Using Internet resources for problematization of teaching foreign languages

In modern language education teachers are required to create conditions for professional cognitive-communication activities. It becomes possible, when the process and content are problematized. In order to achieve it, linguo-pedagogical models of problem-based learning should be implemented. These models emphasize variable attributes such as the degree of autonomy, the type of speech activity, the type of thinking and the type of task. The use of Internet resources was proposed as a tool for problematization and regulation of these attributes. The resources were divided into three groups: authentic materials, linguodidactic tools and Internet platforms. Subsequently, it has been identified that Internet platforms possess arranging and controlling tools. Via arranging tools the teacher can organize and problematize the content of learning, and via controlling tools the teacher can regulate autonomy and problematize the process. The methodological properties and functions of these tools were analyzed on the example of Google. After that the direct correlation between the tools used in different stages of problem solving and different models of problem solving was identified. The use of Internet resources allows emphasizing type of speech activity, defining the way the participants communicate with each other, and determining the strategies of problem solving. The results of the analysis of Google showed the high applicability of such resources in teaching foreign languages due to the possibilities of structuring the educational content, regulating speech activity and monitoring the process. Thus, the use of Internet resources gives an opportunity to add new tools that can help develop universal and general professional skills.