MODERN TECHNOLOGY OF USING THE PROJECT METHOD IN TEACHING FOREIGN LANGUAGES.

MODERN TECHNOLOGY OF USING THE PROJECT METHOD IN TEACHING FOREIGN LANGUAGES.

Əсел Бектібаева Нысанбайқызы

Қостанай облысы Арқалық қаласы Ы. Алтынсарин атындағы Арқалық мемлекеттік педагогикалық институты

5В011900 Шетел тілі: екі шетел тілі мамандығының 4-ші курс студенті

a_bektibayeva@mail.ru

In modern conditions, education is realized with the help of various technologies, the purpose of which is not only the translation of knowledge, but the identification, development, growth of the creative interests and abilities of each child, and stimulation of his independent productive educational activity. The orientation of education, new values, subject-object relations of the teacher and students and the individual-personal approach to teaching, etc., as well as modern achievements of science and technology, largely determine the choice of teaching methods, in which teachers at this stage of education development increasingly prefer active and interactive pedagogical technologies. The method of projects as modern pedagogical technology is a way of organizing a pedagogical process based on the interaction of the teacher and pupils in the course of step-by-step practical activities to achieve the goals and is characterized by students' independence, reliance on personal needs, the characteristics and experience of students, and the availability of concrete practical results. The application of the project methodology in the lessons of a foreign language is one of the ways of developing and revealing the creative potential of the student, and at the same time of his cognitive activity and independence, which makes him a priority method in the field of education. The project methodology allows students to express their own ideas in a convenient and most acceptable form for them, for example, developing and preparing multimedia presentations, posters, wall newspapers, postcards.

Reforming school education and introducing new pedagogical technologies into the practice of teaching should be regarded as the most important condition for the intellectual, creative and moral development of the student. It is development that becomes the key word of the pedagogical process, the essential, deep-seated concept of learning.

Modernization of education in our country with the introduction of trilingual education inevitably entails the need to search for new approaches to the teaching of a foreign language. Appeal to non-traditional forms of education assumes the influence of the teacher on the activities of each student and its involvement in active educational and practical activities.

The method of the project as a pedagogical technology includes the target orientation, scientific ideas on which the system of actions of the teacher and the pupil rests, the evaluation criteria and a qualitatively new result.

The project methodology uses all the best ideas developed by the traditional and modern methods of teaching English. These include, above all:

Variety, as a necessary feature of any good learning, helps to maintain interest in learning - this is the variety of topics, types of texts (dialogues, monologues, letters, table games, descriptions, instructions, etc.), and the variety of forms of learning activity (individual, pairing, group work, teamwork), and a variety of types of exercises.

Problem means that students use the language both for performing tasks that are characterized by novelty of the result, and new ways of achieving it. Problems make you think, and the teenager learns, thinking, thinking. There is a wide range of communicative tasks and project works, focused on problem solving. A problem approach takes place in teaching grammar when a student uses it in speech, and when he comprehends it as a system.

Study with pleasure. Of course, it is important that the student learns with pleasure. A teenager learns productively and learns a lot if he learns freely, without coercion, experiencing joy. Entertainment is one of the features of the project. Often the tasks can take the form of jokes, puzzles, riddles, etc., have musical accompaniment, noise effects, illustrations.

Of particular importance is the ego-factor, i.e. the opportunity to talk about what schoolchildren think about their plans. When organizing communication, it is better to use, if possible, such situations that expose the interests of students, are related to his personal experience, i.e. to fully realize the personality-oriented approach.

The novelty of the approach is that students are given the opportunity to construct the content of communication themselves, starting with the first lesson on the project.[1]

Today, the project method is one of the most popular in the world, since it allows rational combination of theoretical knowledge and their practical application for solving specific problems of the surrounding reality in the joint activity of schoolchildren. In recent years, this technology has become increasingly widespread in the teaching of foreign languages.

Project activity allows students to act as authors, creators, enhances creativity, expands not only the general outlook, but also contributes to the expansion of linguistic knowledge. So, the popularity of the method of projects is due to the fact that due to its didactic nature it allows to solve the following tasks:

• development of students' creative abilities,

• development of skills:

• independently project their knowledge and apply them to solve cognitive and practical problems,

• navigate in the information space,

• analyze the information received, because at different moments of cognitive, experimental or applied creative activity, students use the totality of all listed intellectual skills.[3]

According to Polat E.S. "If we talk about the method of projects as a pedagogical technology, then this technology involves a set of research, search, problem methods, creative in its very essence."[2]

In the case of a foreign language lesson, the project - a set of activities, specially organized by the teacher and independently performed by the students, which result in the creation of a creative product.

The project is valuable in that, in the course of its implementation, students learn to acquire knowledge independently, to receive experience in cognitive and educational activities.

The project methodology is characterized by high communicative ability and implies expression by students of their own opinions, feelings, active inclusion in real activities, acceptance of personal responsibility for advancement in learning.

The main aim of the project methodology in English language lessons are the formation of a system of knowledge on the topic studied and the ability to apply them in practice; development of independent thinking of the student; providing students the opportunity to independently acquire knowledge in the process of solving practical problems or problems that require the integration of knowledge from different subject areas. Since the project methodology is characterized by high communicative ability and assumes that students will express their opinion in English, one of the tasks of the project activity is the development of communicative skills. In addition, students need to independently find and select interesting information on the project topic, as well as interesting and structured to protect the project, so the tasks of developing information and training skills are also the most important. With the help of the project methodology in the lesson, you can achieve several aims: widen the vocabulary of children, consolidate the lexical and grammatical material, create a holiday atmosphere and decorate the foreign language office with colorful children's works.

The main tasks of the project method are: to develop cognitive activities among students, to teach them to master their knowledge independently, to form their worldview; develop critical thinking; To teach students to apply the available knowledge independently in teaching and practical activities; to form a highly cultured personality, since only in independent intellectual and spiritual activity does a person develop.

The projects are considered by the pupils as more enjoyable way of learning and I think these are common advantages of using project work in the lessons: to motivate the pupils to learning, to be responsible for own learning and the possibility of using taught language in a real life.

The advantages of the project methodology are the following:

• the opportunity to conduct individual work on the topic most interesting for each participant of the project,

• increased student activity,

• the possibility of accessing additional sources of information,

• training in analysis, comparison, selection of the most important and entertaining information,

• the possibility of applying a variety of subject and interdisciplinary knowledge, skills,

• the possibility of practical application of language knowledge - the ability to form the necessary skills and skills of speech activity, linguistic competence,

• the possibility of implementing active oral practice for each student,

• the ability to think, reason, solve problems, the ability to evaluate reality, and project the necessary changes to improve life.[4]

The main differences of the project activity from other activities are:

• Focus on specific goals

• Coordinated implementation of interrelated actions

• Limited length in time with a certain beginning and end

• To a certain extent, uniqueness and uniqueness.[5]

We think that the most important benefit of project work for the pupils is that it enables them the contact with real world in which they use the target language that they have learnt.

This method makes the process of teaching foreign-language communication not only interesting for students, but also productive, as an incentive for learning a foreign language in general. Learning English by using modern methods in education makes pupils willing to learn the language, develop their ability to speak fluently, and help them overcome the language barrier. Doing the project is positive motivation for the pupils to reach better results in English.

REFERENCES

1. Polat, E. S. Metod proektov na urokah anglijskogo jazyka [Tekst] / E. S. Polat // Inostrannye jazyki v shkole. – 2000. – №2,3. – S.17–19, 23–24.

2. Polat, E. S. Obuchenie v sotrud­nichestve [Tekst] / E. S. Polat // In­ostrannye jazyki v shkole. – 2000. – №1. – S. 4–11.

3. Project methodology of teaching English. Foreign Languages at School. – 3. – Р. 35-37.

4. D. L. Fried-Booth, Project work. Oxford: Oxford University Press, 2012, p. 6

5. Kilpartick, T. H. (1918) The Project Method. Teachers College Record. p.319