PROBLEM-BASED LEARNING AS A STRATEGY FOR TEACHING FOREIGN LANGUAGES
Аннотация
Тhe article examines problem-based learning (pbl) as a targeted strategy for developing foreign language communicative competence in upper secondary education. The analysis is based on the theoretical frameworks of l.s. vygotsky, m.i. makhmutov, and a.m. matyushkin, focusing on the methodological structure of pbl in foreign language instruction. The study defines the procedural stages of the pbl lesson: identification of a communicative gap, formulation of a problem situation in the target language, autonomous problem analysis, hypothesis generation, empirical testing of solutions, and evaluative reflection on linguistic performance. The research establishes a correlation between pbl and the advancement of cognitive engagement, functional speech autonomy, and integrated skills development (listening, speaking, reading, writing). Pedagogical conditions for the effective implementation of pbl are identified: variability of problem tasks, situational modeling of communicative contexts, digital platform integration, and redefinition of the teacher’s role as a facilitator of interactive learning processes.
Об авторах
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