Article THE IMPACT OF PROJECT-BASED LEARNING ON DEVELOPING LANGUAGE PROFICIENCY IN FUTURE LANGUAGE TEACHERS

Practice-oriented projects

that have a clearly defined result of the participants’ activities, necessarily focused on the social interests of all project participants. Such a project requires a specific scenario with clearly assigned responsibilities for all team members.

Information projects

aimed at collecting information about some event or phenomenon in order to present a report to a large audience. Carrying out such a project can be compared to a research project, since it requires a well-thought-out structure and constant adjustments along the way

Role-playing projects

that do not have a clear structure; participants take on certain roles that are determined by the nature and content of the projects. The roles range from literary and fairy-tale characters to business people in the modern world. The degree of creativity in such projects is quite high

Creative projects

that have a clearly thought-out structure and require appropriate presentation of the results, for example in the form of a video, report, wall newspaper or album

Research projects

that are characterized by a well-thought-out structure, clearly defined goals, and justification for the relevance of the subject of research. They have a structure that is close to or completely coincides with truly scientific research.

A.A.Kalimbetova

Kazakh Ablai Khan University of International Relations and World Languages

Almaty, Kazakhstan

aygul.aibek@gmail.com

Abstract: Project-based learning is seen as an effective way to develop the professional competence of future English language teachers. In addition, this article shows the features and advantages of Project-based learning. Theoretical approaches to the use of the Project-based learning as one of the methods of developing language proficiency of future English language teachers have been collected. The effectiveness of using the Project-based learning in the development language proficiency of future English language teachers has been proven.

Аннотация:Проектное обучение рассматривается как эффективный способ развития профессиональной компетенции будущих учителей английского языка. Кроме того, в данной статье показаны особенности и преимущества проектного обучения. Собраны теоретические подходы к использованию проектного обучения как одного из методов развития языковой компетенции будущих учителей английского языка. Доказана эффективность использования проектного обучения в развитии языковой компетенции будущих учителей английского языка.

Аңдатпа: Жобалық оқыту болашақ ағылшын тілі мұғалімдерінің кәсіби құзыреттілігін дамытудың тиімді әдісі ретінде қарастырылады. Сонымен қатар, бұл мақалада жобалық оқытудың ерекшеліктері мен артықшылықтары көрсетілген. Болашақ ағылшын тілі мұғалімдерінің лингвистикалық құзыреттілігін дамыту әдістерінің бірі ретінде жобалық оқытуды қолданудың теориялық тәсілдер жинақталған. Болашақ ағылшын тілі мұғалімдерінің тілдік құзыреттілігін дамытуда жобалық оқытуды қолданудың тиімділігі дәлелденді

Keywords: Project-based learning, PBL, project studies, future language teachers, language proficiency.

Recently, more and more attention has been paid to the problem of incorporating new teaching methods into the educational process, which require qualitatively different training for future specialists. The ability of future teachers to creatively and critically comprehend new methods proposed for implementation in school, their competence in identifying the most promising of them, and their own author’s position largely determine the state of the modern educational space.

Thus, Kazakhstani education is faced with the task of finding ways and means to adequately prepare a future teacher with such qualities as: professional competence, analytical mind, developed creative and critical thinking, willingness to experiment and apply promising teaching methods.

Among modern teaching methods, the project-based learning (PBL) is the most promising; it allows, in the real educational process, to achieve the goals set by any program, education standard for each academic subject using other, alternative traditional methods, preserving all the achievements of didactics, educational psychology, and private methods [1].

The popularity of the PBL both among students and among foreign language teachers and its prospects are explained by the fact that the project task directly connects the process of mastering certain subject knowledge with the actual use of this knowledge in the process of communication. Moreover, the complex, integrated nature of project (PBL) allows the student to build a unified picture of the world, drawing on knowledge from different fields to solve the problem. This means that the knowledge, skills and abilities mastered in the educational process are no longer scattered, they are organically acquired by each student. At the same time, the focus on creating a project as an integral educational product makes the process of mastering subject knowledge personally significant and motivated for the student [2].

In the process of learning English, the PBL is a complex type of educational activity; it integrates various types of foreign language speech communication in order to solve certain constructive, practical, informational, research, scenario, problematic and creative tasks.

On the one hand, the foreign language being studied acts as a means of educational, informational, constructive and creative activity of the student, and on the other hand, in the process of creating a project, and at the same time, the mastery of the studied language occurs in various aspects of its direct use. Thus, the PBL puts the student in a situation of real application of the English language and contributes to his/her awareness of the goals and possibilities of learning a foreign language in his/her own activities, because includes the process of language acquisition in the productive activities of students.

The development of any project (PBL) is based on the joint activities of the participants, aimed at achieving a specific result: the creation of a new product or the development of an idea. Therefore, the reflection of subject-subject relations when using the project method is observed especially clearly, because students develop their ideas, drawing on their own life experience to solve them, while the role of the teacher in the development of any project is guiding and consulting [3].

The use of the Project-based learning in teaching foreign languages is characterized by a relatively high level of complexity of teaching activities and requires a highly qualified teacher. Unlike most well-known methods, which require the involvement of only traditional components of the educational process – a teacher, a group of students and educational material necessary for mastery, the requirements for an educational project are completely special, since the PBL has a number of features [4]:

- firstly, the use of a project involves the formulation of a socially significant research, information or practical task; all further work on the project involves resolving this task or problem;

- secondly, the implementation of the project begins with the development of actions to solve the problem, in particular with the determination of the type of product and the form of presentation of the project. It involves studying literature and other sources of information, conducting various surveys, observations, interviews, analyzing and summarizing the data obtained, formulating conclusions and forming on this basis students’ own point of view on the original problem of the project and ways to solve it;

- thirdly, each project necessarily requires student research. A distinctive feature of project activities is the search for information, which will then be processed, comprehended and presented by project team members in the form of a specific result (presentation, report, survey, essay, etc.);

- finally, the result of work on the project is a product, i.e., the result of solving the problem.

Based on the nature of students’ activities, five types of projects can be distinguished (Figure 1) [5].

Figure 1 – Types of projects (PBL) [5]

Of course, in real conditions of teaching practice, projects of mixed types are most often implemented, in which the characteristics of, for example, research and creative projects are simultaneously combined.

The Project-based learning allows for a practical English lesson to create a research, creative atmosphere, thanks to which each student is involved in an active cognitive process based on cooperation, communication and mutual understanding.

Thus, the PBL in practical English language classes at a university significantly changes the model of interaction between the teacher and students. Students with such a system of relationships become subjects of learning, and not just objects of knowledge communication, they become personally responsible and interested in acquiring certain knowledge, skills and abilities. The teacher, in turn, at the initial stages of work on a project task acts as an initiator, and in the future he carefully monitors the progress of independent individual or group work of project participants, directing their actions in the right direction and offering alternative options for completing the task. However, the final decision regarding the content and presentation of the project assignment is entirely up to the students. Such a system seems not so much new as it is quite effective, because the student becomes motivated to study independently, which leads to an increase in the academic performance of students.

An undoubted advantage of developing projects of any type as part of the study of a foreign language is also the fact that the preparation, work and presentation of the project task are carried out in English, which allows students not only to familiarize themselves with certain factual material, develop their own idea, but also to activate their proficiency skills a foreign language in a communication situation that is as close as possible to the real one.

The use of Project-based learning contributes to the creation of communication situations in practical classes that are close to real ones, so adequate knowledge of a foreign language becomes personally significant for each student in solving assigned problems. Project development also develops students’ general intellectual skills, speed of reaction and the ability to conduct dialogue, and also motivates the interaction of students in a group, helps students search and find the right solution to a problem during a discussion, and eliminates the fear of expressing their thoughts in English. During the preparation of each individual project assignment, students acquire organizational skills, such as independently managing their activities, setting specific goals, choosing partners, planning their actions, practically implementing the plan, presenting the results of their activities, discussing them and adequately evaluating them.

REFERENCES

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3. Dilekli Y. Project-based learning // Paradigm shifts in 21st century teaching and learning. – IGI Global, 2020. – P. 53-68.

4. Almulla M. A. The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning // Sage Open. – 2020. – Vol. 10. – №. 3. – P. 2158.

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