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THE ROLE OF PROJECT ASSIGNMENTS IN INCREASING A2 LEVEL
STUDENTS
’
VOCABULARY
Inomjonova Mahliyo
student
Uzbek State World Languages University
Abstract
This article explores the effectiveness of project assignments in increasing vocabulary
among A2 level students, a group that is often in the early stages of language learning and can greatly
benefit from innovative teaching methods. By examining the types of vocabulary acquired, the
engagement levels of students, and the overall impact on language proficiency, this study aims to
provide insights that can inform teaching practices and curriculum development, to advance valid
assessing system of young learner
’
s vocabulary skills with using project based method. This research
is held to learners try to speak cooperatively, with their teacher
’
s comments, to do some course
related projects by gathering information, selecting the best, discussing, analyzing them and finally
presenting in their class and receiving feedback on their product in the class. The article goes on to
list and describe different types of project assignments that can be organized using project-based
technology, such as travel blog, organizing a cultural festival or event, role-play activities or
simulations, music and lyrics analysis. It provides step-by-step guidance on how to implement
project-based technology and discusses the potential benefits for students, including how project-
based learning promote active learning, cultural awareness, collaboration, and creativity,
developing their language proficiency and confidence in using the language in real-world contexts.
Keywords:
Vocabulary, project assignment, project-based technology, English language
learning, A2 level student, collaboration, the Think-Pair-Share technique.
Language is an indispensable section of every individual and a key component
of communication. Without language, it is hard to express one
’
s notion to other people
in the world. We are living in a multilingual world that is turning into globalized and
therefore, it is essential to learn more than one language. Being proficient in two or
more languages makes an individual a competent one, most especially when mastering
Topical issues of language training
in the globalized world
135
the English language. English language proficiency is the capability of to speak
effectively in English. In today
’
s world, where the medium of training in nearly each
university is English, this is a necessary skill. Considering this close relationship
between vocabulary understanding and language learning, one cannot deny the
importance of vocabulary understanding in general language ability, which is to have
the fundamental potential in a language. However, among all of the researches about
language, onl
y few focused on the vocabulary development. “Without grammar, very
little can be conveyed, without vocabulary, nothing can be conveyed.”(David A.
Wilkins,1972) Vocabulary teaching and learning is a continuous undertaking for
instructors as properly as learners because generally there has been minimal focus on
vocabulary educating in the ESL classroom.
The primary goal of this initiative is to develop vocabulary skill with using project
assignment and to cater diverse learning styles and preferences, making language
learning more inclusive and accessible. Project-based learning (PBL) is a model that
organizes learning around projects. According to the definitions given in the PBL
manuals for teachers, projects are complex challenging questions or problem-based
tasks that engage students in design, problem-solving, decision-making, or
investigative activities; give it to the students the ability to work relatively
autonomously for a long time and culminating in actual products or presentation.
(Jones, Rasmussen, & Moffitt, 1997; Thomas, Mergendoller, & Michaelson, 1999).
Through collaborative projects, students can also develop not only vocabulary skill but
also essential soft skills such as teamwork, communication, and problem-solving,
which are invaluable in both academic and real-world settings. Developing the
aforementioned skills can be undertaken through the integration of project-based
learning with (EFL/ESL) instruction. By integrating project assignments into language
learning, educators can create a dynamic and interactive environment that encourages
the practical application of language skills. This approach not only facilitates the
acquisition of new vocabulary but also enhances retention and recall, as students are
more likely to remember words that they have used in meaningful contexts.
Topical issues of language training
in the globalized world
136
Additionally, Nation, Paul state that vocabulary skill is the most important talent to
learn any language. The word is the smallest significant unit of language used for
making phrases and sentences that usually represents an object, idea, action, idiom etc.
The vocabulary is considered as a complex of form and meaning. He sees direct
vocabulary study as a way of speeding up the learning process. According to him
‘
direct vocabulary learning is a way of trying to bridge the gap between second
language learners
’
present proficiency level and the proficiency level needed to learn
from simplified input.
’’
(Nation, Paul, 1994) Vocabulary is not mentioned, but it is
implicit that vocabulary is needed to communicate. Vocabulary is more significance
than grammar due to the fact of we can speak besides right grammar shape but we can
’
t
speak besides the vocabulary. Words are the root of conversation and a strong
vocabulary improves all areas of conversation such as, listening, speaking, writing, and
reading. It has been proved that project assignment are as necessary as regular classes
for development of vocabulary skill.
Furthermore, project assignments for A2 level students offer a diverse range of
activities that cater to different learning styles and interests. By incorporating these
projects into the language learning curriculum, educators can provide a more engaging
and effective learning experience that helps students develop their language skills in a
meaningful and enjoyable way. Project assignments are not only beneficial for
language acquisition but also for fostering a sense of community and collaboration
among A2 level students. Working together on projects allows students to share ideas,
provide feedback, and learn from each other
’
s perspectives.
Principles of Project assignments
: Therefore, it is essential to take some
principles into consideration. The principles below mostly have been developed by the
researcher and most of them tested in the research.
1.
Contextual - PBL uses real everyday problems. Therefore, the educational
material is more relevant and easier to apply in real situations).
2.
Constructive - PBL is a learner-centered approach in which students construct
their own knowledge and are guided by a teacher or tutor.
Topical issues of language training
in the globalized world
137
3.
Collaboration - PBL encourages students to co-construct knowledge and share
ideas and knowledge.
4.
Self- directed
–
PBL develops self-management skills among students. For
example, planning, reasoning, assessing understanding, and managing
information and resources. (Core principles of PBL: constructive, collaborative,
contextual and self-directed - Education - Maastricht University).
The components of project assignments in increasing A2 level students
’
vocabulary
Project assignments play a crucial role in language learning, especially for A2
level students who are in the early stages of learning a new language. These
assignments offer a dynamic and engaging way to apply theoretical knowledge in a
practical context, making the learning process more relevant and interesting. One of
them is the Think-Pair-Share technique is a great way to engage students in discussing
and brainstorming ideas for organizing project assignment. This Think-Pair-Share
strategy is developed by Layman, which is designed to differentiate learning by
providing students with time and structure to think about a given topic, allowing them
to generate individual ideas and share those ideas with their peers. This instructional
strategy promotes classroom participation by encouraging high-level student response
rather than using a basic recitation method in which the teacher asks questions and a
single student offers an answer. Here
’
s how you can incorporate it into the planning
process:
1. Give students an open-ended question (in line with the learning objective) and
ask them to think about it for about a minute and write down their thoughts.
Alternatively, give students a copy of their ideas before pairing them.
2. Ask them to turn to the person next to them (groups of 2 or 3 only) and share
their thought process/answers with each other. Alternatively - have students take
notes on their partner
’
s process/response.
3. Let students know how to pass the time: let them know when it
’
s time to
switch wh
o‘
s speaking, and when they should finish if they haven
’
t already.
Topical issues of language training
in the globalized world
138
4. Invite students to report
“
on behalf
”
of their group. Conclusions can include
differences in thought process and whether or not the group has reached
agreement (Sokhiba, R. 2023).
References
1.
Core principles of PBL: constructive, collaborative, contextual and self-directed - Education
- Maastricht University
2.
Jones, B. F., Rasmussen, C. M., & Moffitt, M. C. (1997). Real-life problem solving.: A
collaborative approach to interdisciplinary learning. Washington, DC: American
Psychological Association.
3.
Nation, Paul (1990). Teaching and Learning Vocabulary. Newbury House, New York.
4.
Sokhiba, R. (2023). DEVELOPING SPEAKING SKILL WITH “THINK
-PAIR-
SHARE”
TECHNIQUE.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В
МИРЕ,
23(8), 105-108.
PROBLEMS OF TEACHING FOREIGN LANGUAGES AS WELL AS
WRITTEN TRANSLATION
Jaloldinov Islomiddin Shamsitdin
o‘g‘
li
O‘
zbekiston davlat jahon tillari universiteti,
Tarjimonlik fakulteti sinxron tarjima (ingliz tili) mutaxassisligi
1-kurs magistranti
Saidova Gulyora Abduhakimovna
O‘
zbekiston davlat jahon tillari universiteti,
tarjimonlik fakulteti,
Ingliz tili tarjima nazariyasi kafedrasi katta
o‘
qituvchisi
Abstract
This paper explores the challenges that may face by non-native speakers (NNS) in two
key areas: first one is foreign language teaching and another one is written translation. It delves
issues related to language proficiency, cultural nuances, learner expectations, and professional
development. Moreover, the article examines the difficulties of written translation for NNS,
including the potential for cultural misunderstandings and the need for in-depth knowledge of
both target and source languages. The deliberation highlights the importance of recognizing the
unique strengths of NNS, and also providing them with targeted support and training to excel in
these demanding fields.
Keywords:
Non-native speaking teachers, foreign language teaching, written
translation, language proficiency, accent, cultural background, learner expectations, professional
development.
