Материалдар / БАЯНДАМА: PROJECT METHODS IN TEACHING FOREIGN LANGUAGE

БАЯНДАМА: PROJECT METHODS IN TEACHING FOREIGN LANGUAGE

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PROJECT METHODS IN TEACHING FOREIGN LANGUAGE

Project work belongs to those teaching methods which are repeatedly discussed in magazines and publications on modern teaching methodology. In world that is changing very quickly teachers are looking for a method which would meet all important requirements of the education process. Many methods seem to fulfil only some aspects of modern education such as acquiring knowledge or memorizing facts. Though these methods cannot be rejected as completely useless a new method is needed which would support them and which could be tailored for the education of the 21st century.Unfortunately, not all language teachers are aware of the need to use project methods because they didn't receive convincing scientific and methodical justification of the matter. Not readiness of a considered problem defines an urgency of degree research.The problem of using project work in teaching English is of great importance. Project work is characterized as one of the most effective methods of teaching and learning a foreign language through research and communication, different types of this method allow us to use it in all the spheres of the educational process. It involves multi skill activities which focus on a theme of interest rather than of specific language tasks and helps the students to develop their imagination and creativity. Nevertheless, teachers are not keen on the idea of providing project work into their lessons because of the disadvantages this method has. The main idea of project work is considered to be based on teaching students through research activities and stimulating their personal interest.The project work at schools is used across the curriculum. We can use projects in a school subject separately or we can join more school subjects in one project. Sometimes we call „project work“ every activity that is different from a traditional way of teaching and learning. The project work should be pupil-centred activity, no teacher-centred or syllabus-centred one. The pupils have to understand why they make a project and how it is useful for them. The best way is when they can choose the topic of the project themselves. They usually work in groups and they develop their social skills to cooperate and communicate together. They choose the way of work, divide tasks and agree on the output of the project. As one of the most important rules of the project work I consider the fact that the pupils are responsible for their work on their project and for their results. At the end the pupils present the result of their project and the teacher evalutes not only the project itself but also the work of each pupil on the project and the cooperation among the pupils in their groups. There are various definitions of project work. Legutke and Thomas define project work as "a theme and task-centred mode of teaching and learning which results from a joint process of negotiation between all participants. It allows for a wide scope of self-determined action for both the individual and the small group of learners within a general framework of a plan which defines goals and procedures. Project learning realizes a dynamic balance between a process and a product orientation. Finally, it is experiential and holistic because it bridges dualism between body and mind, theory and practice." American theoretician of the first half of the 20th century W. H. Kilpatrick defines project work as "hearty purposeful act" [1, 13].New values and orientations of education as well as today achievements of science are determining the choice of teaching methods. Teachers prefer active and interactive pedagogical technologies. Projecting technology encourages the development of creative capabilities of a personality taking into account the individual peculiarities of learning process and communication participants, promotes the search of efficient approaches to foreign language teaching. This technology is problem solving of some problem by a student or a group of students. It demands the usage of various methods, facilities of learning and the integration of knowledge, skills from different branches of science, techniques and creativity.History of project workThe project method is a system of teaching when pupils gain knowledge and skills during planning and carrying out proper tasks which are getting more difficult gradually. It is a complex of search, research, graphic and other kinds of works carried out for the purpose of practical and theoretical solution of important problem [2, 38].This method appeared in the 20s of last century in the USA. It was also called “the method of problems” developing within humanistic direction in philosophy and education, in pedagogical thoughts of John Dewey. His follower William Kilpatrick developed “project system of teaching”. But they were too fond of this method, as a result it did a lot of harm to the traditional system of education and teachers were disappointed with this method. Nowadays the method has been reinterpreted and it is having “the revival”.Teachers who wish to offer their children meaningful opportunities to apply the skills and knowledge they acquire through direct instruction may choose to incorporate project work into the curriculum. As children make careful observations and inquiries through their project work, they are likely to have a reason to use literacy and numeracy symbols to represent and communicate to others what they are learning about their topics. As Dewey explains, much of our thinking is stored in symbols. It is reasonable to assume that what each child chooses to communicate to others is meaningful to her or him. In this way, the Project Approach can serve as a useful and meaningful complement to a more typical, systematic, or direct form of instruction.A further advantage of the Project Approach lies in the context it offers for children to develop desirable dispositions—or habits of mind—toward learning, toward themselves, and toward others Katz, personal communication, . Based on her reflection on the projects that transpire in the preschools of Reggio Emilia, Italy, Katz asserts that we can see in children's work clear evidence that

all young children have active and lively minds from the start;

the basic dispositions to make sense of experience, investigate it, care about others, relate to them, and adapt to their physical and cultural environment are dispositions within children from the start; and

these in-born dispositions can flourish, deepen, and strengthen under the right conditions.

If orchestrated correctly, the Project Approach has the potential to provide children with the right conditions under which to develop these dispositions. We can conclude from research that these dispositions may be damaged at an early age if children are overly drilled in skills with academic instruction and not given many opportunities to develop their investigative dispositions [3, 118].A project is an in-depth investigation by children of a topic that is worthy of their time, attention, and energy . A project involves three phases. During the first phase, children and their teacher select and discuss a topic to be explored. In the second phase, the children conduct firsthand investigations and then create representations of their findings. The third phase includes culminating and debriefing events .The approach is based in part on the work of the American educator and philosopher John Dewey who maintained that education is the reconstruction of experience .Including project work in the curriculum promotes children's intellectual development by engaging their minds in observation and investigation of selected aspects of their experience and environment. In addition to the three phases of a project, there are three components to consider when undertaking project work: (1) content, (2) processes, and (3) products. In project work, teachers usually change the content of their instruction to include real-world topics and have children undertake new kinds of representations (products) of the information they have obtained. However, teacher educators frequently report that teachers and student teachers new to project work still use the same pedagogical methods (processes) of systematic, direct instruction that they have always used. Perhaps this reluctance to change reflects a lack of clear understanding of project work [4, 87].A project is an extended piece of work on a particular topic where the content and the presentation are determined principally by the learners. The teacher or the textbook provides the topic, but the project writers themselves decide what they write and how they present it. This learner-centred characteristic of project work is vital, as we shall see when we turn now to consider the merits of project work. It is not always easy to introduce a new methodology, so we need to be sure that the effort is worthwhile. Students do not feel that English is a chore, but it is a means of communication and enjoyment. They can experiment with the language as something real, not as something that only appears in books. Project work captures better than any other activity the three principal elements of a communicative approach. These are: a) a concern for motivation, that is, how the learners relate to the task.b) a concern for relevance, that is, how the learners relate to the language. c) a concern for educational values, that is, how the language curriculum relates to the general educational development of the learner [5, 68].A project is an extended task which usually integrates language skills through a number of activities. These activities combine in working towards an agreed goal and may include planning, gathering of information through reading, listening, interviewing, discussion of the information, problem solving, oral or written reporting, display, etc. Learners' use of language as they negotiate plans, analyze, and discuss information and ideas is determined by genuine communicative needs. At the school level, project work encourages imagination and creativity, self-discipline and responsibility, collaboration, research and study skills, and cross-curricular work through exploitation of knowledge gained in other subjects. Successful use of project work will clearly be affected by such factors as availability of time, access to authentic materials, receptiveness of learners, the possibilities for learner training, and the administrative flexibility of institutional timetabling. The method of projects can be used when teaching English at any lesson, devoted to any topic, as the choice of topics in the curriculum was made taking into account its practical value for the students. A foreign language teacher teaches the children to speak in different ways, that’s why we suppose the communicative competence to be one of the main aims of teaching a foreign language.Project method makes possible to individualize the learning process, demonstrate student’s independence in planning, organization and control of his activity. The application of project methodology at lessons ensures the support of permanent interest to foreign language learning, deepen and systemize students’ knowledge on studied themes. Teachers have to provide students with more opportunities for their knowledge and skills application while interacting with peers. The emphasis should be made on interaction of participants for goal achievement, taking into account personality needs and peculiarities and experience of students. However, it is important to respect the rights and interests of students as personalities concerning their way of learning. Involving students in project making is one of the ways which will help them gaining some confidence in their ability to manage their own learning and become independent.

Bibliography1. Legutke, Michael and Thomas, Howard. Process and Experience in the LanguageClassroom. 1991. London: Longman, 1993.2. Podobedova, T., (2004). Projecting as a pedagogical phenomenon: methodology and theory aspects, Humanitarian sciences; 2004 (1).3. Conole, G., Littlejohn, A., Falconer, I. and Jeffery, A. (2005) Pedagogical review of learning activities and use cases, LADIE project report, JISC; August 2005.4. Projects for the EFL classroom: Resource material for teachers. Walton-on-Thames Surrey, UK: Nelson. Herrington, J., Oliver, R., and Reeves5. Hatchinson, Tom (2000) Project English.

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