(接上期)Context 3:EFL and ESOL learners at lower levels of achievement The third context relates largely to my own teaching in the adult EFL and ESC OL sectors in the UK,where I make use of PPP with classes of learner...(接上期)Context 3:EFL and ESOL learners at lower levels of achievement The third context relates largely to my own teaching in the adult EFL and ESC OL sectors in the UK,where I make use of PPP with classes of learners that tend towards the following characteristics:1.low levels of overall language proficiency;2.low language learning aptitude;3.low levels of literacy;4.low levels of learner autonomy;5.limited experience of formal classroom study;6.specific educational needs.展开更多
Introduction Among,the many lesson planning paradigms usedin English language teacher education over the last 40 years,PPP has proven to be one of the mostpopular and most durable(see Figure 1)despite regular criticis...Introduction Among,the many lesson planning paradigms usedin English language teacher education over the last 40 years,PPP has proven to be one of the mostpopular and most durable(see Figure 1)despite regular criticism in literature emanating from the Anglophone,centre,of ELT theory.After presenting a brief history of the paradigm andoutlining the main criticisms directed at PPP,especially in the 1990s,I discuss some important rescarch findings from SLA studics sincc the turn of the century that lend support to PPP-typelesson structures.展开更多
文摘(接上期)Context 3:EFL and ESOL learners at lower levels of achievement The third context relates largely to my own teaching in the adult EFL and ESC OL sectors in the UK,where I make use of PPP with classes of learners that tend towards the following characteristics:1.low levels of overall language proficiency;2.low language learning aptitude;3.low levels of literacy;4.low levels of learner autonomy;5.limited experience of formal classroom study;6.specific educational needs.
文摘Introduction Among,the many lesson planning paradigms usedin English language teacher education over the last 40 years,PPP has proven to be one of the mostpopular and most durable(see Figure 1)despite regular criticism in literature emanating from the Anglophone,centre,of ELT theory.After presenting a brief history of the paradigm andoutlining the main criticisms directed at PPP,especially in the 1990s,I discuss some important rescarch findings from SLA studics sincc the turn of the century that lend support to PPP-typelesson structures.