring that students will acquire it effectively. Restricting their experience to single pieces of target language is unnatural.

For more information see 'A Framework for Task-Based Learning' by Jane Wills, Longman; 'Doing Task-Based Teaching' by Dave and Jane Willis, OUP 2007.
Also see www.willis-elt.co.uk

Richard Frost, British Council, Turkey

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This article also links to the following activity.Try - Speaking activities - Task-based speaking - planning a night out

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Pre-task
The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.

Task
The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.

Planning
Students prepare a short oral or written report to tell the class what happened during their task. They then practise what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.

Report
Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare.

Analysis
The teacher then highlights relevant parts from the text of the recording for the students to analyse. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis.

Practice
Finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.

Source: British Council - Learn English: "A Task Based Approach". Available in: https://www.teachingenglish.org.uk/article/task-based-approach

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Read about "Silent Way", the First Pillar of Humanistic Language Teaching

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Methods in Teaching and Learning language

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Developed by Caleb Gattegno, The Silent Way is a humanistic approach to learning language based on cognitive theory (Brown & Lee, 2015). The method is based on student discovery with the instructor staying mainly silent. The instructor provides single word or sentences stimuli to prompt students if they struggle (Brown & Lee). Gattegno applied Montessori theory to this method, basing the method on the fact that learning a second language is a natural process (Mocanu, 2012). Charts with encoded pronunciation are intended to develop students perception in a method based on senses and perception (Mocanu, 2012). A technique of feedback assists with basic problems, after which the language will be acquired naturally (Mocanu, 2012). Additionally, Gattegno understood, upon reflection on himself as a learner, that an important part of learning is making mistakes; from mistakes, students learn what is right and wrong, or what is adequate or inadequate and can improve from that point (Young, 2000).

Pros:

non-threatening approach

attempt at natural learning

engaging students in discovery often aids in quality of learning

focus on the student rather than the instructor

students free to make mistakes as they learn, which helps with learning

Cons:

students want and need more guidance than the method advocates

novelty of charts wears off particularly in older learners

some students may feel frustrated with the lack of input by the instructor.

an example of a Silent Way board with word sounds colour coded

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Developed by Caleb Gattegno, The Silent Way is a humanistic approach to learning language based on cognitive theory (Brown & Lee, 2015). The method is based on student discovery with the instructor...

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Read about "Suggestopedia", the second pillar of Humanistic Language Teaching

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Methods in Teaching and Learning language

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Suggestopedia is a method developed from the idea of Suggestology wherein the learner is as relaxed as possible to be "open and receptive towards what he is going to learn" (Mocanu, 2012, p. 73). Yoga and music (particularly the regular rhythms and structure of Baroque) relax the students to a state of "relaxed concentration" while the instructor reads vocabulary, dialogues, and other readings with the intent for students to memorize and internalize the material (Brown & Lee, p. 25). The procedures of Suggestopedia are intended to help the learner eliminate their inhibitions and make the acquisition of the second language (L2) easier (Mocanu, 2012). The materials used in Suggestopedia are meant to be as similar to real-world scenarios as possible, such as shopping, telephone conversations, or visiting someone (Mocanu, 2012). However, it's concert style, and reliance on music and comfortable seating means it is often an impractical method for conventional classroom environments.

Pros:

students are relaxed and free from distractions

focus on creating a positive classroom experience

focus on real-world scenarios

Cons:

the use of music and comfortable seating in a concert style is often not student to classrooms

conflicting data on the efficacy of the method

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Suggestopedia is a method developed from the idea of Suggestology wherein the learner is as relaxed as possible to be "open and receptive towards what he is going to learn" (Mocanu, 2012, p. 73).

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HLT - 3rd Pillar: "Community Language Learning"

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HLT - 3rd Pillar: "Community Language Learning"

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Read about "Community Language Learning", the third pillar of Humanistic Language Teaching.

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Methods in Teaching and Learning language

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Community Language Learning (CLL) is an approach that is centered on the student. It is rooted in the importance of creating a classroom community, and for the instructor to establish a comfortable rapport and level of trust with the learners. In this method, students will converse with one another, while the instructor translates the sentences into the new language (L2) to be repeated by the student (Brown & Lee, 2015). As students advance, the instructor facilitates student language discovery and aids in correcting pronunciation. The creation of a supportive and cohesive group, and strong student-teacher relationships is where the success of CLL is based (Mocanu, 2012). Working in groups and pairs, the students discover and share a joy of learning, with the instructor working as a counselor, guide, and support in the learning process (Mocanu, 2012).

Pros:

development of a classroom community gives students agency and autonomy

learners determine topic of study for the conversations

non-threatening environment allows students to feel comfortable making mistakes while learning

focus on partner work helps students with conversational skills

aim to create proficient and fluent speakers

Cons:

too restrictive to traditional institutional settings

the instructor can be too removed, which means students may struggle

very slow start to this learning method

relies on instructor fluency and accuracy in translation

negative atmosphere in the group can derail learning for all

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Community Language Learning (CLL) is an approach that is centered on the student. It is rooted in the importance of creating a classroom community, and for the instructor to establish a comfortable rapport and level of trust with the learners.

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HLT - 4th Pillar: "Total Physical Response"

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HLT - 4th Pillar: "Total Physical Response"

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Read about "Total Physical Response", the fourth pillar of Humanistic Language Teaching

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Methods in Teaching and Learning language

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Based on the psychological concept of "trace theory", the Total Physical Response method (TPR) is centered around the idea that memory is increased if it is connected with a physical movement (Brown & Lee, 2015). Similar to the Series and Direct Methods, TPR is intended to mimic childhood native language acquisition - children's speech and listening is often accompanied by activities such as reaching, moving, grabbing, or looking (Brown & Lee, 2015). TPR instructs learners to carry out an activity or movement in an imperative phrase, such as "go to the window" etc. As learners progress, more complex instructions will follow. Similar to childhood language learning, learners would eventually gain confidence in their understanding and begin to attempt speaking the language and ask and respond to questions. Some of the benefits of TPR is that it creates a less anxious and stressful environment for the learners, and is well suited for young students learning a new language (Al Harrasi, 2014). The biggest drawbacks to TPR is the need for a qualified instructor who is well versed in TPR theory, and the use of specialized materials and textbooks (Al Harrasi, 2014).

Pros:

mimics childhood language acquisition

attempt at building skills for a less intimidating learning experience

student-centered; students progress as they gain and improve their skills

Cons:

reliance on specialized training for the instructor

students may progress at different paces, which can lead to difficulty in conventional school environments

students are trained to respond to commands, but are not expected to produce language until ready

students may easily tire of the novelty of moving and performing actions.

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Based on the psychological concept of "trace theory", the Total Physical Response method (TPR) is centered around the idea that memory is increased if it is connected with a physical movement (Brown & Lee, 2015).

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Watch this video as Case Study about Finland's Education System.

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Learning to Teach in Practice: Finland's Teacher Training Schools