Browsing by Subject "Activity sequencing"
Now showing 1 - 10 of 10
Results Per Page
Sort Options
- PublicationEmbargoA critical review of the Presentation-Practice-Production Model (PPP) in Foreign Language Teaching(Universidad de Murcia, Servicio de Publicaciones, 2013) Criado, Raquel; Filología Inglesa
- PublicationEmbargoActivity sequencing in foreign language teaching textbooks: a cognitive and communicative processes-based perspective.(LAP (Lambert Academic Publishing), 2010) Criado, Raquel; Filología InglesaThis book is about activity sequencing in Foreign Language Teaching. lt is divided into two parts. Part I includes the operationalisation of the construct of activity sequencing, definition and analysis of the P-P-P (“Presentation-Practice-Production model of activity sequencing”), application of cognitive psychology to teaching sequencing and a critical review of the CPM (“Communicative Processes-based model of activity sequencing”) and other contemporary sequencing models from pedagogic and cognitive perspectives. Part II describes the quasi-experimental study implemented to determine the influence on learning of the CPM in contrast to the P-P-P. Key findings confirm the importance of activity sequencing in TEFL and draw our attention to the fact that, in order to be effective, activity sequencing should go hand in hand with the sequence(s) of cognitive processes. This book will be valuable to researchers in foreign language teaching methodology and graduate students in applied linguistics, particularly for those who believe in the need of developing empirical studies in real-life classrooms and of applying Cognitive Psychology to foreign language teaching research.
- PublicationEmbargoActivity sequencing in foreign language teaching: psychological and pedagogic considerations in late 19th century and 21st century materials(Editum. Ediciones de la Universidad de Murcia, 2008) Criado, Raquel; Filología InglesaIn foreign language teaching research, activity sequencing represents a nearly theoretically and empirically neglected element. This study reports a comparative diachronic analysis of activity sequencing exemplified in two case-studies. Our aim is to uncover the related differences between past and present implementations from pedagogic and psychological perspectives. To accomplish this aim, we drew on Ollendorff’s New Method of Learning to Read, Write, and Speak the Spanish Language (1895) and on a 2005 textbook. Ollendorff’s work embodies one of the first modern attempts to facilitate the study of foreign language grammars. This has not prevented stern attacks to his coursebooks due to his contemporary classification as a representative name within the Grammar- Translation Method. Regarding our procedure, a middle unit of each textbook was examined by means of the Presentation-Practice-Production sequencing teaching model, which constituted our analytical tool. A description of this model from a cognitive viewpoint (Anderson 2000) was also included. The pair of units was examined at both pedagogic and psychological levels. Results indicate: a) a higher sophisticated degree of the current materials concerning the two levels of analysis; b) the value of activity sequencing examination in diachronic studies to evaluate present-day negative views of older methods.------------------------------------------------------
- PublicationEmbargoActivity typology and sequencing in Foreign Language Teaching textbooks.(Síntesis, 2022) Criado, Raquel; Filología Inglesa
- PublicationOpen AccessBook review(Universidad de Murcia, Servicio de Publicaciones, 2010) Bretones, María Carmen
- PublicationOpen AccessCognitive processes and the P-P-P (Presentation-Practice-Production model) in contemporary ELT materials.(Servicio de Publicaciones de la Universidad de Vigo, 2010) Criado, Raquel; Sánchez Pérez, Aquilino; Filología InglesaThis paper focuses on the two kinds of knowledge humans may attain (specifically, linguistic knowledge), the cognitive processes as described in psycholinguistics and neurolinguistics leading to knowledge attainment and their correspondence to the PPP (Presentation-Practice-Production model of activity sequencing). Even though method in general and specific pedagogical actions imply the development of a specific type of knowledge (declarative or procedural), and a specific activity sequencing in teaching materials and procedures, the application of cognitive studies to language teaching has not been granted much relevance throughout the history of foreign pedagogy. The analysis of a case-study is undertaken in which a sample lesson from a well-known contemporary textbook is examined with the following aims in mind: (i) to ascertain up to what point its activities favour the attainment of declarative or procedural knowledge, and (ii) to detect whether the activity sequencing agrees or not with the PPP and thus with DEC->PRO cognitive sequencing. The analysis is performed on the activities of the units, since they constitute the operative pedagogical units both in textbooks and in the classroom.------------------------------------
- PublicationEmbargoPerspectives and good practices in English language teacher training.(Síntesis, 2022) Criado, Raquel; Alonso, Isabel; Filología Inglesa
- PublicationOpen AccessSequencing Activities in English as a Foreign Language Materials: The ‘Communicative Processes-Based Model in Action’.(Asociación de Jóvenes Lingüistas (AJL), 2005-03) Criado, Raquel; Filología Inglesa
- PublicationOpen AccessThe impact of activity sequencing on the differences between ELT methods: a critical analysis of sample units(Universidad de Granada, 2010-06) Criado, Raquel; Filología InglesaOne of the methodological variables frequently forgotten by most ELT methods is activity sequencing. However, this is not a secondary variable and it should be intrinsically related to the cognitive built-in process governing knowledge acquisition. Consequently, activity sequencing fully affects the pedagogically based organisation of the teaching materials and the cognitive processes of language acquisition. The aim of this paper is to perform an analysis of the activity sequencing in three different textbooks representative of three main methods in the history of ELT: the Direct Method, the Audiolingual Method and the Communicative Method. The analysis will be undertaken from pedagogical and cognitive perspectives. The results will illustrate a) the degree of agreement or non-agreement detected in each method and textbook; b) that the activity sequencing variable is crucial to determine the nature of such differences or similarities. Since the activity sequencing is similar across the three textbooks, it could be assumed that methodological differences may be of less consequence than usually considered.-------------------------------------------
- PublicationOpen AccessThe “Communicative Processes-Based Model of Activity Sequencing” (CPM): A cognitively and pedagogically sound alternative to the P-P-P sequencing model in ELT.(Universidad de Almería, 2009-09) Criado, Raquel; Filología InglesaWith 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. --------------------------------------------------