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method focusing on training in readingcomprehension, audiovisual method mainly involving language learners inmeaningful contexts, and cognitive method laying much emphasis on the consciousacquisition of language with the help of transformational grammar and cognitivepsychology (Wu Jinye, 2001).PPP approach is one of the most traditional approaches in EFL teaching field forquite a long time and it is widely accepted by most English teachers because this kindof basic methodology is designed to focus on the language form. In a teacher-centeredclassroom, a lot of activities are designed to make sure that a precise focus on theforms of foreign language is under study. During the whole process of classroomteaching, teachers provide a particular focus on language forms and request languagelearners to repeat many times in order to control learners' responses within therestricted language form to fulfill the language acquisition (Dave Willis, 2002).Many teachers and scholars favor PPP approach because it is the combination of both language form and communication. Moreover, its powerful influence lies in thethree-part cycle: presentation, practice and production (Skehan, 1998).
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2.2 Relevant Studies at Home
Chinese scholars tend to introduce new teaching approaches from westerncountries and try to implement these approaches in the teaching field of EFL.Nowadays, more and more Chinese scholars and teachers focus their attention onTBLT. However, still many Chinese scholars and teachers are not willing to abandonthe traditional method once used widely in teaching second foreign language.Therefore, they attempt to improve PPP approach to make it more useful in classroomimplications. Li Juan (2007) probed the applicability of large class teaching afteranalyzing both advantages and disadvantages of PPP and TBLT. Peng Ying (2009)explored the possible advantages of combining PPP and TBLT. Kang Lu (2009) andHan Jin (2011) compared the models of PPP and TBLT. Sun Peng (2009) believed thatTBLT highlighted students’ learning process while PPP approach emphasizedteachers' teaching method and focused on the definite teaching objectives in the process of classroom leaching. Liu Yan (2009) held the point of view that post-taskexercise could improve teaching effect after comparative study of PPP and TBLT. YaoLi-li (2011) found that 57% of teachers approved using PPP approach in theirclassroom teaching by empirical study. Meanwhile, some scholars and teachers aim todevelop PPP approach into more practical and feasible method used in the field offoreign language teaching. Shen Hua (2010) implemented PPP mode in interpretingtraining of English majors in high vocational colleges. Zhao Cuiqiong (2011) held thatPPP was a kind of teaching approach which transformed the input of knowledge intothe output of skills. She advanced the three stages of PPP approach to the diagram ofinput, cput and output and further defined CPUT as the stage of knowledgeconstruction. Ma Li (2010) put forward a new PPP model based on the explicitconsciousness raising task (ECT) to help language learners communicate effectivelyon the basis of probing into the problems existing in grammar teaching for Englishmajors. Zhu Xiaohui(2011) developed 3Ps into 5Ps which consisted of preparation,performance, practice, presentation and production in the field of teaching Chinese asa foreign language.
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