PPP Approach according to Scott Thornburry

Introduction

The PPP (Presentation, Practice, Produce) approach has been a cornerstone of language teaching for decades. As one of the most structured models of teaching English, it offers teachers a clear roadmap for lesson design and promises a systematic way to introduce new language.

However, it has also faced criticism for oversimplifying the complexities of language acquisition.

In this post, we examine Scott Thornbury’s critical perspective on the PPP framework, explore its strengths and limitations, and compare it to alternative approaches like the Discovery Method and Task-Based Instruction. By doing so, we aim to critically evaluate where the PPP model stands in today’s language teaching landscape.

Scott Thornbury provides a nuanced perspective on the PPP (Presentation, Practice, Produce) model, highlighting its merits while addressing its limitations.

You can watch his video below!

The Practice, Practice, and Produce Model of Teaching English: Strengths and Weaknesses

Here are the strengths and weaknesses of the present, practice, and produce model of language teaching:

Strengths

• Cognitive Skills Learning Theory: Thornbury supports PPP’s theoretical foundation in cognitive skills learning, where learners progress from declarative knowledge (e.g., learning that the past tense of “go” is “went”) to procedural knowledge (e.g., using it fluently in communication).
• Structured Lesson Design: The model offers teachers a clear framework, enabling better control over lesson planning and delivery. This structure is particularly useful for less experienced educators.
• Learner Familiarity and Logic: Many learners, accustomed to traditional education models, find PPP’s step-by-step structure logical and accessible.
• Priming Tool: PPP helps prime learners to notice specific language features in authentic contexts, enhancing awareness and retention.

Criticisms

• Linear Learning Assumption: PPP presumes that language learning is a step-by-step process where knowledge accumulates predictably. Thornbury argues this oversimplifies the recursive and unpredictable nature of language acquisition.
• Atomistic View of Language: The model’s tendency to break language into small, teachable units risks neglecting the interconnectedness and complexity of real-world language use.
• Imbalance in Stages: In practice, the presentation phase often dominates lessons, leaving insufficient time for meaningful production and personalization.

Comparing PPP with Discovery Learning and Task-Based Instruction (TBI)

Let’s now compare the present, practice, and produce framework with other modern models: Discovery learning and Task-Based Instruction.

Discovery Learning

Discovery learning shifts the focus from teacher-led instruction to learner exploration. Instead of presenting language rules explicitly, learners uncover patterns and rules themselves through guided activities.

• Strengths Compared to the Present, Practice, and Produce Framework:
  • Promotes deeper understanding and critical thinking as learners actively engage with the language.
  • Aligns better with the recursive nature of language acquisition, encouraging learners to revisit and refine their understanding.
• Weaknesses Compared to the Present, Practice, and Produce Framework:
  • Lacks the clear structure PPP provides, which can be challenging for novice teachers or learners who prefer more guidance.
  • May overwhelm learners unfamiliar with self-directed learning strategies.

Task-Based Instruction (TBI)

TBI emphasizes using language as a tool to complete meaningful tasks, placing authentic communication at the heart of learning.

• Strengths Compared to the Present, Practice, and Produce Framework:
  • Encourages real-world language use and prioritizes communication over accuracy, addressing PPP’s tendency to focus on form.
  • Better reflects the dynamic and interconnected nature of language.
• Weaknesses Compared to the Present, Practice, and Produce Framework:
  • Requires careful planning to ensure tasks are both engaging and pedagogically effective.
  • May leave learners with gaps in declarative knowledge, which PPP addresses more directly.

Integration of Models

While the Present, Practice, and Produce Framework excels in introducing and structuring new language, discovery learning and TBI offer complementary approaches that prioritize authentic use and deeper engagement. A blended approach can leverage the strengths of all three methods. For instance:

• Use PPP to introduce foundational concepts.
• Incorporate discovery learning for pattern recognition and analysis.
• Employ TBI for real-world practice and consolidation.

Summary Table

Aspect	PPP	Discovery Learning	Task-Based Instruction
Focus	Declarative to procedural knowledge	Learner exploration and discovery	Task completion using authentic language
Strengths	Clear structure, priming for noticing	Promotes critical thinking, active learning	Real-world communication, dynamic language
Weaknesses	Simplistic, linear assumptions	Lacks structure, challenging for some	May overlook explicit knowledge acquisition
Best Use Case	Introducing new language concepts	Analyzing patterns, discovering rules	Practicing authentic communication

Conclusion

While the PPP model remains a useful tool in language teaching, Thornbury’s critique highlights the importance of viewing it as one part of a broader teaching repertoire. Combining PPP with discovery learning and task-based instruction provides a more holistic approach, balancing structure, engagement, and authentic communication. Teachers should adapt these methods based on their learners’ needs, ensuring a dynamic and flexible learning experience.

PPP Approach according to Scott Thornbury

According to Scott Thornbury, the Presentation Practice Produce ( PPP) model to teaching has advantages and disadvantages.  Debating the pros and cons of a “presentation-practice-production” language teaching model, he shows that although the PPP approach has limitations in its theoretical basis, it has the advantage of priming language to raise awareness about language points.

Watch the video!