The “communicative processes-based model of activity sequencing’ (CPM): a cognitively and pedagogically sound alternative to the “Representation-Practice-Production model of activity secuencing” (P-P-P) in ELT
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Autor/esCriado Sánchez, Raquel
With the advent of the Communicative Language Teaching Method, the traditional ‘Presentation-Practice-Production model of activity sequencing’ (P-P-P) from Structural Methods became the target of severe criticisms. The P-P-P should not be categorically rejected, since it actually conforms to one of the most infl uential models of skill acquisition in contemporary cognitive psychology: ACT-R (Anderson et al. 2004). Nevertheless, it is necessary to acknowledge the need for an activity sequencing model which respects cognitive learning principles and is explicitly inspired by real communicative processes. In this way, students’ language learning experience can be linked to the world outside the classroom. The ‘Communicative Processes-based model of activity sequencing’ (CPM)is described as a cognitively and pedagogically sound alternative to the P-P-P through the adaptation of a lesson from a well-known 21st century ELT textbook. Con la llegada del Método Comunicativo, el tradicional patr...
Cognitive learning schemes
Secuenciación de actividades
Materiales para la enseñanza del inglés como lengua extranjera
Esquemas cognitivos de aprendizaje