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The impact of socio-cultural learning tasks on students’ foreign grammatical language awareness

A study conducted in German post-DESI EFL classrooms


Heike Niesen

The book introduces an innovative way of teaching grammatical language awareness via socio-cultural learning tasks (SCLTs). It takes a close look at task-supported teaching/learning and socio-cultural learning theory and how they are combined to develop challenging and motivating learning tasks. It also presents ways to implement SCLTs in heterogeneous EFL classrooms and evaluates the learning potential of SCLTs against the backdrop of a more traditional teaching and learning approach (PPP). Besides the illumination of the very promising concept of SCLTs, the applied qualitative and quantitative research methods hope to be a valuable contribution to SLA research.
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3. Theoretical framework


3.1 PPP – a traditional teaching and learning method

3.1.1 Definition and theoretical rationale

“Presentation-practice-produce” (in short: PPP) refers to a teaching method8 which has been and still is widely used in foreign language classrooms worldwide (cf. Skehan 1998, p. 94 f. and Müller-Hartmann/Schocker-von Ditfurth 2011, p. 214). As its name implies, three successive stages of teaching language features are implemented by the teacher when applying this method. These steps are described by Frost (2003) as follows:

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