problem-solving tasks, or asking questions) and pupil learning or products
(e.g. as demonstrated by performance on a test). The assumption behind
process–product research is that the process of teaching can be characterized
by recurring patterns of teacher behaviour, which can be linked to particular
learning outcomes.process syllabusn
1 in teaching, a syllabus that specifies the learning experiences and pro-
cesses students will encounter during a course, rather than the learning
outcomes. Objectives developed for such a course are known as process
objectives. For example:
a to conduct classroom discussions in which learners learn to listen to
others as well as express their own views
b to provide opportunities for learners to reflect on their own learning
strategies.
2 a framework for classroom decision-making based upon negotiation
among teachers and students applied to any chosen aspect of the curriculum.
process writingn
see process approach
proclaiming tonen
see referring tone
pro-drop languagen
see pro-drop parameter
pro-drop parametern
also null subject parameter
(inuniversal grammar) a parameter which determines whether the
subject in declarative sentences may be deleted.
Parameters vary in different languages within certain defined limits.
Languages such as Italian and Arabic can have subject-less declarative
sentences, e.g. Italian parla ‘he/she speaks/talks’, and are referred to
as pro-drop languages. However, languages such as English, French and
German do not typically omit the subject in declarative sentences. They are
referred to as non-pro-drop languages, e.g.:
Subject Verb
Italian (lui) parla pro-drop
Arabic (huwa) yatakalamu pro-drop
English he speaks non-pro-drop
French il parle non-pro-drop
German er spricht non-pro-drop
pro-drop parameter