Longman Dictionary of

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2 Students discuss the problem (or problems) and relate it to their own
experience.
3 Students analyze the cause of the problem and seek solutions.
4 Through the question and answer exchanges that occur students generate
vocabulary and other language that the teacher later draws on to
develop a series of exercises, practice opportunities and application
activities that form the basis of the rest of the lesson or unit.
problem-solving tasks n
simple tasks, often involving word puzzles or simple drawings, used to
stimulate pair work and oral discussion among small groups of second
language learners. The use of such tasks is characteristic of some phases
of lessons in the communicative approach.
problem-solving strategy n
a learning STRATEGY which involves selecting from several alternatives in
order to reach a desired goal. In second and foreign language learning,
problem-solving strategies are often used, for example, in choosing
whether to use a or the before a noun.
procedural knowledge n
knowledge of how to perform an activity, i.e. the “how to” level of
knowledge involved in employing a skill such as using a computer or
operating a video camera.
see DECLARATIVE KNOWLEDGE
procedural syllabus n
a term sometimes used for a type of task-based syllabus in which classroom
activities are organized around tasks and the procedures needed to
accomplish them, such as using maps to find the quickest route to a destination
or following instructions to prepare or make something. The use
of sets of procedures of this kind is an attempt to replace a conventional
grammar-based syllabus with a meaning-based one in which negotiation
of meaning and communicative accomplishment of tasks are used to drive
the second language acquisition process, rather than explicit teaching and
practice of grammatical form.
proceduralization n
see ADAPTIVE CONTROL OF THOUGHT
process approach n
also process writing
process approach
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