В настоящее время объектом активного изучения лингводидактики стало

 
2. Problem-solving methods
 
Problem–solving methods appeared within learner-centered 
approach, interactive and inductive teaching.
The problem-solving (problem-solution) methods are not novel. 
They were spread in the 20-30
th
of the XX century and later 
appeared in a new variation in the 80
th
. Today, under the problem-
solving method we understand a creation of problematic situations 
and independent activity of learners for finding the solutions during 
organization of the lessons. As a result, students’ creative abilities 
are developed. The knowledge and ways of such a creative activity 
are not given in the ready forms; rules and instructions are not 
suggested by a teacher. The key idea of this method is stimulation of 
students’ research activity. Activation of the students’ cognitive 
process and motivation for learning will be successful if teachers 
discuss, make reasons and involve students into the process of
arguments, expressing own ideas and evidences. Such lessons are 
turned into a dialogue, mutual reflection and research work. A 
problem-solving method belongs to active methods, within which 
the given problem and its solution motivate the students’ intellectual 
activity.

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Thus, the aim of this technology is to train the learners to 
overcome different challenges they face and form creative and 
reflexive skills for understanding the problem and find the effective 
ways of its solution. It is necessary to know that this method begins 
with asking students to look at the circumstances around them and 
identify problems. This discussion should be participatory and can 
include pictures of both good and bad situations in the community. 
The primary question begins with “What problems do you have?”
Use the answers to work with community members to diagnose the 
causes of the problem and identify possible solutions. Since the 
work is done with community members, they will likely be 
motivated and feel empowered to bring about the desired change.
It is time to show one of the examples of the organization 
process of the problem-solving method.
A teacher divides the learners into groups and then informs the 
rules of organizing the lesson and focuses learners’ attention on th e 
stages of the lesson. The learners may work independently, in pairs 
or in groups. This motivates the learners to get interested in the 
lesson. The teacher begins the lesson with explanation of the 
procedure of activities.
Activity 1: A video episode specially prepared for this lesson is 
demonstrated. The learners’ task here is to understand the problem 
and memorize what they have seen. The learners are allowed to 
make some notes while watching a video episode. In case there is no 
possibility to demonstrate a video episode the teacher may use other 
means of visuals as pictures, or advertisements, or the text which 
includes a problem and other materials taken from a book.
Activity 2: Every member of each group writes a problem, 
concerning the video episode.
Activity 3: When the time fixed for this activity is over, one of the 
representatives of each group informs about the work done by the 
members of his/her group. 
Activity 4: The papers with the problems of each group are 
exchanged. So each group has an idea about the problems and ways 
of their solutions suggested by other groups.
Activity 5: Each member of the groups may choose the problem and 
ways of its solution which he/she is interested in. 

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Activity 6: Every learner writes a list of solutions for further 
analysis. 
In the Table 8 we give another sample of the content of the 
problem-solving activity.