A Contextualized Comparison of PPP And TBLT In Foreign Language Education: Pedagogical Implications for EFL Classrooms
DOI:
https://doi.org/10.37547/ijp/Volume06Issue03-92Keywords:
Task-Based Language Teaching, communicative competence, EFL methodologyAbstract
This article presents a contextualized comparison of two influential approaches in foreign language pedagogy: the Presentation–Practice–Production (PPP) model and Task-Based Language Teaching (TBLT). The analysis focuses on differences in instructional sequencing, pedagogical orientation (accuracy versus fluency), teacher and learner roles, and the nature of classroom activities. Drawing on insights from second language acquisition research and classroom-based studies, the article discusses the relative strengths and limitations of both approaches. It is argued that a principled integration of PPP and TBLT can provide a balanced methodological framework for developing learners’ communicative competence in English as a Foreign Language (EFL) contexts, particularly in higher education and secondary schools.
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