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With the recent high-profile utilization of tasks in language classrooms, the longestablished traditional teaching methodology based on the presentation-practiceproduction (PPP) model is now being replaced by task-based language teaching (TBLT) in SLA (e.g., Skehan, 1996, 1998; White, 1988; Willis, 1996, 2004). However, in the Japanese EFL learning environment, there is still considerable skepticism regarding the effectiveness of TBLT. This paper explores the suitability of TBLT and PPP in the Japanese secondary school context and discusses the relative effectiveness of PPP from the point of view of skill acquisition theory. Some suggestions for effective teaching procedures are also discussed.

Perspectives: Reconsidering the Effectiveness and Suitability of PPP and TBLT in the Japanese EFL Classroom