Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
The role of project methods in teaching English
Munira KARIMOVA
1
International Islamic Academy of Uzbekistan
ARTICLE INFO
ABSTRACT
Article history:
Received January 2023
Received in revised form
10 January 2023
Accepted 25 February 2023
Available online
15 March 2023
Project-based learning is a methodological strategy.
Teachers perform a series of tasks based on solving questions
or problems. Project-based learning is an effective and
interesting way of learning. In it, students acquire the
competencies needed to achieve success in their lives. In
project-based learning, the learner is active rather than passive,
the project engages their heart and mind and encourages them
to find solutions to real-life problems for learning.
2181-3663
/©
2023 in Science LLC.
https://doi.org/10.47689/2181-3701-vol1-iss2-pp51-55
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
Project-based learning,
skills,
technology,
critical thinking.
Ingliz tilini o‘qitishda loyiha metodlarining o‘rni
ANNOTATSIYA
Kalit so‘zlar
:
Loyihaga asoslangan ta’lim,
ko‘nikma,
texnalogiya,
tanqidiy fikrlash.
Loyihaga asoslangan ta’lim bu –
uslubiy strategiya.
O‘qituvchilar savollar yoki muammolarni hal qilishga asoslangan
bir qator vazifalarni amalga oshiradilar. Loyihaga asoslangan
ta’lim bilim olishning samarali va qiziqarli usulidir. Unda ta’lim
oluvchilar o‘z hayotida muvaffaqqiyatga erishish uchun zarur
bo‘lgan kompetensiyalarini chuqurroq egallaydilar. Loyihaga
asoslangan ta’limda ta’lim oluvchi sust emas, faol bo‘ladi, loyiha
ularni
ng qalbi va ongini o‘ziga jalb qiladi va o‘rganish uchun real
hayotiy muammolar yechimini topishga undaydi.
Роль проектных методов в обучении английскому языку
АННОТАЦИЯ
Ключевые слова:
обучение на основе
проектов,
навыки, технологии,
критическое мышление
.
Обучение на основе проектов является методологической
стратегией. Учителя выполняют ряд задач, основанных на
решении вопросов или проблем обучаемыми. Обучение на
основе проектов –
эффективный и интересный способ
обучения. С помощью него студенты приобретают
1
Teacher, International Islamic Academy of Uzbekistan, Tashkent, Uzbekistan.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
1
№
2 (2023) / ISSN 2181-3701
52
компетенции, необходимые для достижения успеха в их
жизни. В проектном обучении обучающиеся активны, а не
пассивны, проект задействует его мышление и стимулирует
находить решения реальных проблем в процессе обучения.
INTRODUCTION
Nowadays there are several ways to do interesting traditional lessons with the
explanation of grammar and exercises into lively, exciting ones. One of them is the project
method. Many teachers have lately considered the project method to be one of the most
effective methods in teaching foreign languages as it has not only contributed to the
improvement of the student’s communication skills and the development of their
linguistic personality but has also increased internal motivation and interest in the
subject. By its didactic nature, the project method is aimed at developing abilities when
the graduates of an educational institution possess such abilities, they are becoming
more adapted to life and also are able to adapt to changing conditions, orient themselves
in various situations, collaborate in different teams because project activity is a cultural
activity at the same time within which it is possible to develop the ability to make
responsible choices.
In well-planned projects, students are given a clear objective to achieve, a standard
structure to develop, and clear criteria based on which they will be assessed. Projects
have proven, in this study, to meet both teachers’ and students’ expectations. On the
teacher’s side, projects like selling a travel package, enroll
ing in political elections, or
interviewing someone for a talk-show, lead the student to engage in the learning process.
Additionally, there is spontaneity and real-world emulation, so the teacher can assess
more accurately if the students are indeed acquiring the desired level of proficiency.
On the student’s side, they will be given an opportunity to express themselves in the
target language without focusing solely on given grammar structures, and yet they have a
comfortable number of instructions to follow [1].
MATERIALS AND METHODS
Moreover, Richards (2006) and Dovey (2006) declared a dramatic change in the
history of language teaching from traditional approaches of lesson formats into more
innovative ones such as task-based, problem-solving, and project-based approaches that
prepare the learners for their field of study and workplace with objectives dedicated to
this aim, which differ from other general course plans. Such methods provide vivid
explanations to contextualize and elaborate word meanings, using computers,
simulations, authentic materials, illustrations, and other visuals that can help vocabulary
acquisition (Watts-Taffe & Truscott, 2000).
It is common knowledge that many authors associate this method with the name of
John Dewey, an early 20th-century American teacher, and his pupil William Hurd
Kilpatrick. However, M.M. Morozova, A.N. Solovyov and I.K. Stepanyan in their articles
refer to the work of the German scientist teacher M. Knoll, who proposes to count the
emergence of the project method in education since the 16th century in his retrospective
24 analysis of the project method in foreign pedagogy. It began to be used in architectural
schools in Europe, where project work gave students the opportunity to enter master
classes and obtain the title of academic architect. Today, when the learner is not an object
of learning, but rather a subject of learning, the use of the project method gives learners
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
1
№
2 (2023) / ISSN 2181-3701
53
the opportunity to realize their individuality. The project method, or project activity, is
one of the most common methods of interactive learning in the modern education
process [2].
PBL is considered an urgent resurgence of redirecting the instructional methods of
teaching general language skills to raise students’ interests, critical thinki
ng, and experiential
learning and inquiry of learning important skills on the level of education, technology,
industry, and medicine (Bell, 2010; Gut, 2011; Markham, 2011; Stanley, 2012).
Lots have been written about PBL as a teaching strategy that gets students
involved in learning knowledge and skills in the framework of an experiential inquiry
process that revolves around real authentic and carefully designed tasks. Teaching
students theories and principles is not enough to arm them with the competencies
necessary to confront workplace complexities, intricacies, and uncertainties. They need
to learn how to solve a problem, think critically, and develop practical knowledge.
Henceforth, it became important to link theoretical knowledge of a specific profession
and its actual practice of it. In this way, PBL links factual knowledge, skills, and principles
to their practical application within a job (Jones, Ramussen & Moffitt, 1997).
Ramussen and Moffitt, (1997, p.11) defined Project-
based learning as “a syste
matic
teaching method that engages students in learning knowledge and skills through an
extended inquiry process structured around complex, authentic questions and carefully
designed products and tasks”.
In this sense, PBL is a system or pedagogy that prepares
the students for the real world by developing some personal and educational skills.
Bransford and Stein (1993) found the PBL approach as both a comprehensive and
sustainable instructional approach that engages learners in a compact, consistent, and
cooperative assessment [3].
It is known that in the process of learning a foreign language, the following types of
projects can be distinguished: functionally practical, role-playing, informational,
research, vocationally oriented, creative, publishing, and scenario. However, in practice,
we often have to deal with mixed types of projects in which there are signs of both
research and creative project-oriented work. So, for example, the tasks that are used in
the first year are rather lesson-based, with the gradual introduction of the project
methodology into the learning process. The first stage in the application of the project
methodology is the motivational-holistic stage. At this stage, mainly creative projects are
carried out, which are among the most effective for increasing motivation. The most
actively used in the 1st year of study is the method of creative projects, which is
implemented, first of all, in writing a variety of essays on studied and free topics. Most of
the projects are short-term, and individual in nature. Students are given creative tasks,
where they should independently use the acquired knowledge in the field of a foreign
language, such as composing a monologue, dialogue, or polylogue on a given topic, or
writing an essay on the topic under study [4]. Completion of all these tasks should be
accompanied by extensive use of active vocabulary and grammar. Many researchers note
that before starting any project work, it is necessary to conduct preparatory exercises
that help students in further project activities. The system of preparatory exercises
contributes to the formation of skills through language strategies. Preparatory exercises
should be related to the topic of the project, and be informative and cognitive.
So, Yu.V. Ryndina notes that when working with preparatory exercises, an important
emphasis is placed on the fact that the student does not receive ready-made knowledge
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
1
№
2 (2023) / ISSN 2181-3701
54
but has the opportunity to find independently and apply it. At this stage, students are
encouraged to think actively, search independently, analyze, systematize and summarize
information [5].
RESULTS AND DISCUSSION
Project activities are aimed at solving a specific problem, achieving the planned
result, and its implementation in the educational process. Mastering the methods of
scientific knowledge, the ability to work with information resources, the ability to plan,
collaborate, evaluate, think critically, develop a culture of speech, and have public
speaking (presentation) skills can be considered important achievements. Project
activity, the main task of which is the development of students
’
research competence, is
based on the following didactic principles:
–
consistency (systematic organization of
education, comprehensive and holistic consideration of the objects under research);
–
complexity (complex solution of the tasks set, students’ ach
ievement of the level of
education and development);
–
validity (formulation of a significant goal, activation of
forms of educational activity);
–
visibility (visualization of educational and academic
content, assimilation of knowledge on specific images);
–
efficiency (formation of
research skills, creation of a new product). Design technologies are being actively
introduced into the education system, providing students with creative development and
assimilation of the basics of search activity. In the process of working on the
implementation of the project, conditions are created for applying the acquired
knowledge, acquiring new knowledge, skills and abilities, performing tasks that are
gradually becoming more complex, and creating an educational product. In the process of
working on the implementation of the project, conditions are created for applying the
acquired knowledge, acquisition of new knowledge, performing progressively more
difficult tasks, and creating an educational product.
The main stages of the project activity of students include the choice of a specific
topic of educational research, the formulation of the project intent, a preliminary
description of the intended product of the project work, substantiation of methodological
tools, implementation of the project intent, obtaining a specific product of design work,
assessment of the compliance of all product properties with the main idea of the project,
verification of its effectiveness, preparation and development of recommendations and
instructions for the further application of the project product, presentation of the project
product, implementation in practice [3].
CONCLUSION
There are a few key aspects for a teacher to keep in mind when assigning and
conducting a project in the classroom. Choosing a comfortable and familiar topic to
students’ reality helps motivate students to complete the given task and engage in the
debate. It is also a powerful tool to promote critical thinking. Furthermore, minimizing
teacher intervention during presentation and debate also helps empower students at the
latter stage of the activity, however, mediation is necessary to avoid conflict and
animosity. In addition, the teacher’s provocative short questions, when carefully
formulated to not make students uncomfortable, are very effective in upholding the
discussion during the debate.
Today, when the learner is not an object of learning, but rather a subject of
learning, the use of the project method gives learners the opportunity to realize their
individuality. The project method, or project activity, is one of the most common methods
of interactive learning in the modern education process.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
1
№
2 (2023) / ISSN 2181-3701
55
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