Keywords
problem situation
problem-based task
speaking skills
foreign language teaching methodology
communicative competence
pedagogical technology
How to Cite
Abstract
The article examines the theoretical and methodological foundations of problem-based learning, its genesis, and its key concepts. Particular attention is given to analyzing the relationships among such categories as the problem, problem situation, problem task, and problem-based assignment. The study substantiates the need for a rational combination of problem-based and non-problem-based instruction in foreign language teaching methodology, taking into account the specificity of language as both an object and a means of instruction. Within the framework of the study, a methodology for employing problem-based tasks to develop speaking skills is proposed, based on the differentiation of learners according to their levels of speech development. The results of the experimental work confirm the effectiveness of problem-based tasks in enhancing learners’ cognitive activity and developing communicative competence.
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