Problem-based Approach to Teaching Foreign Languages.
Problem-based learning is a pedagogical methodology requiring learners to take an active role in the construction of knowledge by developing metacognitive learning strategies, working in small groups, and solving realistic illstructured problems.
+PBL can situate language learning in the real world. +Teachers can bridge the gap between language use in the real world and the 'fake' world of school.
+Problems used in PBL are "illstructured, " that is, they do not have absolute answers and they reflect the complexity of real-world problems +They are also relevant to the learners' situations.
+In addition, they require learners to explore resources other than the teacher, including reference materials and community members, and to draw on knowledge from various subject areas such as mathematics, geography, and science.
Acting as "facilitators" and "cognitive coaches“ teachers need to ask questions such as: "Why? What do you mean? " and "How do you know that is true? ". The purpose is to challenge the students' reasoning.
Characterizing problems appropriate for PBL we can single out the following factors that are essential for good problems (or cases). -An effective problem must first engage students' interest
-Good problems require students to make decisions based on facts, information, logic and/or rationalization. -Cooperation from all members of the student group should be necessary in order to effectively work through a good problem.
-The initial questions in the problem should have one or more of the following characteristics: open-ended, not limited to one correct answer; connected to previously learned knowledge; controversial issues that will elicit diverse opinions.
-The content objectives of the course should be incorporated into the problems, connecting previous knowledge to new concepts, and connecting new knowledge to concepts in other courses and disciplines.
PBL PROCESS: A BRIEF EXAMPLE 1. Facilitator identifies or designs an ill-structured problem or task relevant to the learner. 2. Facilitator presents the problem to the learners. 3. Learners, in their own groups, collaboratively generate working ideas or possible solutions
The PBL is more useful as one method among many, as the inquiry process takes time and may not always meet other curricular demands. But still it is very useful.
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