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SOME FEATURES OF THE USE OF PROJECT WORK IN ENGLISH TEACHING
ABSATTAROVA ARUZHAN NURBOLKYZY
Student of the pedagogical faculty of Astana International University
AKHMETOVA GULNARA SAGYNBAEVNA
Scientific supervisor Astana, Kazakhstan
Abstract: The use of the project-based method in foreign language lessons is the development of a concept, an idea, a system plan for a practical product. Among the positive qualities of students using the project method are the development of communication skills, increasing self-confidence and independence, as well as improving language skills, forming critical thinking skills.
Keywords: project work, individual approach, motivation, creativity.
Currently, all normative documents adopt methods focused on the development of students' independent thinking. The general concept of education and, accordingly, its goals are radically changing. The project method can play a big role in achieving the main goals of the educational process[1;14].
Projects are also recognized as an effective way of developing problem-based learning. Project activities make the learning process personally meaningful for primary school children, through which they can fully realize their creative potential and demonstrate their research skills, imagination, efficiency and independence. It is also very important that children learn to cooperate when working on projects and that cooperative learning develops moral values such as mutual support, the desire and ability to empathize, shapes students' creativity and activities and is an integral teaching and learning process. The project method builds and develops the culture of communication and social behavior in general and leads students to practical knowledge of foreign languages [2;23].
Project activities as a form of active work in the English classroom. The problem of maintaining interest in foreign languages has become more and more important for every teacher over the years. The modern education system is also trying to keep up with the times, which has necessitated the development of a new generation of teaching standards. The use of the project method develops intrinsic motivation and increases students' interest in foreign language learning by shifting the focus of the learning process from the teacher to the student. Positive motivation is the key to successful foreign language learning. The organization of work on the project involves the following stages:
- putting forward an idea;
- formation of a team;
- distribution of tasks in the team;
- intermediate control;
- discussion of ways to design the project;
- documenting the project;
- presentation of project results;
- summarizing the results of the project;
- results of the practical use [3;28].
Even when preparing simple thematic projects in English, the algorithm is greatly simplified. The team working on the project usually consists of 2-3 people. The students use internet materials and work not only on the content, but also on the appropriate design of the project. The main motivation is to create a project that is interesting for everyone. The project method can be used in English lessons as part of the curriculum material on almost any topic, as the topics are selected with practical relevance in mind. The level of knowledge is often different. Nevertheless, we
manage to involve the children in projects. For most, this is a completely new type of activity. Working on projects develops human qualities such as imagination, imagination, creative thinking and independence. The reservoir of developmental learning becomes most intense when the good psychological environment in the classroom and appropriate behavior as a conversation partner or senior helper contribute to it. Project work can be carried out individually or in groups. In the latter case, participants in a joint project should be given a division of labor and it should be explained that the overall success of the project depends on the contribution of each participant. The project work starts in the classroom under the guidance of the teacher, continues at home and is presented in the next lesson [4;56]. It is important that project work is organized in such a way that optimal conditions are created for participants to explore and realize their creative potential. It is very important to organize project work in such a way as to create the most favorable conditions for the discovery and realization of the creative potential of students. To do this, it must be ensured that the project topic corresponds to the interests and temperament of all group participants. They need to be persuaded to work in different ways, such as graphic writing, design, illustration and photo selection and, if necessary, sound and music design. As experience shows, lessons dedicated to the topics of country study help maintain students' interest in the subject "foreign language", improve their speaking skills and abilities, and provide students with new information about the country of the language they are studying to enrich. To prepare for such lessons, repeated country study materials from previous years of training, sources containing additional information about the country of the language studied, interdisciplinary links are implemented. So what is project work, what advantages does it offer and how can it be implemented in the classroom, what problems have arisen in this work and how can they be overcome? Projects can be about almost anything. Projects can be real or fantasy. Projects are especially useful for developing skills in all kinds of speaking activities (reading, listening, writing, speaking), contribute to enriching your vocabulary and enable you to use your grammar knowledge in your speech. First, it requires a lot of effort - each project is the result of hard work. The project writer has to find information on each topic, select explanatory material, format and summarize the information found, and create a presentation that reflects the goals and content of the project in a way that everyone can understand. Projects are creative both in terms of content and language use [5;69]. Each project is a unique communicative phenomenon put together by the project creators themselves. This element of creative work makes the project assignment a very personal experience. Students often write about their own lives (or relate events or problems to their own experiences) and of course bring a lot of themselves to the project. Project-based activities are a very high level of adaptability. They can be used at all levels, from beginner to advanced, by students of all ages. As the examples show, there are many possible project activities. Some such topics and activities are listed below: A project on the theme "Family" can be conducted with the following types of activities:
- signatures to the photos;
- Creation of a family tree: drawings and information about relatives of different generations;
- writing a story about the life of their parents as children;
- comparing different families in different countries;
- overviewing who does what at home in your family;
- Creating a script about what your family fights about and how;
- a poem about your family.
The food project provides an opportunity to engage the following types of tasks:
- cooking recipe descriptions;
- reviewing a story about your favorite foods, what people eat for breakfast, etc.
- Describing traditions in eating in your country;
- Checking and comparing eating habits in developed and developing countries;
- Analyzing your own food system from a Food and Healthy Lifestyle perspective.
Which activities can be chosen and are truly effective depend on many factors, including students' age, level of education and interests, ability to access information sources, and time
commitment. So what is a project? In fact, the key to understanding the essence of project work lies not in the question "What?", but in the question "Who?" A project is a major work on a chosen topic, the content and presentation of which is determined by the unprincipled performers who are learning the language. The teacher or teachers determine the theme, the problem and the people (authors) involved in the project and decide what to write and how to present it[6;121]. According to Tom Hutchinson, the author of numerous teacher's books on English teaching techniques, "Students come to believe that English is not a language but an environment and a development." How can I get project work? What are the benefits of project work in language learning? Through their projects, they will be able to explain the language as it actually exists, not just as it is taught in textbooks. Successful language
learning requires positive motivation, and working on projects is a particularly useful way to make sure this motivation is there. All we are doing is guaranteeing "active student participation" when we use project work and develop it in collaboration with teachers. The primary concern regarding the necessity of projects for students is that the projects they enjoy working on emphasize their uniqueness. Projects lack research and discovery. In addition to researching and delving into fascinating subjects, students solve actual problems and describe their lives, cities, dreams, and fantasies regarding the suggested theme. Ultimately, they make use of their experience, the significance of the work's presentation, and the project's impact on their evolving body of knowledge.
Learning through doing. Second, project work is an active learning tool. It is a type of organized play. Students use (and therefore develop) a wide variety of activities:
a) gather information;
b) maps, draw pictures, tables, and diagrams;
c) pictures for cutting;
d) organize texts and visual material;
e) they dissolve;
f) conduct interviews and surveys;
g) possibly make audio recordings.
A project is learning by doing. At the end of the day, project activities give a clear awareness of the result achieved and motivates students to create original products. This project activity feature, which allows each student to work at their own pace and ability level, is particularly attractive in classrooms where students have varying language skills. Projects combine language skills and knowledge to create a comprehensive understanding of the world. Project activities create a connection between the foreign language and the learner's own environment and at the same time support the integration of the foreign language into the learner's own competence structure. They provide opportunities for the development of information and writing skills that are essential to the cognitive activities of every learner and support the use of a variety of communicative competencies in the process of perceiving the world. It is generally accepted that contact with other cultures is one of the most important reasons for learning a foreign language. However, because English is used as a language of international communication and to learn about various cultures, it is also crucial that students learn it. Students can use English to tell the world about their own culture in addition to being introduced to the cultures of the English-speaking world. This is made possible in part by project work. It acts as a conduit for communication between cultures. All subjects must help students develop their initiative, independence, creativity, self-discipline, teamwork, and research skills in the modern school. One method for achieving these important learning objectives in the classroom through practical exercises is through project work.
What are some of the problems that arise during project work and often prevent teachers from using the project method? Noise-teachers often worry that project work in the classroom will be louder than a traditional lesson and will therefore affect other classes in the school. But project work, when properly organized, is no louder than any other form of teaching. The students take a lot of time to work on their projects in peace: reading, drawing, writing, cutting, gluing. In these tasks,
students work in groups or individually; it doesn't make any noise. It is natural that at certain stages of group work, students discuss the selection of material, the structure of the work, the distribution of responsibilities, the exchange of opinions, etc. However, this type of speaking activity is not noise, but one of the values of project work. The teacher's task is to organize the work by providing students with the necessary lexical and grammatical material (tables with clichés can be used as support), stimulating the use of English during the work and providing the necessary help and provides support. Time project work takes a lot of time. Because preparing, creating, and presenting a project takes much longer than traditional tasks, it is important to note the following: Not all types of project work need to be completed in the classroom. Of course, if the project is a group effort, most of it will be done in class. However, if this work follows individual homework from all project participants, the work will be completed more dynamically and with more activity. And most projects are individual orders. Popular project topics are typically discussed in class, worked on at home, and presented again in class for defense and discussion. Usually, students are very excited and interested in dedicating their time to these projects as homework.
Some teachers believe that without strict teacher supervision, weaker students will become confused and unable to complete the assignment. However, not all students want or need constant teacher supervision. By giving more students the opportunity to be independent, teachers can spend more time with students who need their help and advice. Because in traditional classrooms, students who are uncomfortable often receive less instruction time because better prepared students respond more quickly and receive more attention and instruction time from teachers. It is emphasized that the project method increases students' motivation to learn a foreign language, demonstrates the integration of interdisciplinary school knowledge and gives them the freedom to think and create in the foreign language. Of course, working on a project requires preparation and organizational skills as well as efforts from teachers. In fact, the majority of educators acknowledge that their biggest concerns about project work are unfounded. Due to the effectiveness of this work, both the teacher and the students experience success and happiness.
REFERENCES
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2. Friend-Booth D. Project Work. Oxford: Oxford University Press, 1997.
3. Krikovtseva S.A. Project methodology in English lessons // Inostr. languages at school. -2007. - №4
4. Tom Hutchinson. Project English. — Oxford University Press, 2015.
5. Klyueva N.N. Project methodology is one of the active forms of teaching English. — Novosibirsk, 2005.
6. Baranova N. V., Guseva S. B., Sternberg V. N. Modern technologies teaching foreign languages by the example of project methodology, 2003. — pp. 69-71.
