PROBLEM-BASED TASKS AND ROLE-PLAYINGL GAMES IN FOREIGN LANGUAGE EDUCATION
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Abstract
This article examines the use of problem-based tasks and role-playing games as active learning methods in foreign language education within higher professional and military training institutions. Drawing on communicative and learner-centered approaches, the study focuses on the role of simulated professional and social situations in developing communicative competence, critical thinking, and learner autonomy. Problembased tasks, including role-play and extensive extracurricular reading, are analyzed as tools that encourage meaningful language use rather than reproduction of ready-made patterns. Particular attention is paid to the staged organization of role-playing activities and the facilitating role of the teacher during communicative practice. The article also highlights the contribution of extensive reading to vocabulary development, analytical reading skills, and professional language awareness. The study concludes that the systematic integration of problem-based tasks and role-playing games enhances motivation, supports sustainable language competence development, and contributes to learners’ professional and social readiness.
How to Cite
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problem-based learning, role-playing games, foreign language education, communicative competence, professional training, active learning
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