Teaching spoken discourse markers explicitly: A comparison of III and PPP

Jones, Christian ORCID: 0000-0003-0407-8860 and Carter, Ronald
(2014) Teaching spoken discourse markers explicitly: A comparison of III and PPP. International Journal of English Studies, 14 (1). pp. 37-54.

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This article reports on mixed methods classroom research carried out at a British university. The study investigates the effectiveness of two different explicit teaching frameworks, Illustration – Interaction – Induction (III) and Present – Practice – Produce (PPP) used to teach the same spoken discourse markers (DMs) to two different groups of Chinese learners and compared to a control group. Univariate analysis of the pre- and post- tests indicated statistically significant differences between the PPP group and III/control groups in terms of a higher mean usage of the target DMs in the immediate post-test. Qualitative results demonstrated that the PPP group generally found this method to be more useful, which tallied with their better performances in the tests. Both groups also articulated a desire for a different kind of practice to be used in class, based on rehearsal forreal world tasks. This suggests a need to re-conceptualise practice within III, PPP or other teaching frameworks.

Item Type: Article
Uncontrolled Keywords: Discourse markers, spoken grammar, explicit teaching approaches, PPP, III
Depositing User: Symplectic Admin
Date Deposited: 01 Jun 2016 13:55
Last Modified: 19 Jan 2023 07:36
DOI: 10.6018/ijes/14/1/161001
Open Access URL: http://revistas.um.es/ijes/article/view/161001/164...
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URI: https://livrepository.liverpool.ac.uk/id/eprint/3001472