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As teachers, it’s important to understand the pros and cons of the various teaching methods available. Which methods we use will ultimately depend on the class, the level of language and how students respond to your teaching style. This paper will compare the differences between two popular methods, Presentation, Practice, and Presentation, versus the Translation method. I will argue that the Presentation, Practice, and Production is overall a better method for teaching English as a second language than the Translation method. Presentation, Practice, and Production (PPP) is when the teacher presents the new information to the class, the student's practice said material and then produce it themselves. The Translation method is where equivalents are found between the student's native language and the target language. The major drawback of this method is that requires the teacher to also speak the student's native language, and doesn’t allow students to develop a natural way of speaking, or level of understanding, in their target language. Taking a look at these methods in more depth, the Translation method relies on finding similarities and translating between the student’s native and target languages. This is a method of teaching that can be quite relevant when first teaching basic vocabulary and grammar or getting younger students to be interested in the language. For example, a fairly straightforward way to introduce young students to the English language would be to have them compile a list of animal names in their native language and show them the translations in English. For example, for a Spanish speaking class, we might make a list with “perro”, “gato” and “burro” and then teach their English translations; “dog” “cat” and “donkey”. Teachers could do this with pictures and a matching exercise, for example, then moving on to drilling the vocabulary to encourage memorization. Now looking at the use of the Presentation, Practice and Production method, using a Straight Arrow ESA lesson as an example, the teacher would explain and introduce animal names in English, eliciting names that students already know or using pictures to ask them, then practicing and having students do a gap-fill worksheet with various animal names. Finally, they would have the students produce the language on their own with a conversation describing their favorite animals or a trip to the zoo. Unlike Translation, this method allows students to become comfortable with the information and gives them a topical way to practice the target language. Unfortunately, this method becomes more difficult to use in upper levels as students would already be comfortable and able to use more of the target language. However, in my experience, this method is more effective in the way that it encourages conversation from the students. For example, I’ve tutored college students in the United States beginning and intermediate level Spanish. Using tools like this, they’ve developed much more applicable use of the language than simply translating and memorizing the necessary vocabulary. Another example is my current position teaching English to Chinese adults, the PPP method allows me to find the most effective way to present the information to my students, and allows them more time and examples to practice the material before being asked to produce it. Overall, the method of Present, Practice, and Produce is easily one of the most effective for teaching students to think in their target language and improve productive language skills, as it requires students to practice then produce the material or respond to it more than just repeating it. Productive skills are used to communicate between people, through speaking and writing. Teaching students in an environment that requires them to use and respond to the different information learned in class allows them to practice and improve these skills. The Translation method lacks practicality and a deeper understanding of the target language, while the PPP method is better suited for teaching English because of its emphasis on practical use and level of understanding.
