Procedural-declarative distinction in lexical knowledge¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Robinson distinguishes the 'declarative' knowledge 'that' words have particular meanings from the 'procedural' knowledge of 'how' to realise those meanings in use, adopting Widdowson's term. He argues the lexicon is not a static repository but 'fluid', a medium through which meanings are carried and negotiated, so that communicative competence includes both kinds of knowledge mobilised in time-constrained, goal-oriented discourse. This framework underpins his critique of definitional vocabulary teaching and his exercise designs.

Design Implications¶

Context¶

Requirements¶

• Instruction must contrive contexts for both asserting and assimilating meaning, not only for fixing definitions

Constraints¶

• The paper presents this as a conceptual framework, not an empirically tested model

Target Learners¶

• second language learners, including ESP and EFL/ESL university students

Target Learning Objectives¶

• vocabulary development
• communicative competence
• negotiating meaning in discourse

Claims¶

• Vocabulary instruction should focus on procedures of meaning negotiation as much as on declarative word meanings [+W]

Related Theories¶

• Canale and Swain's four dimensions of communicative competence as a lexical exercise framework
• Widdowson's account of grammar as mediator between words and context for the achievement of meaning
• Metacognitive knowledge framework: knowledge of cognition divided into declarative, procedural, and conditional knowledge
• Three-cline characterization of procedural versus lexical words

Examples¶

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Key Sources¶

• Robinson, Peter J. (1988). Procedural and Declarative Knowledge in Vocabulary Learning: Communication and the Language Learner's Lexicon. Paper presented at the 22nd Annual TESOL Convention, Chicago. https://eric.ed.gov/?id=ED296585