American Journal Of Philological Sciences
376
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue06 2025
PAGE NO.
376-378
10.37547/ajps/Volume05Issue06-99
Integrating the Communicative Approach and Project-
Based Learning in Native Language Education
Nilufar Turgunova
PhD student of Tashkent state Uzbek language and literature university named after Alisher Navoi, Uzbekistan
Received:
30 April 2025;
Accepted:
28 May 2025;
Published:
30 June 2025
Abstract:
This article discusses the communicative, integrative and competency-based approaches used in
language teaching. The views on these approaches in foreign and national literature are studied and analyzed.
The relationship between modern approaches and educational technologies is revealed. Information is provided
on the role and possibilities of project technology in implementing the communicative approach and its
importance in language education.
Introduction:
As is known, for many years, native
language education in our Republic was organized on
the basis of a grammatical approach. The main
attention was paid to memorizing theoretical rules,
placing more emphasis on written speech, and working
with exercises in native language lessons consisting of
the same pattern of phraseological sentences taken
from the text. As a result, new approaches and
technologies were not introduced to teaching the
native language, and native language lessons turned
into lessons that were always the same for students,
consisting only of writing and copying. “… Its main
drawback (of the grammatical approach) is that it is not
sufficiently connected to practice. In this method, a
child who studies the topic theoretically knows that this
is so, but does not have an idea of in which situations
this rule is used. In the communicative approach, the
function of language as a means of communication is
put to the fore. How to speak correctly in a given
situation, that is, with what expression one can convey
an idea without errors - by solving this problem, it
explains the laws of language [1; 66].
Today, the main emphasis in native language education
is
placed
on
the
communicative
approach.
Psycholinguistic research shows that a child can never
consciously
master
language
units
by
rote
memorization. In order for a language unit to be
retained in the learner's memory, its content, function,
and grammatical features to be mastered, it must be
taught in a specific speech situation, that is, in context,
and manifested in real communication. The
communicative approach, without rejecting the
teaching of grammatical rules, promotes the
interrelation of linguistic competence and speech
competence. “Although linguistic competence is an
important aspect of language learning and language
acquisition, it does not mean language acquisition
itself. That is, a person who can use a language well
does not mean a person who has memorized its rules
well… Communicative competence is based on
teaching the effective use of language. That is, this
approach is based not on linguistic knowledge, but on
the meaningful use of language” [2; 5].
The communicative approach is mainly based on the
following principles [3; 172]:
–
students learn language to communicate, use
language units in practice;
–
the main goal of classroom activities is authentic and
meaningful communication;
–
special attention is paid to the ability to communicate
freely and fluently;
–
the communication process includes various
language skills;
–
learning is a creative process, involving various
experiences and mistakes.
American Journal Of Philological Sciences
377
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
However, it should not be forgotten that none of the
approaches in education can be considered completely
perfect or, conversely, absolutely wrong. Each
approach can be used at a certain period and stage,
depending on the purpose of language teaching.
Approaches complement each other, and usually in
practice several approaches with similar content and
goals are mixed (hybrid). The main goal of mother
tongue education is to develop the ability of the learner
to communicate, apply the laws of the language in
practice, and develop oral and written, listening and
reading comprehension skills, which requires the use of
communicative, integrative, and competency-based
approaches in teaching. If we analyze the teaching
methods of topics in the updated "Mother Tongue"
textbooks, the types of selected texts, and the content
of exercises and assignments, we will witness the
manifestation
of
the
three
aforementioned
approaches.
The project educational technology, which is the
subject of our study, is fully consistent with the
approaches actively used in native language education
today, due to its pedagogical and psychological
characteristics.
The integrative approach involves taking into account,
relying on, integrating knowledge, skills, qualifications
and experience obtained from different disciplines, and
developing
communicative,
professional
communicative, and social competence in the native
language. Integration is a Latin word that means
“joining”, “expansion”, “wholeness”. An integrative
approach in education implies inter-disciplinary and
inter-educational interrelationships, closeness, that is,
integration processes. The fact that the native language
is a means of learning and teaching all subjects clarifies
this idea. That is, a native language teacher must take
into account that in each lesson, the subject he or she
is teaching is a means of conveying and absorbing all
subjects taught at school to the learner, that is, the
native language is the language and medium of
instruction [4; 193].
Integrative education helps students develop a holistic
perception of reality, the ability to see the cause-and-
effect relationship between things and phenomena,
and the ability to reason. Most pedagogical
technologies involve interdisciplinary proximity and the
integration of knowledge from different fields. In
particular, project technology is one of the main
educational technologies that create the possibility of
integrative learning. Usually, projects within one
subject (monoproject) are rarely observed in practice.
Because during the project work, the student is
required to study sources from different subjects and
fields, receive information and apply it in practice. The
use of project technology in native language lessons
ensures the connection of language knowledge with
literature, history, foreign languages, fine arts, natural
sciences and a number of other subjects, as well as
various practical areas (media, journalism, medicine).
The integration of the mother tongue and literary
sciences was studied in detail in the research work of
the scientist K. Mavlonova. The possibilities of using
project assignments related to literature in mother
tongue lessons are very wide, which helps students to
better understand the possibilities of using the
language. By integrating knowledge of the mother
tongue and literature, it is possible to use types of
project work that develop creativity, such as staging
works
of
art,
preparing
a
written
work/presentation/multimedia product based on a
read work, as well as independently writing poems and
stories, which help to discover hidden “abilities” in the
classroom.
The main essence of teaching based on a competency-
based approach is to direct the knowledge, skills and
qualifications acquired by students in the educational
process, organized into vocational subjects, to the
formation of competencies that can be used in their
personal lives, as well as in their future professional and
social activities [5].
According to scientific pedagogical and psychological
sources, competence and competence are very
complex, multifaceted concepts common to many
disciplines. Therefore, its interpretations are diverse in
terms of scope, content, meaning, and logic. The
essence of the term is also described on the basis of
such
concepts
as
“efficiency”,
“adaptability”,
“readability”,
“achievement”,
“success”,
“understandability”,
“effectiveness”,
“property”,
“property”, “quality”, “quantity” [4; 196].
Competence is defined in the State educational
standard as follows: “Competence is the ability to apply
existing knowledge, skills and qualifications in everyday
activities” [5; 122]. Therefore, the main goal of this
approach is to bring the BKM acquired by students to
the level of competence, to achieve the ability to apply
theoretical knowledge in practice. In achieving this
goal, the role of project-based learning is extremely
important. As a result of using this technology, the
theoretical knowledge learned does not remain just
theoretical knowledge in the student's mind. During
the implementation of the assigned project work, the
student uses all his knowledge of the language: the
acquired knowledge and skills are applied in practice.
Cognitive skills are formed during the processes of
working with sources, collecting materials, sorting
them, and organizing them.
American Journal Of Philological Sciences
378
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
Project technology is an educational technology aimed
at developing research skills in students based on
solving a given problem within a specified period of
time, with the aim of presenting a specific product in
the end. Educational project activity is understood as a
creative, inquisitive, and research activity of students
organized step by step on the basis of set goals and
tasks.
Engaging in project work related to real, practical life in
native language lessons helps to achieve the goals of
the communicative approach. Through such project
work, students actively use the language in various
speech situations, work with authentic materials. In
particular, the role of collective educational projects in
developing communicative competence in students is
invaluable. Collective project work allows students to
have real, lively communication with those around
them, to freely express and defend their opinions. The
presentation of project work serves as an important
factor in developing oral and written speech, and in
teaching them to clearly and expressively convey their
opinions, substantiating them with facts and evidence.
In conclusion, modern approaches used in native
language education serve to effectively organize the
language teaching process. The main goal of these
approaches is to teach theoretical knowledge in a
practical way and to develop students' competence in
using language freely in various situations. Educational
technologies, in particular project technology, play a
significant role in achieving these goals.
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Mavlonova K. va b. Ona tili 6-
sinf, metodik qo’llanma. –
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