This term is used in government/binding theory when discussing
embedded sentences with infinitives, e.g.
a I wanted to leave
b I wanted Anita to leave
c It is time to leave
The proposed d-structure for these sentences would be
d I wanted [PRO to leave]
e I wanted Anita [PRO to leave]
f It is time [PRO to leave]
In d and e the element PRO behaves like an anaphor. In d it refers to I and
in eit refers to Anita. In f PRO does not behave like an anaphor but more
like a pronoun referring to someone or some people outside the sentence
(see binding principle).pron
also little pro
this term is used in government/binding theory when discussing
declarative sentences which do not have an overt subject (seepro-drop
parameter).
proactive inhibitionn
also proactive interference
the interfering effect of earlier learning on later learning. For example, if a
learner first learns how to produce questions which require auxiliary
verb inversion (e.g. I can go. Can I go?) this may interfere with the learning
of patterns where auxiliary inversion is not required. The learner may write
Don’t I know where can I find it instead of I don’t know where I can find
it.By contrast, retroactive inhibition/interference is the effect of later
learning on earlier learning. For example, children learning English may
learn irregular past-tense forms such as went,saw. Later, when they begin
to learn the regular -ed past-tense inflection, they may stop using went and
saw and produce goed and *seed.
problematizev
see deconstruct
problem-based learningn
a teaching approach sometimes used in language teaching (e.g. business
English) in which students work through problem-solving tasks that are
similar to real world problems they are likely to encounter. It involves
pro