English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

With 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.

odisea

The “Communicative Processes-Based Model of Activity Sequencing’ (CPM): A Cognitively and Pedagogically Sound Alternative to the “Representation-Practice-Production Model of Activity Sequencing” (P-P-P) in ELT