Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

The implementation of the project method was based on the following pedagogical principles, expressed by many progressive educators
a) promotion of manual activity instead of memorization and verbalism,
b) learners’ active participation in the learning process, and
c) exploitation of facts relating to the immediate reality as a source for learning.
The project method was linked to the internal reform of the educational process, basic components of which are the following: a) opening of school to the local community, b) provision of equal opportunities to all students regardless of socioeconomic background, c) exploitation of immediate space as departure for learning, d) systematic study of problems of everyday life at school, e) cross-curricular approach to knowledge.
Benefits of project work in second and foreign language settings
Many benefits of incorporating project work in second and foreign language settings have been suggested. First, the process leading to the end-product of project-work provides opportunities for students to develop their confidence and independence. In addition, students demonstrate increased self-esteem, and positive attitudes toward learning. Students’ autonomy is enhanced, especially when they are actively engaged in project planning (e.g. choice of topic). A further frequently mentioned benefit relates to students’ increased social, cooperative skills, and group cohesiveness.
Another reported benefit is improved language skills. Because students engage in purposeful communication to complete authentic activities, they have the opportunity to use language in a relatively natural context and participate in meaningful activities which require authentic language use. Authentic activities refer to activities designed to develop students’ thinking and problem solving skills which are important in out-of-schools contexts, and to foster learning to learn.
A further benefit is that because project work progresses according to the specific context and students’ interests , students have enhanced motivation, engagement and enjoyment. From a motivational perspective, projects being authentic tasks, are more meaningful to students, increase interest, motivation to participate, and can promote learning. Enjoyment and motivation also stem from the fact that classroom language is not predetermined, but depends on the nature of the project.
Another set of reported benefits pertains to the development of problem-solving and higher order critical thinking skills (Allen, 2004). These skills are very important, since they are life-long, transferable skills to settings outside the classroom.
Finally, among other potential benefits, project work encourages motivation, fosters group cohesiveness, increases expectancy of success in target language, achieves “a rare synthesis of academic and social goals”, reduces anxiety, increases the significance of effort relative to ability, and promotes effort-based attributions.
Teacher role in project-based learning
Effective project-based learning requires the teacher to assume a different role. The teacher’s role is not dominant, but he/she acts as a guide, advisor, coordinator, and facilitator. In implementing the project method, the focal point of the learning process moves from the teacher to the learners, from working alone to working in groups.
Stages in project work
The following general stages can be used for successful project implementation. They constitute a practical guide for the sequencing of project activities for teachers who want to implement projects in their classrooms (Kriwas, 1999).
Stage 1: Speculation
This stage includes choice of project topic and sensitisation about it, aiming at arousing interest and developing a climate conductive to speculation and investigation that will lead smoothly to the research process. Topic is chosen after a dialogue among all members of the group, and the teacher. The initial stimulus may emerge from the curriculum, or after a discussion about a contemporary local or wider topic of interest, or from reading a newspaper or magazine article (Brinia, 2006: 79).