Theoretical foundations for the implementation of the problematic approach in teaching foreign languages at school

Problem-based learning is a type of developmental learning, which combines the systematic independent search activity of students with their assimilation of ready-made conclusions of science, and the system of methods is built taking into account goal-setting and the principle of problematicity, the process of interaction between teaching and learning is focused on the formation of students' cognitive independence, stable motives to learning and thinking abilities in the course of their assimilation of scientific concepts and methods of activity, determined by the system of problem situations.

Problem-based learning currently has several varieties, depending on which goal is singled out by the teacher as the main one. So, this can be the assimilation of knowledge, skills and abilities by students, then the teacher guides and directs the process of resolving problem situations, and by increasing the independence and personalization of the knowledge gained, they are more assimilated by students than with explanatory-illustrative and reproductive methods, and the educational process is activated due to the greater interest from the students - problem-based learning turns into an improvement in teaching methods and the structure of educational material.

Problem-based learning can be close to developmental learning, if its task is to develop the intelligence of students - by increasing the independence of students when resolving problem situations, active cognitive activity is formed, freedom in the use of methods of mental action is achieved. 1

In theory, all these goals are recognized in problem learning, but in practice, the teacher independently builds one or another hierarchy when structuring educational material, developing a methodology and implementing the educational process.

With the help of problem-based learning in FL lessons, you can:

• ·    To reveal the individual inclinations of each student;

• ·    To teach to observe, to research, to activate mental activity, because there are no ready-made answers to questions in any textbook;

• ·    Teach to listen and hear each other, to respect the opinion of the interlocutor;

• ·    To interest students in the knowledge of the surrounding world;

In teaching foreign languages, problem learning is the predominant use of the research reflex of self-development in the educational process due to such a way of teaching as search. Reliance on the research reflex increases the motivation for learning a foreign language. That is why it is necessary to widely use the techniques of problem-based learning to achieve success in educational activities. Problem-based learning offers the following techniques to the foreign language teacher:

• -    Problematic presentation - the introduction of new material, in the process of which a teacher or a textbook shows the way to solve a problem;

• -    Problem heuristic conversation - a series of interrelated questions from the teacher or questions contained in the textbook to students.

In each such question there is a problem, without solving which it is impossible to proceed to the next stage of search activity. A series of interconnected problematic questions leads to the assimilation of the material of the next lesson.

Problematic tasks-tasks can be performed if the goal to be achieved, the subject of the action to be manipulated, and finally, the mode of action, i.e. how to solve it. 2

Problematic questions - suggest the presence of some knowledge from the material covered. Thus, problematic questions can be excellent for organizing control and verification.

Problematic remarks are used to switch students' attention to the content of their speech.

Problem situations are situations that induce speech actions. Driving factors can be:

• 1)    tasks;

• 2)    standard situations;

• 3)    prompting remarks.

In pedagogical theory, it is believed that the productive cognitive activity of a student in a problem situation and, accordingly, the process of problem learning can be reduced to the following main characteristic stages.

• -    the emergence (formulation) of a problem situation;

• -    awareness of the essence of the difficulty (contradiction) and problem statement (formulation of the problematic task);

• -    finding a way to solve a problematic task by iterating guesses, hypotheses, etc. with an attempt at appropriate justification;

• -    proof of the hypothesis;

• -    checking the correctness of the problem solution.

Along with the problem situation, scientists also single out a problem question (or task) as an important concept of the problem approach in teaching. A problem task is characterized by a contradiction between the available knowledge and known methods of action, on the one hand, and the requirements of the tasks, on the other. Therefore, his decision is associated with the search for new ways of acting. In conclusion, it should be noted that problem learning stimulates the personal activity of students, which ensures an active attitude to knowledge, systematic and persistent students, and, of course, a positive result in teaching foreign languages.

Students become more sociable, know how to substantiate their point of view, find their own way of expressing thoughts and feelings. Self-control is shown when performing practical tasks. The behavior of students in the team changes: they behave more actively, listen to each other, defend their point of view. Problematic teaching in school practice appeared due to the research search for creatively working teachers who are not satisfied with the dullness and monotony of traditional combined lessons. And the specificity of teaching foreign languages is such that the development of new knowledge, unfamiliar layers of culture is more active in the conditions of resolving the contradiction between what the child already knows and what he has to master. A modern specialist needs to be aware of the development of his field in world practice.

The maximum development of communication skills is the main, promising, but very difficult task facing teachers and teachers of the English language.

To solve it, it is necessary, on the one hand, to master new teaching methods aimed at the development of all four types of speech activity, the formation of linguistic, sociolinguistic and pragmatic competences, and on the other hand, to create fundamentally new educational materials with which you can teach people to communicate effectively in English language.

At the same time, of course, it would be wrong to rush from one extreme to the other and abandon all the old methods of learning English: from them all the best, useful, time-tested ones must be carefully selected.

Its effectiveness, in addition to knowledge of the English language, depends on many factors: conditions, situations and culture of communication, the rules of speech etiquette, speech behavior, knowledge of non-verbal forms of expression (facial expressions, gestures), the presence of deep background knowledge and much more [5, 93-97].

Working with information in English requires the formation of certain intellectual skills: the ability to analyze information, select the necessary facts, building them in a logical sequence, the ability to put forward arguments and counterarguments.

Therefore, the process of teaching English can be effectively updated by problematizing the educational process using information sources.

Teaching a foreign language in today's rapidly changing conditions involves the use of methods of activating and problematizing language education.

The problem in teaching English is manifested, as in the selection of information support for the educational process.

A problematic approach to teaching English can be carried out for all types of speech activity (speaking, reading, writing). At each stage, a system of exercises can be used based on the problem situation. When performing these exercises, visual and auditory visualization plays a huge role, which allows you to diversify the options for problem situations. To create a learning situation, you need to know the components that make up its semantic content. The components of the semantic content of the situation include the following: purpose, participants, place and time of communication.