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

Authors

  • Christian Jones University of Central Lancashire
  • Ronald Carter University of Nottingham
DOI: https://doi.org/10.6018/ijes/14/1/161001
Keywords: Discourse markers, spoken grammar, explicit teaching approaches, PPP, III

Abstract

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.

doi: http://dx.doi.org/10.6018/ijes/14/1/161001

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Author Biographies

Christian Jones, University of Central Lancashire

Christian Jones is a Senior Lecturer in TESOL at the University of Central Lancashire and has previously worked as a teacher and teacher trainer in Japan and Thailand. His main research interests are in spoken discourse analysis, lexis, and the pedagogical treatment of spoken grammar.

Ronald Carter, University of Nottingham

Ronald Carter is Professor of Modern English Language at the University of Nottingham. He has written and edited more than 50 books and has published over 100 academic papers in the fields of language and education, language and literature, applied linguistics and the teaching of English, with particular reference to teaching English as a second, foreign or additional language. He has taught, lectured and given consultancies to government agencies and ministries in the field of language education, mainly in conjunction with the British Council, in over thirty countries world-wide.Recent books include: The Cambridge Guide to Teaching English to Speakers of Other Languages (ed with David Nunan) (CUP, 2001), The Routledge History of Literature in English (Routledge, 2nd ed 2002); Language and Creativity: The Art of Common Talk (Routledge, 2004) and Cambridge Grammar of English: A Comprehensive Guide to Spoken and Written Grammar and Usage (with Michael McCarthy) (CUP, 2006)
Published
21-02-2013
How to Cite
Jones, C., & Carter, R. (2013). Teaching spoken discourse markers explicitly: A comparison of III and PPP. International Journal of English Studies, 14(1), 37–54. https://doi.org/10.6018/ijes/14/1/161001
Issue
Vol. 14 No. 1 (2014): Open Issue
Section
Articles

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