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PROJECT METHODS FOR TEACHING FOREIGN LANGUAGES Seit-Asan F.E.1, Umaraliyev F.F.2 (Republic of Uzbekistan) Email: [email protected]
1Seit-Asan Feride Ernestovna - Student;
2Umaraliyev Fazliddin Fahritdin o 'g 'li - Student, ENGLISH PHILOLOGY FACULTY, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: project method is one of the most pressing contemporary technologies in teaching foreign languages. It combines the elements of problem-based learning and collaborative learning that allows achieving the highest level of mastery of any subject, and foreign language in particular. Project method forms students' communication skills, culture, communication, the ability concisely and audibly formulates thoughts, be tolerant to the opinion of partners in communication and develops the ability to extract information from a variety of sources, to process it with the help of modern technologies. All these factors create language environment that - results in the appearance of the natural need to interact in a foreign language.
Keywords: method, didactic, technique, project, problem method, hypothesis.
МЕТОД ПРОЕКТА ДЛЯ ОБУЧЕНИЯ ИНОСТРАННЫМ
ЯЗЫКАМ 12 Сеит-Асан Ф.Э. , Умаралиев Ф.Ф. (Республика Узбекистан)
1Сеит-Асан Фериде Эрнестовна - студент; 2Умаралиев Фазлиддин Фахритдинович - студент, факультет английской филологии, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: метод проекта - одна из самых актуальных современных технологий в преподавании иностранных языков. Он сочетает в себе элементы проблемного обучения и совместного обучения, что позволяет достичь самого высокого уровня владения любым предметом, и в особенности иностранным языком. Метод проекта формирует у студентов коммуникативные навыки, культуру, общение, умение четко формулировать мысли, быть терпимым к мнению партнеров по общению и развивает способность извлекать информацию из различных источников, обрабатывать ее с помощью современных технологий. Все эти факторы создают языковую среду, которая приводит к появлению естественной потребности взаимодействовать на иностранном языке.
Ключевые слова: метод, дидактика, методика, проект, проблемный метод, гипотеза.
Teachers, philosophers wanted to find a way of developing active independent thinking of the child. American educators Dewey, Kilpatrick and others appealed to the active cognitive and creative joint activities of children in solving a common problem. Its solution required knowledge from various fields. Initially, the project method called problematic. Problem method a lot of attention has been paid in domestic didactics. However, we have a problematic method is not contacted by the projects. Project-based learning involves essentially the use of a wide range of problem, research, search techniques, oriented clearly to the real bottom line, important for the student, on the one hand, and on the other, the development of the problem holistically, taking into account a variety of factors and
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conditions for its solution and implementation results. Project-based learning has found widespread use in many countries around the world, as it allows you to seamlessly integrate students' knowledge of the different areas in the solution of one problem, makes it possible to apply this knowledge in practice.
Project-based learning has been widely used in many countries around the world, mainly because it allows you to seamlessly integrate students' knowledge from different areas around the solution of a problem makes it possible to apply this knowledge in practice, at the same time generating new ideas.
Why do we need a method of projects in the teaching of the English language and how it can be used, taking into account the specifics of the subject? What problems can be solved by means of language available to students? It is necessary to talk about the communicative competence, as one of the main objectives of teaching English. The purpose of training in all types of institutes is not a system of English and foreign language speech activity. English language - an element of culture. It operates within a particular culture, therefore, we must be familiar with the features of this culture, the peculiarities of the functioning of the English language in this culture, that is, we are talking about the need to form regional geographic competence.
The subject of the speech activity is thought. Language is - a means of forming and formulating ideas. From here follow the methodological conclusions:
1. To form the students' necessary knowledge and skills in this or that form of speech activity, form a linguistic competence at the level of certain programs and standards required active oral practice for each student group of English.
2. To form the students' communicative competence is the language environment is not enough to saturate the English lesson conditionally communicative and communicative exercises, allowing to solve communication problems. It is important to give them an opportunity to think, to solve some problems that give rise to thoughts, to talk in English on possible solutions to these problems, so that students are focused on the content of their statements to the center of attention was the idea, and the English language spoken in its direct function - the formation and formulation of these thoughts.
3. To the students perceive the English language as a means of intercultural communication, it is necessary not only to acquaint them with the regional geographic subjects. We must look for ways to incorporate them into an active dialogue of cultures, so that they can learn in practice the peculiarities of the English language as a new culture for them.
The basic idea of this approach to learning the English language, therefore, is to shift the focus from all sorts of exercises on the active mental activity of students is required for the registration of ownership of their specific language features.
Only the project method can help to solve this problem and, accordingly, didactic transform English lessons in the discussion, Research Club, which solved some really interesting, practically relevant and accessible for the student's problems, taking into account peculiarities of the country's culture and if possible on the basis of cross-cultural interaction. In these English lessons should always be the subject of discussion.
As already mentioned, at the heart of the project is some problem. To solve it, students need not only knowledge of the English language, but also the possession of a large amount of a variety of subject knowledge, necessary and sufficient to address the problem. In addition, students must possess certain intellectual, creative, communicative abilities. The former includes the ability to work with information, with text in English (highlight the main idea, to search for the right information in the English text), to analyze information, make generalizations, conclusions.
General requirements for using the project methods The presence of significant in the research, creatively problem requiring an integrated knowledge, research the search for its solution. In general, communicative approach is an implementation of this method of teaching in which is carried out in an orderly, systematic and interrelations teaching English as a means of communication in a simulated (reproduced) in the classroom speech activity -
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an essential and integral part of the total (extra-linguistic) activity. The communicative approach is complete and optimal ordering of the relationship between the components of the training content. One of the main components of the communicative method is methodologically competent to relate native and English languages, providing students in such a set of exercises, which are without prejudice to the authenticity of the English voice will allow to fully implement the original communicative intent (without adjusting them under a cash linguistic means) formed in thinking in their native language.
Thus, we see that the project method can be an effective way of formation and development of students' personality, who knows how to navigate the huge flow of information that could make unconventional decisions, the disclosure of their intellectual, spiritual and creative potential, increase motivation for learning and cognitive activity. Of course, we do not consider the method of projects as the main determining the strategy of teaching foreign languages, it pretends to supplant other methods and learning activities. The training system is determined by the overall concept of training and includes a set of components - objectives, content, methods, organizational forms and means of instruction. All components of the system are interconnected. Project-based - is only one of its components, which can be effectively used at various stages of training, complementing any other methods in terms of variability of learning a foreign language and to optimize the process of teaching foreign languages.
References / Список литературы
1. Brumfit C. Communicative Methodology in Language Teaching: The Roles of Fluency and Accuracy. London: Cambridge University Press, 1984. 176 pages
2. Fried-Booth Diana L. Resource Books for Teachers: Project Work. Oxford, Oxford University Press, 2002. Pp. 127
3. Jalolov J.J., Makhkamova G.T., Ashurov Sh.S. English Language Teaching Methodology (theory and practice) Tashkent: Fan va texnologiya, 2015. 336 б.
4. Legutke M., Thomas H. Process and Experience in the Language Classroom. New York: Routledge, 2013. 332 p.
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