Technology of project teaching a foreign language

The term "language competence" was introduced by N. Khomsky approximately in the middle of the 20th century. and semantically opposed to the term "use of language". The difference in meanings of these terms was revealed as the difference between the knowledge of the "speaker-listener" about the language and the use of language in the practice of communication and human activity. Striving to stay within the framework of strictly linguistic research, Khomsky tried to abstract himself from real speech acts and insistently stressed that he had in mind "the ideal speaker-listener", i.e. an abstractly conceivable native speaker. The real bearer of the language with all its speech characteristics, he qualified as an object not of linguistic, but of psychological, sociological, didactic research.

Language competence (language ability) is often revealed in our country as a set of specific skills necessary for a member of the language community for verbal contact with others and for mastering the language as an academic discipline. The lists of skills allocated for different authors do not coincide and are not clearly marked at all, which is associated with an objectively large number of these skills and the absence of their correct hierarchy (see, for example, such a series: possession of vocabulary, grammar, ability to adequately perceive and generate text).

Certain approaches to the further development of the concept of linguistic competence and the study of the phenomenon itself have taken shape. However, up to the present time, the psychological problems of its content, development and measurement remain little and are not systematically studied. We shall designate here only those of them which seem to us to be principled in the psychological and pedagogical sense.

The first of these is the problem of the psychological "fabric" of this phenomenon. Language competence will remain a mystery, as long as it is defined as an innate knowledge of the language and / or potential knowledge of the language. When it is reduced to a set of ordered skills, it acts as a result of certain processes, which is associated either with training, or with the available educational level of the subject, or with his professional, national, age, or with some other environmental factors.

The second problem consists in revealing the factors and stages of ontogenesis of language competence.

On the one hand, psychological science has a great deal of material about the early stages in the development of children's speech, the first years of children's learning of the language in primary school, the psychological mechanisms and features of the teaching work of children in their native language lessons in middle and high school; on the other hand, the problems of the development of language competence in many authors were not the object of special study, it actually merges with the problems of the development of the speech of the child and the teaching of language in school. If we accept the results of studies of early ontogenesis of speech as data on the prerequisites of linguistic competence, we return to the question of what is linguistic competence in contrast to speech as a higher mental function and speech activity as a form of human interaction with others and knowledge of reality. Thus, the language competence is the mastery of the system of information about the studied language at its levels: phonetics, vocabulary, grammar.

Recently there has been a worldwide orientation towards the humanization of education, which is reflected in the orientation of the learning process on the development of the student's personality.

The essence of the project methodology, considered in the context of personal-oriented learning, is that the purpose of classes and ways to achieve it should be determined from the position of the student himself, on the basis of his interests, individual characteristics, needs, motives, abilities. As a result, the personality-oriented learning, which is the basis of the project methodology, involves changing the basic scheme of interaction.

The project methodology implements a personal approach to students, requiring, above all, the attitude towards the student as an individual with her needs, opportunities and aspirations.

The project methodology is a pedagogical technology, oriented not to the integration of actual knowledge, but their application and acquisition of new ones through self-organization and self-education of students.

Many didacts and teachers turned to this method, because when using it in the educational process, important didactic tasks are solved:

The lessons are not limited to the acquisition of certain knowledge, skills, and skills by the students, but go to the practical actions of students, affecting their emotional sphere, thereby increasing the motivation of students;

Students have the opportunity to carry out creative work in the framework of a given topic, independently extracting the necessary information not only from textbooks, but also from other sources. At the same time, students learn how to independently think, find and solve problems, drawing for this purpose knowledge from different areas, predicting the results and possible consequences of different solutions, learning to establish cause-effect relationships;

the project work, the whole process is focused on the student: first of all, his interests, life experience and individual abilities are taken into account;

The individual and collective responsibility of students for specific work within the project increases, as each student, working individually or in a microgroup, must present the results of his activities to the whole group;

joint work within the project teaches students to bring the matter to an end, they must document the results of their work, namely: write an article for the newspaper, post, collect and process statistical data, make audio and video recording, arrange an album, collage, wall newspaper and .

The technology of the project implementation provides for three stages: preparatory, main and final. At each stage, certain tasks are solved, the nature of the activities of students and teachers is determined.

The most important role in the organization of project activities is performed by the teacher himself.

The activity of the teacher varies at different stages. In the preparatory phase, it is to initiate project ideas or create conditions for the emergence of the project idea, as well as to assist in the initial framework planning.

Thus, the regulatory and organizational function prevails here. At this stage of the project, the teacher acts as an assistant, a consultant on specific issues, and a source of additional information. An important role is assigned to coordination of actions between individual micro-groups and project participants. That is, at this stage, the leading function of the teacher is consulting and coordinating. At the final stage, the role of the monitoring and evaluation function increases, as the teacher participates in summing up the work as an independent expert.

The effectiveness of the project work depends on many factors that the teacher should monitor when planning a project. Knowledge of the main features of the typology of the project is a prerequisite for the successful implementation of the project, and therefore the implementation of a productive foreign language activity of students in the learning process of a foreign language.