The role of the project method in teaching a foreign language

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Исакулова, Н. (2024). The role of the project method in teaching a foreign language. in Library, 20(2), 2–6. извлечено от https://inlibrary.uz/index.php/archive/article/view/35088
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Аннотация

Among the various and numerous areas of new technologies that have proven their effectiveness and prospects, we have identified the following: project method, cooperative learning, multi-level training. From the listed new pedagogical technologies, we chose the project method, because it allows us not only to solve the problems of mastering a foreign language, but also to form the appropriate personality qualities of a future graduate of a specialized University.


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УГП'КСЯ'З ГАЪЛИМ Г И ШМИДА ЧЕЛ ТИЛЯАРИНИ ЎҚИГИШНИЕИ ЯНГИ ЙЎНЛ.ПИ1ИЛАРИ: ХАҚИҚИЙ

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THE ROLE OF THE PROJECT METHOD IN TEACHING A FOREIGN

LANGUAGE

Isakulova Nilufar Janikulovna

Doctor of pedagogical Sciences, Professor

Uzbekistan State World Languages University

Among the various and numerous areas of new technologies that have proven their

effectiveness and prospects, we have identified the following: project method,

cooperative learning, multi-level training.

From the listed new pedagogical technologies, we chose the project method,

because it allows us not only to solve the problems of mastering a foreign language, but

also to form the appropriate personality qualities of a future graduate of a specialized

University.

The purpose of using the project method is to form a person who has a systematic

thinking, who is able to understand the social context of the problems being solved and

who is able to understand the moral responsibility for the social and humanitarian

consequences of decisions in the development of which he participates as a performer.

Any project activity is carried out in several stages and there is the following

typology of projects:

Table №1

PROJECT TYPOLOGY

Typological features

Type of project

1. The dominant method in the

project

1.

research

2.

information

3.

practice-oriented

4.

introductory training


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умуксиз ТАЪЛИМ ТИЗИМИДА ЧЕТТИЛЛАРИНИ ўҚИТИШНИНГ ЯНГИ ЙЎНАЛИШЛАРИ: ХАҚИК.ИЙ

\МАЛИЕ1ПАР ВА РИВОЖЛАНИШ СТРА ГЕГИЯЛАРИ

4 МИЙ 2020 г.

5. creative-gaming

2. Subject-content area

1.

monotremata

2.

cross-subject

3.

subject-specific

3. Nature of project coordination

1.

direct (hard, flexible)

2.

hidden (implicit, imitating a

member of the project)

4, The nature of the contacts

1.

Domestic or regional

2.

Intercultural

5. Number of project participants

1.

personal

2.

paired

3.

group

6.

The duration of the project

1.

short-term

2.

medium-term

3.

long-term

7.

By controlling functions

1.

final report

2.

current

Inter-subject, group, medium-term, research, information and practice-oriented

projects that are characterized by open, flexible coordination, both external and internal

contacts are the most adequate for the implementation of the goals of teaching foreign

languages in a non-linguistic University.

In real practice, you have to deal with mixed types of projects. Introductory

training, games, creative projects are often integrated in practice-oriented research, they

allow you to diversify the process of mastering a foreign language, creating a positive

motivational background of foreign language learning in students, stimulates their

learning activity [1].

The effectiveness of using project technology in foreign language education is

ensured by the implementation of such key positions as learning effectiveness (a high

.. -..........

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332.


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УЗЛУ

КСИЗ ТА ЪЛИМ ГЯТИМИЛА ЧТ1 ТИЛЛАРННИ ўҚКГИШНИШ НИТИ ИУНАЯИШЛЛРИ: ХАҚИҚИЙ

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1ИЕГЛАР ВЛ РИВОЖ 1АНИШ СТРА ГЕГИЯЯАРИ

4 май 2020 г.

level of achievement of the set goal, achieved due to the intellectual and emotional

content of topics), economy (assimilation of the maximum possible amount of material

per unit of study time, due to external (speech) and internal (creative) activity,

accessibility (learning in an environment of cooperation and a positive emotional

microclimate, consideration of significant problems for students, based on their personal

experience, interests and cognitive abilities), high motivation in language acquisition.

The project method has distinctive features (table 2):

table 2

DISTINCTIVE FEATURES OF THE PROJECT METHOD [2]

No

Name

Description

1.

Dialogic

it allows students to interact with each other

during the project: exchange ideas, Express their

opinions, hear and understand other points of

view. Dialogue in the project method refers to the

experience of establishing relationships that

contribute

to

mutual

enrichment,

self-

development, and the experience of moving

towards one's integrity.

2.

Creativity

it is connected with the creative solution of a

problem situation, which determines the

beginning

of

active

thinking

activity,

independence of students.

3.

Contextual! ty

it involves working on projects that are close

to the future professional activity' of students.


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ЬМУКСИЗ ТАЪЛИМ ГИЗИМИДА

ЧЕТ

TUJMAPItHM ўҚЯГИШНИН! ЯНГИ ЙўНАЛИШЯАРИ: ХЛҚИҚИИ

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1АНИШ СГРЛ1Ё1ИЯЛАРИ

4 МИЙ 2020 г.

4.

Integration

it involves the synthesis of knowledge,

information from different Sciences and academic

disciplines for the study of problems.

5.

Manufacturability

it

is connected with the organization of

scientific and educational activities of students at

certain stages of the project.

Having analyzed the above, it is advisable to note the main requirements for using

the project method, according to E. S. Polat:

1.

the presence of a significant research, creative problem / task that requires

integrated knowledge, research search for its solution;

2.

practical and theoretical significance of the expected results;

3.

independent activity of participants in the classroom or outside of school

hours;

4.

structuring the content of the project;

5.

use of research methods: definition of the problem, the resulting research

tasks, hypotheses for their solution, discussion of research methods, design of the final

results, analysis of the data obtained, behavior of the results, correction, conclusions [3].

Thus, when using design in foreign-language education, the process of forming

foreign-language competence acquires a personally significant character, since the

subject knowledge is directly associated with its actual use.

Priority is given to the independently planned and implemented nature of work on

the project by students, during which speech communication organically interacts with

other activities: research or artistic and creative. When working on a project, students

develop creative thinking, independence in decision-making, the ability to freely Express

thoughts, and responsibility for achieving results [4].


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узлуксиз ТАЪЛИМ ТИЗИМИДА ЧЕТ ТИЛЛА РИНИ Ў

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0 г.

То sum up,

the project method is currently one of the most interesting and most

promising forms of innovative foreign language teaching in higher education, allowing

for maximum consideration of factors that contribute to the effective development of

foreign language communicative competence of University students.

REFERENCES:

1.

Krasnoshchekova G. A. Method of projects in teaching foreign languages

//Izvestiya TRTU. - 2005. - №. 9. - Pp. 182-182.

2.

2. Bazylev V. N. Formation of speech competence of a teacher of Russian as

a foreign language

11

Problems of modern communicative education in higher education

and school: materials of the II all-Russian scientific and practical conference with

international participation: in 2 CH. 1

1

edited by T. Y. Zotova, T. A. Fedoseeva, M. S.

Khlebnikova. Novokuznetsk: RIO Kuzgpa, 2009. - 239 p.

3.

Polat E. S. Method of projects: history and theory of the issue / / School

technologies. - 2006. - №. 6. - Pp. 43-47.

4.

Pykhina, N. V. Evaluation of the effectiveness of the project method in

teaching a foreign language in higher school / N. V. Pykhtina

I

/ Innovative methods of

teaching in higher education. Issue 2015 (Collection of articles based on the results of the

methodological conference of NNSU on February 12-13, 2015). - Nizhny Novgorod:

NNSU named after Ni. Lobachevsky. - 2015. P. 85-88.

Библиографические ссылки

Krasnoshchekova G. A. Method of projects in teaching foreign languages //Izvestiya TRTU. - 2005. - №. 9. - Pp. 182-182.

2. Bazylev V. N. Formation of speech competence of a teacher of Russian as a foreign language 11 Problems of modern communicative education in higher education and school: materials of the II all-Russian scientific and practical conference with international participation: in 2 CH. 11 edited by T. Y. Zotova, T. A. Fedoseeva, M. S. Khlebnikova. Novokuznetsk: RIO Kuzgpa, 2009. - 239 p.

Polat E. S. Method of projects: history and theory of the issue / / School technologies. - 2006. - №. 6. - Pp. 43-47.

Pykhina, N. V. Evaluation of the effectiveness of the project method in teaching a foreign language in higher school / N. V. Pykhtina I / Innovative methods of teaching in higher education. Issue 2015 (Collection of articles based on the results of the methodological conference of NNSU on February 12-13, 2015). - Nizhny Novgorod: NNSU named after Ni. Lobachevsky. - 2015. P. 85-88.

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