PROJECT-BASED METHOD AS AN INTERACTIVE MODEL OF FOREIGN LANGUAGE TEACHING

Abstract

The article deals with the problem of design methodologies at foreign language lessons. Various aspects of design methodologies, its stages and kinds of its activity are given. The influence of the method on students’ communication skills and the level of their practical knowledge of a foreign language are analyzed. The aim of design methodologies is the development of students’ creative abilities and encouraging of their independent productive learning activities. The project method allows us to individualize the educational process, allows students to show independence in planning, organizing and controlling their activities. The project methodology is characterized by a communicative orientation, the active involvement of students in educational activities. The main features of educational projects are analyzed (definition of a specific goal that allows using a foreign language in communication and obtaining new information; joint planning and implementation of projects by teachers and students; conducting independent research using various sources: websites, books, magazines, dictionaries, etc.; learning outcomes that can be demonstrated outside the audience and that can facilitate the organization of debates or discussions in real life). It is noted that the desired element of the project method is teamwork, which requires students to be responsible for their part of the task, evaluate the results of their own work and the work of peers. The main advantages of the project method are summarized (memorization of lexical and grammatical units; creation of conditions for free expressions and understanding of information; enrichment of vocabulary; development of communication skills). According to the author’s opinion the implementation of design methodologies for teaching foreign language allows to improve the learning process, increase students’ motivation potential and have a command of a foreign language.