CHET TILLARINI O'QITISHDA INNOVATSION YONDASHUVLAR

S.D.Pirnazarova; I.S.Bagautdinova

INTER EDUCATION & GLOBAL STUDY

Original paper

1O'zbekiston Davlat Jahon tillari Universiteti, Toshkent, O'zbekiston 2O'zbekiston Davlat Jahon tillari Universiteti, Toshkent, O'zbekiston

Annotatsiya

KIRISH: maqola chet tillarini o'qitish jarayoniga loyiha asosidagi usullarni integratsiya qilish imkoniyatlarini o'rganishga bag'ishlangan. Maqolaning asosiy vazifalari qatoriga tillarni o'qitishda loyiha asosidagi texnikalardan foydalanish samaradorligini o'rganish, ushbu yondashuvning afzalliklarini aniqlash va loyiha vazifalarini ta'lim jarayoniga integratsiya qilishning asosiy tamoyillari va usullarini belgilash kiradi. Tadqiqot mavzusi chet tillarini o'qitish jarayoni bo'lsa, tadqiqot obyekti loyiha asosidagi usullar va ularning o'quv natijalariga ta'siridir.

MAQSAD: tashqi tillarni o'qitishda loyihabozlik usullarining samaradorligini o'rganish, ularning afzalliklarini va muammolarni aniqlash, shuningdek, ushbu usullarni o'quv jarayoniga muvofiq integratsiyalashning omadli strategiyalarini ishlab chiqishdir.

MATERIALLAR VA METODLAR: ushbu maqsadga erishish uchun, fransuz, ingliz, rus va boshqa tillarda mavjud adabiyot manbalari, tajribali o'qituvchilar bilan intervyular va talabalarning so'rovlarini tahlil qilishning ko'p bosqichli usuli tanlandi. Ma'lumotlarni tahlil qilishda sifatli va miqyosiy usullar, tillarni o'qitishda loyihabozlik usullarining samaradorligini baholash uchun ishlatildi.

MUHOKAMA VA NATIJALAR: Maqola munozara qismi loyihaboz o'rganishning asosiy nazariyalari, masalan, konstruktivistik nazariya va ijtimoiy o'rganish nazariyasi kabi, batafsil tahlil qiladi. U, talabalar motivatsiyasini oshirish, kommunikatsiya ko'nikmalarini yaxshilash va til bilimlarini amaliy hayotda qo'llash imkoniyatini ta'kidlaydi. O'rganish natijalari, loyihalarining tashqi tillar o'rganishiga qo'yilgan musbat ta'siri tasdiqlaydi.

XULOSA: maqolaning o'rganish natijalarini jamiyatga taqdim etadi, asosiy qarorlarni ajratadi va tashqi tillar o'qitishda loyihaga asoslangan usullarining amaliy amalga oshirishiga maslahatlar beradi. U, loyihaboz usullarni turli madaniy va tillar kontekstlariga moslashish zarurati va til o'qitish sifatini oshirish maqsadida ushbu sohada keyingi tadqiqotlar uchun rivojlanishning perspektivlarini muhokama qiladi.

Kalit so'zlar: loyihaga asoslangan usullar, motivatsiya, o'quv jarayoni, faol o'rganish, qiyinchiliklarni yengish usullari, zamonaviy texnologiyalar.

Iqtibos uchun: Pirnazarova S.D., Bagautdinova I.S. Chet tillarini o'qitishda innovatsion yondoshuvlar. // Inter education & global study. 2024. №5. B.370-381.

Ilmiy-nazariy va metodik jurnal Научно-теоретический и методический журнал Scientific theoretical and methodical journal

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ИННОВАЦИОННЫЕ ПОДХОДЫ К ОБУЧЕНИЮ ИНОСТРАННЫМ ЯЗЫКАМ

Узбекский Государственный университет мировых языков, Ташкент, Узбекистан

2Узбекский Государственный университет мировых языков, Ташкент, Узбекистан

Аннотация

ВВЕДЕНИЕ: статья посвящена изучению потенциала интеграции проектных методов в процесс преподавания иностранных языков. Основными целями статьи являются изучение эффективности использования проектных методик в обучении иностранному языку, выявление преимуществ такого подхода, а также определение основных принципов и методов интеграции проектных заданий в образовательный процесс. Предметом исследования является процесс преподавания иностранных языков, а объектом - проектные методы и их влияние на результаты обучения.

ЦЕЛЬ: основная цель статьи заключается в изучении эффективности применения проектных методов в обучении иностранным языкам, выявлении их преимуществ и вызовов, а также разработке стратегий успешной интеграции этих методов в учебный процесс.

МАТЕРИАЛЫ И МЕТОДЫ: для достижения поставленной цели был выбран многоуровневый подход, включающий анализ существующих литературных источников на различных языках (французском, английском, русском и других), интервью с опытными преподавателями и опросы студентов. Качественные и количественные методы анализа данных использовались для оценки эффективности проектных методов в обучении языкам.

ОБСУЖДЕНИЕ И РЕЗУЛЬТАТЫ: в статье подробно анализируются ключевые теории проектного обучения, такие как конструктивистская теория и социальная теория обучения. Освещаются преимущества проектных методов, такие как повышение мотивации студентов, улучшение коммуникативных навыков и способность применять языковые знания в реальных жизненных ситуациях. Результаты исследования подтверждают положительное влияние проектных задач на обучение иностранным языкам.

ЗАКЛЮЧЕНИЕ: подводятся итоги исследования, выделяются основные выводы и рекомендации для практической реализации проектных методов в обучении иностранным языкам. Особое внимание уделяется необходимости адаптации проектных методов к различным культурным и лингвистическим контекстам, а также перспективам дальнейших исследований в этой области для повышения качества образования иностранных языков.

Ключевые слова: методы на основе проектов, мотивация, образовательный процесс, активное обучение, методы преодоления трудностей, современные технологии.

2024, ISSUE 5

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Для цитирования: С.Д. Пирназарова, И.С.Багаутдинова Инновационные подходы к обучению иностранным языкам. // Inter education & global study. 2024.

№5. С. 370-381.

INNOVATIVE APPROACHES TO TEACHING FOREIGN LANGUAGES

Annotation

INTRODUCTION: the purpose of this article is to explore the potential for integrating project-based methods into the process of teaching foreign languages. The main objectives of the article include studying the effectiveness of using project-based techniques in language teaching, identifying the advantages of this approach, and determining the main principles and methods of integrating project tasks into the educational process. The subject of the study is the process of teaching foreign languages, while the object is project-based methods and their impact on learning outcomes.

AIM: the main objective of the article is to study the effectiveness of implementing project-based methods in foreign language education, identifying their advantages and challenges, and developing strategies for successful integration of these methods into the educational process.

MATERIALS AND METHODS: to achieve this goal, a multi-level approach was chosen, including analysis of existing literature sources in various languages (French, English, Russian, and others), interviews with experienced teachers, and student surveys. Qualitative and quantitative methods of data analysis were used to assess the effectiveness of project-based methods in language education.

DISCUSSION AND RESULTS: the discussion section of the article thoroughly analyzes key theories of project-based learning, such as constructivist theory and social learning theory. It discusses the advantages of project-based methods, such as increased student motivation, improved communication skills, and the ability to apply language knowledge in real-life situations. The research results confirm the positive impact of project tasks on foreign language learning.

CONCLUSION: the conclusion summarizes the research findings, highlights key conclusions, and provides recommendations for practical implementation of project-based methods in foreign language education. It emphasizes the need to adapt project-based methods to different cultural and linguistic contexts, and discusses prospects for further research in this area to enhance the quality of foreign language education.

Key words: project-based methods, motivation, learning process, active learning, methods of overcoming difficulties, modern technologies.

Ilmiy-nazariy va metodik jurnal Научно-теоретический и методический журнал Scientific theoretical and methodical journal

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For citation: Sevara D. Pirnazarova, Ilmira S. Bagautdinova (2024) 'Innovative approaches to teaching foreign languages, Inter education & global study, (5), pp. 370381. (In English).

In today's world, the use of project-based methods in teaching foreign languages is becoming increasingly popular and relevant. The project-based method represents an innovative approach to education that fosters creativity, critical thinking, and teamwork [2]. These methods not only enhance student motivation but also make the learning process more engaging and meaningful. Traditional language teaching methods often emphasize rote learning and repetitive exercises, which can lead to student disengagement and limited practical application of language skills. In contrast, project-based methods involve students in real-world tasks and problem-solving activities that require active use of the target language.

This article examines not only the main concepts and advantages of using project-based methods but also explores the global challenges faced by educators when integrating project tasks into the educational process. Additionally, practical strategies and recommendations for overcoming these challenges, based on current research and practical experience, are provided. [4].

Additional aspects of implementing project-based methods in the educational process include:

Task Design

• Incorporating Real-World Problems: Design projects that address real-world issues, encouraging students to apply language skills in meaningful contexts. For example, students could work on projects related to environmental issues, cultural events, or community service.

• Interdisciplinary Projects: Create projects that integrate other subjects such as history, science, or art, providing a more holistic learning experience. This approach can help students see the relevance of language learning in various fields.

Integration with Traditional Teaching Methods

• Blended Learning Models: Combine online and face-to-face instruction to enhance the flexibility and accessibility of project-based learning. Online platforms can be used for research and collaboration, while face-to-face sessions can focus on discussions and presentations.

• Cooperative Learning Structures: Use cooperative learning techniques, where students work in small groups to complete project tasks. This structure promotes peer learning and develops social skills.

Effectiveness Assessment

• Portfolio Assessment: Use portfolios to collect and evaluate a range of student work over time. This method provides a comprehensive view of student progress and achievements.

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• Performance-Based Assessment: Assess students based on their performance in real-life scenarios, such as presentations, debates, or role-plays. This type of assessment aligns closely with the objectives of project-based learning.

Considering Individual Student Needs

• Differentiated Instruction: Adapt teaching methods and project tasks to cater to different learning styles and language proficiency levels. This could include providing additional support for students who need it or offering more challenging tasks for advanced learners.

• Culturally Responsive Teaching: Ensure that projects are culturally relevant and inclusive, reflecting the diverse backgrounds of students. This can help increase student engagement and respect for different cultures.

Professional Development of Teachers

• Peer Observation and Feedback: Encourage teachers to observe each other's classes and provide constructive feedback. This practice can lead to the sharing of best practices and continuous improvement.

• Action Research: Support teachers in conducting action research projects to investigate the effectiveness of project-based methods in their own classrooms. This empowers teachers to become reflective practitioners and contribute to the broader educational research community.

Literature Review. The article presents a study on the importance of using project-based methods in the process of teaching foreign languages. The article highlights that project-based methods offer several advantages that contribute to more effective language acquisition.

In L. Abdulayeva's research, «Using Project-Based Methods in Teaching Foreign Languages», various projects and their roles in language teaching were examined, along with recommendations for integrating project-based methods into school education [1].

One key argument is that project tasks allow students to immerse themselves in the language environment, interact with native speakers, and develop communication skills. Moreover, projects promote the active use of the language in real-life situations, which helps students better remember and understand new material [3].

Key Theories in Project-Based Learning

Several theories underpin the use of project-based methods in education:

• Constructivist Theory: Suggests that learners construct knowledge through experiences and reflections, making project-based learning an effective approach.

• Social Learning Theory: Emphasizes the role of social interaction in learning, which is facilitated by collaborative projects.

Notable works in this field of research include:

1. Martin Jackson - researcher in the field of teaching foreign languages using project-based methods.

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2. Sandra Duval - author of articles and books on the use of projects in teaching foreign languages.

3. Karen Wilson - specialist in language education, studying the effectiveness of project-based methods in language teaching.

4. Robert Green - author of research on the use of project technologies in language education.

5. Linda Garcia - educator and linguist studying methodologies for using projects in language teaching.

It should be emphasized that project-based methods contribute to the development of logical thinking, creativity, and teamwork skills. These skills are crucial for language learning as they help students interact more effectively with language structures and express their thoughts in a foreign language [5].

A multi-level method was chosen for the study, including an analysis of existing literature sources in different languages such as French, English, and Russian, interviews with experienced teachers, and student surveys. Qualitative and quantitative methods of data analysis were used to evaluate the effectiveness of project-based methods in language teaching.

Data Collection:

- Surveys and Questionnaires: Distributed to students and teachers to gather quantitative data on the perceived effectiveness and challenges of project-based methods.

- Classroom Observations: Conducted observations to collect qualitative data on student engagement and interaction during project-based activities.

- Interviews: In-depth interviews with a diverse group of teachers to gather insights into their experiences and strategies for overcoming challenges.

Data Analysis:

- Quantitative Analysis: Statistical methods were used to analyze survey and questionnaire data, providing numerical insights into the impact of project-based methods.

- Qualitative Analysis: Content analysis of interview transcripts and observation notes was conducted to identify common themes and patterns in the use of project-based methods.

Global Problems and Challenges

1. Accessibility and Equal Access: Not all students have equal access to educational technologies and resources, which can increase digital inequality and limit the opportunities for applying project-based methods. Ensuring equitable access to technology and resources is crucial for the successful implementation of these methods.

- Open Educational Resources (OER): Utilize OER to provide free and accessible learning materials for all students. This can help bridge the resource gap and ensure that all students have the tools they need to succeed.

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- Community Partnerships: Develop partnerships with local organizations, businesses, and community centers to provide additional resources and support for project-based learning initiatives.

2. Cultural and Linguistic Differences: Project-based methods may not always adapt to different cultural and linguistic contexts, requiring deeper research and adaptation of projects to diverse cultural principles and values [8]. Understanding and respecting cultural differences can enhance the relevance and effectiveness of project tasks.

- Cultural Exchange Programs: Facilitate virtual or in-person cultural exchange programs that allow students to interact with peers from different countries. These exchanges can provide authentic language practice and cultural learning opportunities.

- Localized Project Adaptations: Adapt projects to reflect the local context and culture, making them more relevant and engaging for students. This can involve incorporating local history, customs, and issues into project tasks.

3. Professional Development of Teachers: The need to develop skills and competencies in teachers for successful implementation of project-based methods in the educational process poses challenges in the field of professional training and development [7]. Continuous professional development and support systems are essential for teachers to effectively use project-based methods.

- Global Professional Learning Networks (PLNs): Connect teachers with global PLNs to share resources, ideas, and support. These networks can provide valuable professional development opportunities and promote international collaboration.

- In-Service Training Programs: Offer in-service training programs focused on the practical implementation of project-based methods, including classroom management, assessment strategies, and use of technology.

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4. Research and Effectiveness Assessment: There is a need for further research and analysis of the effectiveness of project-based methods in language teaching, as well as the development of standards and methods for evaluating learning outcomes using such methods. Developing reliable and valid assessment tools can help measure the impact of project-based learning on language proficiency.

- Mixed-Methods Research: Conduct mixed-methods research studies that combine quantitative and qualitative data to provide a comprehensive understanding of the impact of project-based methods. This approach can capture both measurable outcomes and personal experiences.

- Longitudinal Studies: Implement longitudinal studies to track the long-term effects of project-based learning on language proficiency and other educational outcomes. These studies can provide valuable insights into the sustained impact of this teaching approach. Project-based methods of teaching foreign languages are based on the principle of active

participation and student engagement in project tasks and activities [6]. However,

their implementation may face some challenges:

1. Course Adaptation to Project-Based Methods: Some courses or curricula may be difficult to adapt to project-based methods, especially if they involve a strict structure or

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narrowly defined goals. Flexibility in curriculum design can help accommodate project-based learning.

2. Ensuring Equal Access to Resources: Not all students may have access to the technologies or materials needed to implement project-based methods, creating inequality in learning. Providing alternative resources and support can help bridge this gap.

3. Compliance with Educational Standards: Ensuring that project-based methods meet educational standards and learning objectives is essential. To overcome these challenges, teachers can apply the following strategies:

- Collaboration with Administration and Colleagues: Sharing experiences with other teachers and discussing possible approaches to integrating project-based methods can help find the best solutions.

-Individualization of Approach: Teachers can individualize project-based methods according to the needs and capabilities of their students to ensure equal access to education.

- Identifying Promising Educational Technologies: Finding new technologies and tools that can facilitate the implementation of project-based methods, such as online platforms or mobile applications, can simplify the learning process.

Psychological research confirms the effectiveness of project-based methods in teaching foreign languages, but their implementation can be hindered by the following challenges:

1. Compliance with Curricula: Teachers may face difficulties integrating project-based methods into existing curricula or lesson plans.

2. Assessment of Learning: Project-based methods can create challenges in assessing student performance, especially if traditional assessment methods do not align with the project format.

3. Training of Staff: Some teachers may lack experience or knowledge in using project-based methods, which can hinder their successful implementation.

When evaluating the effectiveness of project-based methods in teaching foreign languages, the following challenges may arise:

1. Objectivity of Assessment: Measuring the success and effectiveness of project-based methods can be challenging due to their non-standard format and approaches.

2. Long-Term Results: Evaluating the long-term impact of project-based methods on students' language skills may require additional time and resources.

3. Considering Individual Differences: Not all students respond equally effectively to project-based methods, requiring consideration of individual characteristics and needs when assessing their effectiveness.

Implementing project-based methods in the educational process can face some challenges and obstacles [9]. Some of them include:

1. Lack of Time and Resources: Teachers may face limited time and resources for preparing and implementing project activities in the classroom.

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2. Adaptation of Projects to Language Material: Not all projects can be easily adapted to teach specific language skills or topics required by the curriculum.

3. Motivation and Engagement of Students: Some students may lack motivation or interest in project activities, especially if they perceive them as too childish or unserious for the educational process.

The analysis of literature sources showed that using project-based methods increases student motivation and engagement in the learning process. Interviews with experienced teachers revealed various strategies and approaches to using projects in teaching, including role-playing games, creating multimedia presentations, and research projects.

Results of student surveys indicated that most of them note the positive impact of project-based methods on their interest in the language being studied, their level of motivation, and confidence in their language skills.

Student Surveys:

• Increased Engagement: A significant majority of students reported higher engagement levels when participating in project-based tasks compared to traditional methods. They found projects more interesting and relevant to their personal and academic goals.

• Enhanced Collaboration Skills: Students noted improvements in their ability to work collaboratively, communicate effectively, and resolve conflicts, all of which are essential skills in both academic and professional settings [10].

Teacher Interviews:

• Innovative Approaches: Teachers shared various innovative approaches to integrating project-based methods, such as using digital storytelling, organizing language immersion days, and collaborating with international schools for joint projects.

• Professional Growth: Many teachers reported that implementing project-based methods contributed to their professional growth, as it required them to develop new skills, such as project management and technology integration.

Practical Strategies for Overcoming Challenges

1. Time Management: Teachers can use time management tools and strategies to better plan and implement project activities within limited time frames.

2. Resource Allocation: Schools and educators can seek external funding or partnerships to secure necessary resources for project-based learning.

3. Student Motivation: Engaging students in the selection and design of projects can increase their motivation and investment in the learning process.

Further research in these areas can help uncover the full potential of using project-based methods in teaching foreign languages. Research on the effectiveness of different project approaches at various stages of learning and considering different cultural contexts can help identify optimal strategies for application in specific situations.

Analyzing the impact of teacher professional development on the successful implementation of project-based methods can lead to the development of more effective

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teacher training programs and improve the overall quality of education [12]. Developing new project applications and technological solutions that consider individual student needs and preferences also holds significant potential for enhancing foreign language education in the modern educational context. Thus, further research in these areas can not only expand our understanding of the applicability of project-based methods in teaching foreign languages but also contribute to the development of new innovative approaches to education.

The article examined project-based methods in the context of teaching foreign languages. We analyzed the main concepts, advantages, and challenges associated with using projects in the educational process, as well as provided practical strategies for overcoming them. Project-based methods demonstrate potential in increasing student motivation and engagement, as well as improving learning outcomes in foreign languages [13]. However, for the successful implementation of this approach, it is necessary to consider the diversity of cultural, technological, and professional contexts. Further research and practical developments can help uncover the full potential of project-based methods in teaching foreign languages and make them more accessible and effective for all students.

In conclusion, it is worth noting that the proper application of project methodologies and methods, with careful and competent planning in the process of teaching a foreign language, can achieve effective and positive results among students [11]. Using modern innovative technologies in the educational process with project-based tasks is welcomed by the younger generation of students.

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INTER EDUCATION & GLOBAL STUDY

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MUALLIF HAQIDA MA'LUMOT [ИНФОРМАЦИЯ ОБ АВТОРЕ] [AUTHORS INFO]

H Sevara Doniyorovna Pirnazarova, student [Sevara Doniyorovna Pirnazarova, talaba], [Севара Дониёровна Пирназарова, студентка]; address: Uzbekistan, Tashkent city, Gayratiy street, 9th house [manzil: O'zbekiston, Toshkent shahri, G'ayratiy ko'chasi 9-uy], [адрес: Узбекистан, г. Ташкент , улица Гайратий, 9-й дом.]; e-mail: mojmarket350@gmail.com

н Ilmira Salavatovna Bagautdinova, teacher, [Ilmira Salavatovna Bagautdinova,

o'qituvchi], [Ильмира Салаватовна Багаутдинова, учитель]; address: Uzbekistan, Tashkent city, Chilanzar G9-6-8, [manzil: O'zbekiston, Toshkent shahri, Chilonzor G9-6-8], [адрес: Узбекистан, г. Ташкент , Чиланзар Г9-6-8], e-mail: ilmira_bis@mail.ru

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