collaborative group work and may take different forms but always makes
use of a focus on a problem or problems to drive the teaching-learning
process. Resolving the problem typically involves research, reading, writ-
ing, group discussions, and oral presentations, activities that are used as the
basis for language development.problem -posingn
a teaching strategy first developed by the Brazilian educator, Paolo Friere
and sometimes used in second language teaching and having the following
characteristics:
1 A topic of concern or interest to students is identified. It should pose a
problem for which there are several possible solutions.
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–solution patternn
a rhetorical pattern that appears frequently in technical reports and
other academic writings in which the writer presents an issue as a problem
and presents the main point of the paper as a solution. The problem–
solution pattern consist of four basic elements – situation, problem, solu-
tion, evaluation.
problem-solving strategyn
a learning strategywhich 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.
problem–solving tasksn
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.
proceduralizationn
see adaptive control of thought
proceduralization