procedural knowledgen
knowledge of how to perform an activity, i.e. the “how to” level of know-
ledge involved in employing a skill such as using a computer or operating a
video camera.
see declarative knowledge
procedural syllabusn
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.
process approachn
alsoprocess writing
(in teaching composition) an approach which emphasizes the composing
processes writers make use of in writing (such as planning, drafting and
revising) and which seeks to improve students’ writing skills through devel-
oping their use of effective composing processes. This approach is some-
times compared with a product approachor a prose model approach, that is,
one which focuses on producing different kinds of written products and
which emphasizes imitation of different kinds of model paragraphs or essays.
processibilityn
see multidimensional model
process methodn
see methods of development
process objectiven
an objective that is described in terms of how it will be achieved, such as “to
improve discussion skills by taking part in group discussions and class
debates”.
process–product researchn
an approach to educational research (particularly research on the effects of
classroom teaching or teaching methods) which attempts to measure the
relationship between teacher behaviour or processes (i.e. what the teacher
does in class, such as presenting and practising grammar points, setting up
procedural knowledge