Pertanyaan metodologis untuk PPP ad

Pertanyaan metodologis untuk PPP adalah apakah paparan masukan difokuskan diikuti oleh praktek produktif, diikuti dalam beberapa kasus lebih aktivitas komunikatif, hasil di mulut progresif perkembangan bahasa. Pertahanan Long dari "fokus pada bentuk" yang telah diadopsi oleh sebagian besar orang-orang yang membela penggunaan Koptik. Sebuah asumsi dalam argumen tentang diperinci fokus dalam masukan adalah bahwa ada benar-benar akan ada beberapa masukan non-peer. Proses pengajaran terbagi menjadi dua fase "sebuah Komunikasi fase dan Konsolidasi fase "
Pada tahap pasca-tugas, Untuk membantu restrukturisasi dan akurasi yang lebih besar, mungkin ada analisis bahasa dikontekstualisasikan digunakan dalam tugas untuk mengaktifkan mantan dan publik pertunjukan atau laporan untuk menginduksi yang kedua.

Hasil (Inggris) 1:

Methodological questions for PPP is whether exposure to input focused followed by productive practice, followed in some cases more communicative activity, results in the progressive development of oral language. Long's defense of "focus on form" which has been adopted by most of the people who defend the use of Coptic. An assumption in arguments about the detailed focus on inputs is that there really will be some non-peer input. The teaching process is divided into two phases "a Communication phase and consolidation phase"At this stage of the post-war task, to assist restructuring and greater accuracy, there may be an analysis of the language used in the task dikontekstualisasikan to enable the former and public performances or report to induce the latter.

Hasil (Inggris) 2:

PPP methodological question is whether exposure to focused input followed by a productive practices, followed in some cases more communicative activity, results in progressive oral language development. Long defense of "focus on form" which has been adopted by most of those who defend the use of Coptic. An assumption in the argument about the detailed focus on inputs is that there really will be some non-peer input. The teaching process is divided into two phases "a communication phase and Consolidation phase"
At this stage of the post-task, to help restructure and greater accuracy, there may be a language analysis contextualised used in the task to enable the former and public performances or statements to induce the latter.