การจัดการเรียนรู้ภาษาอังกฤษเพื่อการสื่อสารตามรูปแบบ
PPP (การจัดกิจกรรมการเรียนการสอนตามแนวธรรมชาติ)
The PPP Approach to
Language Teaching เป็นการสอนภาษาที่เป็นไปตามธรรมชาติ
เน้นสื่อที่มีความหมาย
ผู้เรียนสามารถใช้ประสบการณ์เดิมช่วยทำให้เข้าใจสื่อที่อ่านได้รวดเร็วขึ้น
การสอนจะไม่แยกสอนส่วนย่อยของภาษาทีละส่วนแต่เน้นให้เข้าใจในภาพรวมก่อน
แล้วจึงเรียนรู้ด้านโครงสร้างภาษาภายหลัง
ผู้เรียนสามารถสร้างสรรค์ภาษาของตนเองอย่างอิสระ
ผู้สอนต้องยอมรับความแตกต่างด้านการออกเสียงที่เป็นสำเนียงภาษา ถิ่น(dialects) ในเบื้องต้น แล้วจึงพัฒนาให้ถูกต้องในโอกาสต่อไป
การสอนภาษาแบบองค์รวมจะเน้นการนำรวมวรรณกรรมต่าง ๆ ที่ดีมาเป็นสื่อการสอน
เพื่อให้ผู้เรียนได้รับประสบการณ์ภาษาที่หลากหลาย
สามารถนำไปเป็นแบบอย่างการใช้ภาษาของตนเองและใช้ได้ในสังคมอย่างมี
ประสิทธิภาพโดยผู้เรียนเป็นศูนย์กลางการเรียนการสอนการ
ขั้นตอนการจัดกิจกรรมการเรียนการสอนแบบ
3p
1. ครูนำ เสนอบทเรียนในขั้นนำ เสนอ (P1 =
Presentation)โดยนำ เสนอเป็นรูปประโยคที่ใช้ในการสื่อสาร (Whole Language)ไม่แยกสอนเป็นคำ ๆ
นักเรียนจะเข้าใจภาษานั้นโดยภาพรวม หลีกเลี่ยงการแปลคำ ต่อคำ การนำ เสนอต้องชัดเจน
และตรวจสอบจนแน่ใจว่านักเรียนเข้าใจสิ่งที่ครูนำ เสนอนั้น
2. ครูใช้กิจกรรมในขั้นฝึก (P2 = Practice) อย่างหลากหลาย
โดยยึดนักเรียนเป็นศูนย์กลาง ฝึกหัดและพูดในกลุ่มใหญ่
(Whole Group) ก่อน เพื่อให้นักเรียนมีความมั่นใจในการใช้ภาษา
ฝึกกลุ่มย่อยโดยใช้การฝึกลูกโซ่ (Chain Drill) เพื่อให้โอกาสนักเรียนได้สื่อสารทุกคน
ฝึกคู่ (Pair Work) เปลี่ยนกันถาม-ตอบ เพื่อสื่อสารตามธรรมชาติ
แล้วจึงให้นักเรียนฝึกเดี่ยว (Individual) โดยฝึกพูดกับครูทีละคน
การฝึกเดี๋ยวนี้ครูจะเลือกนักเรียนเพียง 2-3 คน เพื่อทำ
เป็นตัวอย่างในแต่ละครั้ง กิจกรรมขั้นนี้ใช้เวลา แต่นักเรียนจะได้ปฏิบัติจริง
ครูเพียงแต่คอยกำ กับดูแลให้การฝึกดำ เนินไปอย่างมี
ความหมายและสนุก
3. กิจกรรมขั้นนำ เสนอผลงาน P3 (Production)
เป็นขั้นที่นักเรียนจะนำ
ภาษาไปใช้ ครูอาจจะให้ทำ แบบฝึกหัด อ่านและเขียนร้องเพลง หรือเล่นเกม
ที่สืบเนื่องและเกี่ยวข้องกับภาษาที่เรียนมาในขั้นที่ 1 และ 2 อาจให้ทำ
งานเป็นการบ้านหรือสร้างสรรค์ผลงานหลากหลายวิธีสอนของครูต้นแบบ 2541 วิชาภาษาอังกฤษ27ใหม่จากความคิดของนักเรียนเอง
ยกตัวอย่างเช่น นักเรียนได้เรียนเรื่องเวลา กำหนดเวลา ถาม-ตอบ
เกี่ยวกับเวลาแล้วก็สามารถคิดตารางเวลาเพื่อกำหนดการเดินรถโดยสารของตนเอง
โดยสมมุติได้ในการจัดกิจกรรมขั้นฝึกและนำ เสนอผลงาน
สามารถนำกิจกรรมเสริมทางภาษาที่ครูมีความถนัด เช่น เกมทางภาษา
เพลงหรือกิจกรรมเกี่ยวกับจังหวะ การวาดภาพ ฯลฯ มาใช้เพื่อช่วยส่งเสริมความคิด
และช่วยให้การจัดการเรียนการสอนภาษาเป็นภาษาเพื่อการสื่อสาร
โดยสอนทักษะฟัง-พูด-อ่าน และเขียนไปพร้อม ๆกัน
ด้วยวิธีบูรณาการทักษะที่ให้นักเรียนเป็นศูนย์กลาง
สื่อการเรียนการสอน
การจัดการเรียนการสอนภาษา
เพื่อสื่อสารตามธรรมชาติจะใช้สื่อตามสภาพจริง ควบคู่กับสื่อที่ผลิตขึ้นมา
สื่อดังกล่าว ได้แก่
1. ของจริง (Reality)
2. ภาพที่ผลิตขึ้นเองและภาพจากหนังสือพิมพ์ (Pictures)
3. วรรณคดีสำ หรับอ่านให้นักเรียนฟัง (Literature)
4. ท่าทาง (Gesture)
5. วิธีการและกิจกรรม (Activities)
6. เพลงและเกม (Songs and Games)
7. บทบาทสมมุติ (Role Play)
The PPP Approach to Language Teaching
The "Three Ps" approach to Language Teaching is the most
common modern methodology employed by professional schools around the
world. It is a strong feature of the
renowned CELTA certification and other TEFL qualifications offered especially
in the United Kingdom.
While this approach is generally geared toward adult learners, most
of the principles involved are also essential to lessons for children (click on
the "Young Learners" link above for more information). It is very important to understand what
"Presentation", "Practice" and "Production"
really are, and how they work in combination to create effective communicative
language learning.
Presentation is the beginning or introduction to learning language,
and Production is the culmination of the learning process, where a learner has
become a "user" of the language as opposed to a "student"
of the language. Practice is the process
that facilitates progress from the initial stage through to the final one.
To explain the process in brief, the beginning of a lesson involves
the introduction of the new language in a conceptual way in combination with
some kind of real (or at least "realistic feeling") situation. When this is understood, the students are
provided with a linguistic "model" to apply to the concept they have
recognized. With this "model"
in mind, the students practice the new language by means of various
"controlled" activities. After
sufficient practice, the students move into some kind of "productive"
activity, where a situation calls for the language to be used naturally without
correction or control.
In general, for communicative language learning to be most
effective, the three stages need to occur and they must flow easily from one
stage to the next.
PRESENTATION
This is the first (and perhaps most crucial) stage to the language
learning process, as it usually has a profound influence on the stages that
follow and governs whether those stages are effective or not.
Presentation involves the building of a situation requiring natural
and logical use of the new language.
When the "situation" is recognized and understood by the
students, they will then start instinctively building a conceptual
understanding of the meaning behind the new language, and why it will be
relevant and useful to them.
When the situation surrounding the the new language and the conceptual
meaning of it has been achieved, the new language should be introduced by means
of a linguistic "model". It is
this model that the students will go on to practice and hopefully achieve
naturally without help during a productive activity.
For obvious reasons, it is naturally easier to "present"
new language to ESL students (who are learning English as a Second Language in
an English speaking environment) than it is to EFL (English as a Foreign
Language) students, who hear little or no English outside of the
classroom. EFL teachers in particular
need to work hard to build "realistic" feeling situations requiring
the new language. If the "situation"
appears totally unreal or even farcical to the students, so too will the
language they are learning.
An important aspect of introducing the situation requiring and
concept underlying new language is to build them up using whatever English the
students have already learned or have some access to. At lower levels, pictures and body language
are typical ways of presenting new language.
As students progress, dialogues and text can also be used.
There are a variety of ways in which new language items may be
presented but most Presentations should have at least some of the following
features: meaningful, memorable and realistic examples; logical connection;
context; clear models; sufficient meaningful repetition; "staging"
and "fixing"; briefness and recycling.
PRACTICE:
The Practice stage is the best known to teachers irrespective of their
training or teaching objectives.
However, it is a stage that is often "over-done" or used
ineffectively, either because Presentation was poor (or lacking altogether) or
it is not seen and used as a natural step toward Production. It is the important middle stage to
communicative language teaching, but exactly that the "middle" stage.
It is important that practice activities are appropriate to the
language being learned and the level and competence of the students. Essentially Practice is the testing procedure
for accuracy, and the frequency procedure for familiarity with the
language. It is also a remedial
stage. A good way to summarize effective
Practice is to see it as repetition leading to competence and accuracy in terms
of
Phonology and Syntax.
Practice activities need to be clear and understandable - they
should also be directed toward promoting a considerable degree of confidence in
the students. In general, a carefully
laid out practice activity that looks "attractive" to the eye will
generate the students' motivation. They
need to be challenged, but they should also feel that the activity is
"within their reach".
Making a smooth transition from Presentation to Practice usually
involves moving the students from the Individual Drill stage into Pair Work
(chain pair-work, closed pair-work and open pair-work). Communicative practice then leads the way
toward Production.
PRODUCTION:
The Production Stage is the most important stage of communicative
language teaching. Successful Production
is a clear indication that the language learners have made the transition from
"students" of the key language to "users" of the language.
Generally Production involves creating a situation requiring the
language that was introduced in the Presentation Stage. That situation should result in the students
"producing" more personalized language. Production is highly dependent on the
Practice Stage, because if students do not have confidence in the language then
they will naturally be hesitant to independently "use" it.
One of the most important things to remember is that Production
activities should not "tell" students what to say. Whereas in Practice the students had most or
all of the information required, during Production they don't have the information
and must think. Ideally it is
challenging in that it is representative of "real life" situations.
Creating and engaging in "Productive" classroom
activities can require a certain level of cognitive ability. Production activities for Young Learners in
particular need to be carefully thought out and prepared (click here for more
information relevant to Production in Young Learners).
Some good examples of effective Production activities include
situational role-plays, debates, discussions, problem-solving, narratives,
descriptions, quizzes and games.
credit :
The "Three Ps" approach to Language Teaching is the most
common modern methodology employed by professional schools around the
world. It is a strong feature of the
renowned CELTA certification and other TEFL qualifications offered especially
in the United Kingdom.
While this approach is generally geared toward adult learners, most
of the principles involved are also essential to lessons for children (click on
the "Young Learners" link above for more information). It is very important to understand what
"Presentation", "Practice" and "Production"
really are, and how they work in combination to create effective communicative
language learning.
Presentation is the beginning or introduction to learning language,
and Production is the culmination of the learning process, where a learner has
become a "user" of the language as opposed to a "student"
of the language. Practice is the process
that facilitates progress from the initial stage through to the final one.
To explain the process in brief, the beginning of a lesson involves
the introduction of the new language in a conceptual way in combination with
some kind of real (or at least "realistic feeling") situation. When this is understood, the students are
provided with a linguistic "model" to apply to the concept they have
recognized. With this "model"
in mind, the students practice the new language by means of various
"controlled" activities. After
sufficient practice, the students move into some kind of "productive"
activity, where a situation calls for the language to be used naturally without
correction or control.
In general, for communicative language learning to be most
effective, the three stages need to occur and they must flow easily from one
stage to the next.
PRESENTATION
This is the first (and perhaps most crucial) stage to the language
learning process, as it usually has a profound influence on the stages that
follow and governs whether those stages are effective or not.
Presentation involves the building of a situation requiring natural
and logical use of the new language.
When the "situation" is recognized and understood by the
students, they will then start instinctively building a conceptual
understanding of the meaning behind the new language, and why it will be
relevant and useful to them.
When the situation surrounding the the new language and the conceptual
meaning of it has been achieved, the new language should be introduced by means
of a linguistic "model". It is
this model that the students will go on to practice and hopefully achieve
naturally without help during a productive activity.
For obvious reasons, it is naturally easier to "present"
new language to ESL students (who are learning English as a Second Language in
an English speaking environment) than it is to EFL (English as a Foreign
Language) students, who hear little or no English outside of the
classroom. EFL teachers in particular
need to work hard to build "realistic" feeling situations requiring
the new language. If the "situation"
appears totally unreal or even farcical to the students, so too will the
language they are learning.
An important aspect of introducing the situation requiring and
concept underlying new language is to build them up using whatever English the
students have already learned or have some access to. At lower levels, pictures and body language
are typical ways of presenting new language.
As students progress, dialogues and text can also be used.
There are a variety of ways in which new language items may be
presented but most Presentations should have at least some of the following
features: meaningful, memorable and realistic examples; logical connection;
context; clear models; sufficient meaningful repetition; "staging"
and "fixing"; briefness and recycling.
PRACTICE:
The Practice stage is the best known to teachers irrespective of their
training or teaching objectives.
However, it is a stage that is often "over-done" or used
ineffectively, either because Presentation was poor (or lacking altogether) or
it is not seen and used as a natural step toward Production. It is the important middle stage to
communicative language teaching, but exactly that the "middle" stage.
It is important that practice activities are appropriate to the
language being learned and the level and competence of the students. Essentially Practice is the testing procedure
for accuracy, and the frequency procedure for familiarity with the
language. It is also a remedial
stage. A good way to summarize effective
Practice is to see it as repetition leading to competence and accuracy in terms
of
Phonology and Syntax.
Practice activities need to be clear and understandable - they
should also be directed toward promoting a considerable degree of confidence in
the students. In general, a carefully
laid out practice activity that looks "attractive" to the eye will
generate the students' motivation. They
need to be challenged, but they should also feel that the activity is
"within their reach".
Making a smooth transition from Presentation to Practice usually
involves moving the students from the Individual Drill stage into Pair Work
(chain pair-work, closed pair-work and open pair-work). Communicative practice then leads the way
toward Production.
PRODUCTION:
The Production Stage is the most important stage of communicative
language teaching. Successful Production
is a clear indication that the language learners have made the transition from
"students" of the key language to "users" of the language.
Generally Production involves creating a situation requiring the
language that was introduced in the Presentation Stage. That situation should result in the students
"producing" more personalized language. Production is highly dependent on the
Practice Stage, because if students do not have confidence in the language then
they will naturally be hesitant to independently "use" it.
One of the most important things to remember is that Production
activities should not "tell" students what to say. Whereas in Practice the students had most or
all of the information required, during Production they don't have the information
and must think. Ideally it is
challenging in that it is representative of "real life" situations.
Creating and engaging in "Productive" classroom
activities can require a certain level of cognitive ability. Production activities for Young Learners in
particular need to be carefully thought out and prepared (click here for more
information relevant to Production in Young Learners).
Some good examples of effective Production activities include
situational role-plays, debates, discussions, problem-solving, narratives,
descriptions, quizzes and games.
credit : www2.vobs.at
PPP Model from Tukta Anita
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