Developing Students’ Lexical Competence in English Classes Based on Problem-Based Learning Technology
Abstract
The article provides a scientific-theoretical and methodological discussion of developing university students’ lexical competence in English classes through problem-based learning (PBL). Within competence-based and learner-centered frameworks, the paper уточняет (clarifies) the conceptual distinction between lexical competence and lexical competency/competent performance and substantiates their integration with the components of communicative competence. Drawing on CEFR principles, the study systematizes the structural components of lexical competence and describes functional indicators of oral lexical proficiency: conscious lexical selection aligned with communicative goals, grammatically and semantically appropriate word combination within syntagms and sentences, building lexical-semantic and lexical-thematic links, integrating new vocabulary with previously acquired items, and selecting adequate options. The article concludes that PBL and interactive tasks enhance purposeful vocabulary acquisition, promote its use in authentic communicative situations, and support the development of stable speech skills.