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world around us. They encapsulate complex social phenomena, technological
innovations, and cultural shifts, all while influencing how we think and communicate.
The dynamic interplay between language and culture ensures that as long as
there are changes in society, there will be evolutions in the language we use.
Neologisms are at the forefront of this process, continuously shaping and reshaping the
landscape of communication. They serve not only as linguistic tools but also as cultural
artifacts, providing insight into the zeitgeist of our times and the endless creativity of
human expression.
References
1.
Aguilar, M. (2016). Binge-Watch: The Evolution of Television Consumption.
Media Studies
Journal
.
2.
Oxford English Dictionary (2013).
“
The Rise of
‘
Meme
’
: A Linguistic Analysis.
”
OED Press.
3.
Saxena, J. (2017).
“
Manspreading and Modern Etiquette: Language as a Tool of Social
Critique.
”
Journal of Contemporary Cultural Studies
.
4.
Sue, D.W., Capodilupo, C.M., Torino, G.C., Bucceri, J.M., Holder, A.M., Nadal, K.L.,
Esquilin, M. (2007).
“
Racial Microaggressions in Everyday Life: Implications for Clinical
Practice.
”
American Psychologist
.
5.
Sue, D. (2010).
“
Microaggressions and Marginality: Manifestation, Dynamics, and Impact.
”
Wiley & Sons.
6.
Satibaldieva, N. (2024). DYNAMICS OF LINGUISTIC EVOLUTION IN THE
TECHNOLOGICAL EPOCH.
Western European Journal of Linguistics and Education
,
2
(1),
9-11.
7.
Satibaldiyev, E. (2023). BILINGUAL PHONOLOGICAL SYSTEMS: UNRAVELING
CROSS-LINGUISTIC INFLUENCE.
American Journal of Pedagogical and Educational
Research
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17
, 142-144.
IMPROVING STUDENTS
’
SPEAKING SKILL THROUGH
PROJECTBASED LEARNING FOR A2 LEVEL STUDENTS
Saydivaliyeva Madina
Student
Uzbekistan State World Languages University
Abstract
This research is aimed at improving the speaking skills of a group of schoolchildren who
participated in the experiment through Project Based Learning. This study started by taking a pre-
test from the students to determine the initial knowledge level of the students, and at the end of the
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study, a post-test is taken from them to determine the final knowledge level. It is also important to
determine the interests of the participants. Therefore, open and closed questions were presented to
them. This will help make the lessons more interesting and effective. In the lessons, more emphasis
is placed on working in groups. This study proved that the Project Based Learning method helps the
B1 level students to improve their speaking skills significantly.
Key words:
cooperation, educational context, active learning, creativity, communication
Introduction
Project-based learning (PBL) is an instructional approach that involves students
in meaningful, real-world projects to promote learning. It is an approach to student-
centred, inquiry-based learning. PBL involves students working in groups for a
predetermined amount of time on a project intended to address a difficult subject or
solve a real-world problem. Students produce a product or give a presentation for an
audience of people to show off their knowledge and abilities.
Deep content knowledge can be developed by students through project-based
learning activities. Crucially, PBL fosters the growth of 21st century abilities like
communication, teamwork, creativity, and critical thinking. PBL is utilized in a variety
of educational settings, such as colleges and high schools.
While focusing on project implementation, schoolchildren are involved in
research, hands-on, creative, educational and cognitive activities, which can positively
affect their motivational sphere. Moreover, in the process of working on projects,
children collaborate in teams, which means effective development of personal
communication skills. In addition, they are also immersed in a creative environment
inspiring them to mobilize their individual
’
s external and internal resources for the best
creative problem-solving. Therefore, we may conclude that project-based learning is
an opportunity to develop a child
’
s creative and critical thinking as well as empower
and challenge a young learner to raise their confidence, self-esteem and
autonomy(Fried-Booth, 2002).
Literature review
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293
Several studies have underscored the benefits of PBL in fostering language
acquisition. According to Thomas (2017), PBL provides students with authentic, real-
world contexts for language use, promoting meaningful communication and
engagement. Furthermore, Barros et al. (2019) emphasize that PBL facilitates the
development of both linguistic and non-linguistic skills, such as critical thinking,
collaboration, and problem-solving, which are essential for language
proficiency.Moreover, PBL offers opportunities for personalized learning and
autonomy. As noted by Johnson (2018), PBL allows students to pursue topics of
interest, thereby increasing motivation and investment in language learning.
Additionally, Wang and Hsu (2020) argue that PBL encourages learner autonomy, as
students take ownership of their learning process through project planning, execution,
and reflection.However, challenges exist in implementing PBL effectively. Some
scholars, such as Smith (2019), highlight the need for adequate teacher training and
support to facilitate successful PBL implementation. Furthermore, issues related to
assessment and evaluation in PBL contexts have been noted by Brown et al. (2021),
suggesting the necessity for innovative assessment strategies aligned with the nature of
project-based tasks.
Methods
The project-based approach intensifies the student as the object of the action,
achieving their personal potential, which makes teaching and learning relevant. It
offers fruitful instructional activities, fosters an environment that encourages student
innovation, and increases the effectiveness of the educational process. In essence, the
project technology is an interactive learning experience where students adopt and
emdiv various social roles and get ready to apply these roles to solve problems in
real-world interactions.
The main objectives of the project-based method could be considered as
providing self-service learning for students in the process of solving practical tasks or
problems that arise in different areas of their professional activities, development of
the creative potential of a student, developing the skills to debate, defending own point
Topical issues of language training
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294
of view, being respectful to the others, making informed conclusions, being able to
argument own statements, analysing and simulating a situation, carrying out
sociological studies, working with sources; forming of attitudes towards such values
as responsible decision-making, tolerance, compromise, commitment to self-education
and willingness to improve social life. The teacher here acts as a coordinator, an
additional source of information and a mentor (Pakhomova 2004).
The project technologies used both in classroom and extracurricular work with
students studying a foreign language means giving them opportunities to practically
adopt a foreign language to their future professional activity. That promotes planning
and goal setting abilities in terms of activities in a foreign language, motivates learning
a foreign language, stimulates individual work (Shamov 2008).
The projects we offer to our students partially function as communicative tasks
to make sure the knowledge gained in studying a topic or a course, applied in the
educational and real communicative tasks (Sergev 2003).
The experiment was conducted with 6th grade students. Before the experiment,
a pre-test was taken from them and the results were calculated, and then the experiment
began. Before that, a questionnaire was prepared in order to determine their interest in
the organization of the lesson, and their percentage was calculated based on the answers
received. This method was used in classes, for example, group projects
“
role-playing
”
,
“
story telling
”
,
“
Information project
”
were used.
Projects involving role playing and gaming typically do not have a set
framework at first; they are left open until the task is completed. Participants assume
roles that are specific to the project and its contents. The outcome of these initiatives
may be established at the start of the project, altered during the course of the activities,
and, at the conclusion of the job, eventually become tangible. In reality, the majority
of projects are undoubtedly mixed. They possess all of the aforementioned qualities,
which show themselves in different ways depending on how the project is being
prepared and presented.
Results and Discussion
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The problem on which the project is built has already been mentioned. In order
for the students to address this difficulty, they must not only be proficient in a foreign
language but also have the necessary and appropriate topic knowledge. Furthermore,
the students need to possess specific intellectual, creative, and communicative abilities,
such as the capacity to extract data from a foreign language, evaluate data, and draw
inferences and generalizations.
After the one-month experiment, a post-test was taken from the students. The
results (75%, 80%) show that their speaking ability has increased significantly. Thus,
using the projects requires a significant preparatory work, which is not only the
teaching foreign languages, but also is a holistic system for high school training
(Yermakova at al. 2014)
Projects included in traditional courses, constitute the most appropriate option
for integration of project methodology in educational process, because they provide the
use of the material of the course to organize the autonomy work of students. It is
impo
rtant to ensure that projects focus not only the external 2130 I. A. BONDARETİN
ET AL. (visual) result, but also observe the basic principles of the project-based
method implementation and organically solve problems of educational and creative
nature (Yermakova at al. 2014).
After carefully considering all of the material provided, we can say that the
project method is one of the most significant advances in language acquisition today.
While none disputes that project work may effectively address all training-related
issues, it is a useful antidote to boredom. It helps pupils become more conscious of
who they are as members of the group and expands their language proficiency.
Utilizing the foreign language skills learned in previous classes is another genuine
benefit of this assignment.
References
1.
Fried-Booth, 2002; Solomon, 2003; Srikrai, 2008; Willie, 2001).
2.
Pakhomova, N. Yu. (2004). Project-based learning-what is it? School technology, 4, 93-96
3.
Sergev, I.S. (2003). How to organize project work of students? Moscow: ARKTI, 80 p.
Topical issues of language training
in the globalized world
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4.
Shamov, A.N. (Ed.) (2008). Methods of teaching foreign languages: general course
publishing. Moscow: AST MOSCOW, East-West, 253p.
5.
Shevchenko, E.M. (2014). Factors affecting the foreing language teaching quality for the
students of the Russian nonlinguistic higher educational institutions. Life Science Journal,
11(11), 34-38.
ENHANCING PRAGMATIC COMPETENCE THROUGH DISCOURSE
COMPLETION TASKS
Shamsutdinova Lyutsiya
Teacher
UzSWLU
Abstract
This paper explores the effectiveness of Discourse Completion Tasks (DCTs) in teaching
pragmatic competence, focusing on their role in language acquisition and development. The study
delves into the theoretical framework of pragmatics and the significance of pragmatic competence in
effective communication. Through a comprehensive review of literature and empirical evidence, this
article highlights the benefits of employing DCTs as a pedagogical tool in language classrooms. By
integrating DCTs into language instruction, educators can enhance learners
’
ability to understand
and produce contextually appropriate language, thereby fostering effective communication skills.
Keywords:
Discourse Completion Tasks, pragmatic competence, language acquisition,
effective communication, social contexts.
Effective communication involves not only linguistic proficiency but also
pragmatic competence, which encompasses the ability to use language appropriately
in various social contexts. Pragmatic competence has been essentially recognized as
one of the factors to perceive learners
’
communicative competence. Many research
studies on pragmatic competence have affirmed that even proficient English learners
often use language inappropriately [1,21].
Therefore, pragmatic competence plays a
crucial role in language acquisition and development, as it enables individuals to
convey intended meanings effectively while considering the social and cultural norms
of communication. The Discourse Completion Task (DCT) is probably the most widely
used data collection instrument in cross-cultural pragmatics, a field of enquiry that
compares different speech acts across languages, and in interlanguage pragmatics,
which examines learners
’
pragmatic competence and development [4,229].
