SPECIFICS OF PROBLEM-BASED LEARNING IN FOREIGN LANGUAGE TEACHERS’ EDUCATION

Abstract

The article is devoted to the study of the peculiarities of problem-oriented learning in a foreign language teachers’ education. The research attention is focused on the analysis of the concept «problem-oriented learning» and the specification of the phenomenon «problem-oriented learning regarding the education of foreign language teachers how to interact in a foreign language». This phenomenon is defined as a type of learning related to: students’ cognitive activity and independence regarding interpretation, research and analysis of the linguistic phenomena; perception and implementation of monologic and dialogic interaction with a focus on the students’ cognitive development; formation of the linguistic and conceptual pictures of the world through the prism of a foreign culture in the students’ minds; development of students’ creative abilities and intellectual qualities. The work defines the types of problem-based tasks for training future teachers of foreign languages how to interact orally. The problem-based tasks are aimed at: the formation of students’ linguo-communicative vocabulary within the English didactic discourse; development of students’ cognitive abilities; development of students’ argumentation skills; development of students’ creative abilities, intellectual qualities and linguistic sense; formation of discursive competency of future teachers. An algorithm of methodical actions as to training future teachers of foreign languages how to interact, which involves using the problem-based tasks, was established. It was aimed at: the formation of students’ linguo-communicative pedagogical vocabulary (within the didactic discourse); formation of the skills regarding the perception and implementation of monologic and dialogic interaction oriented at the students’ cognitive development; formation of speech skills and cognitive skills in connection with pedagogical communication. As a conclusion, it is worth saying that the use of problem-based tasks in the process of training future teachers of foreign languages opens up new opportunities for intensifying the practical language training, helps to form the ability to solve problems that arise during the professional communication in a foreign language. All these factors are essential for the integration of Ukrainian specialists into the European scientific and pedagogical society.