Relevance and effectiveness of the PPP approach in learning English in the military environment context

The article is devoted to the evaluation of the use of the communicative-cognitive approach Presentation, Practice, Production (PPP) in English language learning among military personnel. It aims to analyse this widely used foreign language teaching method and to assess its effectiveness in Ukrainian military educational institutions. Based on theoretical analysis and empirical data, the authors examine the effectiveness of the PPP approach in developing language skills in a military context. Special attention is given to the relevance of the PPP model to the specific needs of military learners, such as communication in extreme situations and the use of professional vocabulary and terminology. The authors evaluate the extent to which an English for Specific Purposes (ESP) textbook incorporates the principles of PPP, supports the development of all types of language activity, and translates these principles into practical application. To achieve these objectives, a review of academic literature and sources from a variety of authors was undertaken, together with consideration of military personnel's perspectives on the effectiveness of the PPP approach. In addition, the article includes an analysis of training materials, tasks and exercises to assess their impact on the development of military learners' speaking skills. The findings indicate that the PPP approach is highly effective in improving the communicative competence of military personnel, particularly in the context of international cooperation, and contributes to the comprehensive development of language skills relevant to military activities.