THEORETICAL FOUNDATIONS OF PROJECT TRAINING FOR FOREIGN LANGUAGE COMMUNICATION.

THEORETICAL FOUNDATIONS OF PROJECT TRAINING FOR FOREIGN LANGUAGE COMMUNICATION.

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

Keywords: project method, project, training foreign-language, communication skills.

The expansion of international cooperation, the new political and socio-economic changes in our country in recent decades require profound and fluent foreign language proficiency, which entails the need to search for new approaches to its teaching and, as a result, new pedagogical technologies. Effective solution of the problem of teaching a foreign language as a means of intercultural communication can be facilitated by the method of projects that makes it possible to realize the most complex and essential task for the methodology- the creation of a language environment, and on its basis the creation of a need for using a foreign language in practice.

Special emphasis is put on communication skills to be mastered by future Foreign language teachers through project based learning. It is of great importance to note that highly developed oral and written communication skills are valuable for pupils wishing to become successful and competitive in the international arena. Learners must be trained well to develop their communication skills in English in the field of language activity, mainly in the science research area.

The method of projects was developed by the American teacher H. V. Kilpatrick in the 1920s as a practical implementation of the concept of instrumentalism by J. Dewey [3. 133]. The main goal of the project method is to provide students with 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.

The project is an independently planned and implemented by the students work, in which speech communication is woven into the intellectual and emotional context of other activities. Project method involves the use of a wide range of problematic, research, and search methods that are oriented clearly to a real practical result that is meaningful to the student.[2]

Project method is a comprehensive teaching method that enables students to be independent in planning, organizing and monitoring their activities. This method provides a person-oriented education, gives an opportunity to study the practice of living by means of a foreign language in the real information space and most importantly develops communication skills. Developing an active independent thinking, imagination, creativity, the ability not only to memorize and reproduce, but to apply knowledge in practice, the ability to independently plan actions, predict possible solutions to problems, choose ways and means to implement them. In addition, students have the opportunity to show their organizational skills, hidden talents.

Nowadays modern school is facing a problem to provide for the intellectual and humane development of the students, for the necessity of self-education, self-upbringing and self-development. A system of the curricular and extra-curricular work is aiming at the solving of this problem. A foreign language is of high educational and developing potential in this aspect. Modern Methods of Foreign Language Teaching is targeting at the development of the communication ability, on the formation of the communicative competence.

Only recently a solid theoretical base of the communicative-oriented approach in Foreign Language Teaching has been development, methodical technologies, which implement the idea of the communicative active and social-cultural approaches have been development and tested. The great researchers and scientists such as Bim I.L., Passov Ye.I., Polat Ye.S., Safonova V.V., Sokol I.A., Fried– Both D.L. and others contributed beneficially to the problem development.[4]

As it is known project teaching is of great interest in this respect for it is distinguished by the cooperative characteristics of the task fulfillment, by creativity, and aiming at the pupils personality development.

The main aim Foreign Language Teaching is the speech activity, and the language system is functioning here only as a means of its realization.

Training always happens in communication and is based on a verbal-activity approach. The word simultaneously is a means of expression and cognition of the essence of the phenomenon being studied, an instrument of communication and the organization of practical cognitive activity of students. When you begin to consider learning to speak in a foreign language using the project method, you need to determine the object of interest to us.

Communication is a verbal interaction of people entering into it as subjects, with the purpose of organizing and regulating their actions, actions, relationships.

In book by Sokol [1, p.18], distinguishes the main factors contributing to the formation of the inner motive of the speech activity at the project teaching, they are:

- project idea connect with the real life;

- interests availability

- leading role of the teacher’s consulting-coordinating function.

Consequently, for the implementation of the act of communication, there must be at least two communicants, each of which acts as the subject of communication. An indispensable condition is their contact / interaction and communicative goals and tasks implemented in the course of communication.

Work on their own projects reflects the current trend in education- an orientation toward a research, search model of learning [5. Pp. 17-19]. Working on the project, students get the opportunity to work in a «team», responsibly treat their work site, evaluate the results of their work and work of their comrades [3. 6]. The experience of allowing, albeit a local but holistic problem, shapes the habit of bringing things to an end, not stopping halfway [6. Pp. 21-23]. They found their bright reflection and communicative, and personality-oriented approaches, which are leading in modern methods of teaching a foreign language. It can not be said that the project methodology will help in solving all problems in teaching a foreign language, but this, in the opinion of scientists, is an effective tool for monotony, boredom, it promotes the expansion of linguistic knowledge, the development of the student, and the recognition of oneself as a member of the group.

A school project is influenced significantly by the quality and types of communication between the project partners. Regular, clear and efficient communication between the partners is indispensable for planning and implementing a project. It helps to avoid conflicts and, if necessary, to solve them.

Project method as a way of ensuring genuinely communicative uses of spoken and written English was introduced in the English curriculum for pupils studying at schools. [7]

REFERENCES

1. Barmenkova, O. I. O rabote nad proektom [Tekst] / O. I. Barmen­kova // Inostrannye jazyki v shkole. – 1997. – №3. – S. 25–27.

2. Zimnjaja, I. A. Proektnaja meto­dika obuchenija anglijskomu ja­zyku [Tekst] / I. A. Zimnjaja, T. E. Saharov // Inostrannye jazyki v shkole. – 1999. – №3. – S. 9–15.

3. Kopylova, V. V. Metodika pro­ektnoj raboty na urokah anglijsk­ogo jazyka [Tekst] / V. V. Kopy­lova. – Moskva, 2003.

4. Friend-Booth, D. Project Work [Tekst] / D. Friend-Both. – Oxford: Oxford University Press, 2006.

5. 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.

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

7. J. Harmer, The Practice of English Language Teaching. Longman Publishing, 1998, p. 147