Foreign languages faculty

2. Selection of the problem
Then the teacher helps the students to select the problem and guide them. Here the students are having freedom to choose the topic or problem based on their interest and ability. Before choosing the topic the principles should be taken in to an account.
3. Planning
The teacher discuss with the students about the problem through various angles and points. He should create the situation of the discussion with the students and they are allowed to talk freely and openly. After the free expression of the students’ opinion about the problem, the teacher writes down the whole program of action stepwise on the blackboard. The grouping is made by the teacher based on the interest and ability of the students.
4. Execution
The students start their work in this step. They collect the relevant information/data and materials at first. The teacher should give time to the students according to their own speed, interest and ability. If need arises, he may provide the necessary help and guidelines to the students. He demands the groups to complete the project in the particular time.
5. Evaluation
Here the students evaluate their task. They determine whether the objectives have been achieved or not. After that they criticize and express their feeling about the task freely. The planning, selecting the task, and execution are discussed in the class. All these things are collectively reported to the teacher.
6. Reporting and Recording
It is the last step of the project method in which each and every step of the work are reported. The reported things are recorded in a certain order in a book form. The record is useful for the further use and future reference about the project. It reveals many ideas about the concerned project. The book formatted report is submitted to the teacher at the end.
Advantages of project method
1. It is students centered, activity based method.
2. Students involves whole-heartedly in the learning process according to their needs, attitude, interest and ability.
3. This method is related to the life situation of the students.
4. This method develops the problem solving ability to the students.
5. It makes the students independent and confident.
6. It gives the real work experience to the students.
7. It develops the social qualities and synergism in the students’ heart.
8. It develops the responsibility realization of the students.

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School Publishing Company

CHAPTER II. THE ESSENCE OF PROJECT METHODOLOGY IN TEACHING PROCESS

2.1. The effectiveness of using the project methods
The traditional methods of teaching in schools and gymnasiums in our modern conditions cannot properly provide the essential potential of intellectual progress in the ability of students to incorporate new ideas, knowledge and technologies. The project method in school education system can be looked at like an alternative to the class/lessons system. The project method like no other method gives an opportunity to wisely combination the theory and practical use of knowledge in real life. Besides that, the project method allows to deepen self confidence of students, their self-realization, helps them understand the importance of group work. The project method marks a serious role on cooperation in the process of completing creative exercises, forms research skills. This method not only holds educational function, but also teaches how to self-educate.
Changes happening in the education and science sphere in the 21 century put new objectives for higher educational establishments in training future specialists.
So it is very actual problem to get corresponding education to current social education sphere, to develop the global understanding and thinking, to make the scientific conclusion, to analyze the scientific progress, to give
opportunity to be a subject of their activities.
We must prepare the future specialists to the innovation according to the law on Education of the republic of Uzbekistan on the basis of national and general human values, progress of science and practice, and give education
directed to professionalism, develop their creative, spiritual and body power .
And the scientific statements and practical offers of the research is aimed to solve the following conflicts which increase currently:
a) project teaching technology as an opportunity to give modern education and its scientific explanation;
b) the correspondence of this technology with the credit teaching system demands between the scholastic system of education which doesn’t stop the old types of teaching;
c) the effectiveness of project teaching and its concrete use in the practice (Satbekova, 2007, p.441).
Using in the teaching process the project method is based on the theoretical-research method; the comparative method which shows the research and use of new pedagogical technologies in teaching sphere, relative method which determines “the use of new pedagogical technologies” in teaching process; practicalinnovative experience compounding method that determines the establishment and development of innovation process in teaching practice; empirical research method: talking, monitoring, testing, pedagogical experiment, quiz, diagnostically researching method.
Scientific research concerning project-teaching technology is renewed, completed, and developed from time to time. According to the meanings of the word “project”, “making project” in the dictionaries, project teaching is a
plan, an idea, an activity directed to change the form of something, to develop it, to complete. It is very important long live problem with not investigated widely spread ideas (Abdieva, 2009, p.84).
In project teaching method students can develop their self study activities: they will get used to educate beyond the program, to use the knowledge, to solve communicative, informative problems, to have an opportunity to study
cultural- informative competencies. That is why it is considered very effective.
In order to organize the project teaching technology well it is very important to know the types of it. The types of project are grouped:
1) on the activity type: researching, role-play, and applied, mono project, inter subject;
2) on the subject-content character: mono project, inter subject; 3) on the relation ways: direct relation; communication technology;
4) on the compatibility character: direct, indirect; 5) on the linking character: regional, at the educational establishment, and international;
6) on the number of participants: individual, pair, group;
7) on the time of fulfillment: short time, mid time, long time (Satbekova, 2009, p. 441).
Scientific - research projects include study, creative, inter subject and etc. projects. They are called mixed type projects. These types of projects contain the typical elements of project. The main method of the project is the
research method. In order to realize the project group work and pair work is organized. The actuality of the knowledge is used. It is also effective to use motivation ways to help the students to do the task consciously. Various
tasks, forming groups and pairs spontaneously, organizing competitions make the lesson very interesting.
Project teaching technology activities require the following objectives:
1. In order to defend each problem project or to explain the statements the teacher should offer the plan of the project in this way: the theme; the considered task; the main slogan, for example “Go ahead and prove”; personal opinion; conclusions and reviews.
2. It should have some polemic questions. More attention is paid to discuss if it is necessary; or if it is compulsory.
3. Involving the class to the discussion for example putting the rhetorical questions.
4. Using the right language combinations by the performer. For example: special clichés.
Applied-practical projects are divided into role-play, applied, and mono project. All these projects are directed to develop the students’ activity and they should be discussed completely beforehand. It must have elements linking to
the social life of the students. In order to do this type of the project its structure and logic are discussed and regulated. Later teacher gives the new suggestions and instructions, but the direction isn’t changed at all. After the
result registration and discussion it is very important to use it in the practice and everyday life.
It is very effective to do role-play and game projects in the group. Using group work and pair work interests the student’s very much. Here each student chooses the part of the project free. Students do the tasks with interest,
because they choose it like their characters and interests. These projects can include social or business conflicts. The results of these projects are determined beforehand, but sometimes it can be determined at the end. These types of
the project are based on creativeness.
Informative projects give information or data on a phenomenon or something else. The structure of the informative project is suggested to do in this form: determine the objectives of the project→ show the actuality of
the project→ find out the resources→ have a “brain storm” training→ data processing: analyzing, collecting, comparing with the facts, giving a report, making a video film, making a photo album→ project presentation. This
project is sometimes as a module of a big research project.
Project teaching technology is a system, which meets the requirements of credit system and modern objectives. The main idea of project teaching method is an opportunity for the students to self-study, to show their knowledge,
and their scientific practical abilities. It plays a crucial role in forming the competitive person, which answers all requirements of modern society.
The philosophical, human, psychological peculiarities of project teaching method are really directed to develop the student’s personality. The student doing all kinds of project individually creates “his own way of searching
knowledge” and this way will start the long life learning of the student.
The methodological and scientific-theoretical basis of project teaching technology is a guarantee of increasing the quality of knowledge. Because when the teaching technologies are based on principles and rules they reach good
results.
Students become a subject of their creative, educational and informative activities in the result of these project works. So project teaching technology is like the anthropological paradigm “subject and subjectivism” plays an
important role of personal development of the students.
On the basis of project teaching technology the teaching process becomes the complete system of pedagogical process, which is based on educational, informative, and upbringing development of the students. According to
project teaching method system students increase their interests, their responsibility, activities, reaching their goals and objectives, problem solving skills, thinking creativeness and dream.
Project teaching technology results in good knowledge gaining; it gives opportunities to form informative, problem solving, communicative, cultural competencies, as well as social-cultural competencies of the students.

2. 
   Practical implemention of the project method in English classroom
   

Modern dynamic life requires active learning, cognition, and flexibility, which form an independent person able to think and work creatively, produce non - standard ideas. One of the methods to develop such characteristics is a project
method which has become quite popular among teachers, and students. It can be
easily applied to learning languages at higher educational establishments. The
essence of the project method lies in solving a definite problem, working both
individually and in the team, thinking outside the box, and producing creative
pieces of language production.
The project method was introduced in the architectural and engineering
education movement that began in Italy during the late 16th century and was
divided into five phases of its long history. Later W. Kilpatrick described it in detail in his work “The Project Method” and determined it as the procedure of American progressive education.
According to Kilpatrick’s view, projects had four phases: purposing, planning, executing, and judging. He claims that the unity of all four phases initiated and completed by students is an ideal progression in education. Kilpatrick considers that only when the pupils exercised “freedom of action” they are able to acquire independence, power of judgment, and the ability to act-the virtues¹¹.
There are two basic models of the project method that are used in the study
process today. According to Woodward’s model students learn and develop their
skills through instruction and apply them in a creative way in the process of project
implementation.²However, in Richards’ model instruction does not proceed the
project itself, but is integrated into it revealing various interests of students.³