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196 
УДК 371.31 
МЕТОД ПРОЕКТОВ В ПРЕПОДАВАНИИ
АНГЛИЙСКОГО ЯЗЫКА 
Г. А. Кутуева, Н. Ю. Костина 
 
PROJECT WORK IN TEACHING ENGLISH 
G. A. Kutueva, N. Y. Kostina 
Аннотация. В статье отмечено, что проектная работа на сегодняшний день яв-
ляется одним из главных методов обучения иностранному языку. Причиной является 
то, что большая часть учащихся плохо мотивирована. Именно метод проектов помо-
гает создать успешную комбинацию изучения иностранного языка с последующим 
его применением. В статье кратко охарактеризованы такие виды проектов, как иссле-
довательский, творческий, ролево-игровой и др. С течением времени использование 
проектной методики в школах становится все популярнее, так как учащиеся чув-
ствуют себя свободнее в той языковой среде, которая достигается путем работы над 
каким-либо проектом. 
Ключевые слова: проектная работа, метод, сопоставления проектов, научно-
исследовательский проект, творческий проект, информационный проект, ролево-
игровой проект, монопроект. 
 
Abstract. The article tackles questions of project work which nowadays is consid-
ered to be a really effective way of teaching English that connects learning and using the 
language. The method of projects is widely used all over the world mainly because it allows 
to combine all the students’ knowledge from different fields to solve one problem, and it al-
so gives the opportunity to put this knowledge into practice, producing new ideas at the 
same time. The project is especially organized by the teacher to create a product. Work with 
projects can be realized in groups and individually. The pupils should be ready to work in 
collective, accept the responsibility for a choice, share the responsibility with members of 
the team, analyze results of activity. Every type has its own way of coordination, deadlines, 
stages and number of participants. That is why working on a project we ought to bear in 
mind its peculiarities and characteristic features. 
Key words: project work, method, project approach, research project, creative pro-
ject, informative project, role play project, monoproject. 
Project work is nowadays considered to be a really effective way of teaching 
English that connects learning and using the language. The most important thing, 
however, is the fact that it does not improve only language skills, but also common 
knowledge and physical and social skills. Nowadays, there are a lot of various 
methods for teaching a foreign language. Very often students are not motivated 
enough, because there is a gap between the language taught and the language stu-
dents need in the real life, students are not interested much in the lessons, because 
they cannot use their knowledge, temperament, imagination and their point of 
view. 
Student-centered education, method of co-operation, method of projects – all 
these techniques help in a way to solve the problem of motivation, to inspire the 
students to learn a foreign language, to open their hidden potential abilities, for 
them to acquire a new language with enthusiasm. 

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The method of projects is widely used all over the world mainly because it 
allows to combine all the students’ knowledge from different fields to solve one 
problem, and it also gives the opportunity to put these knowledge into practice, 
producing new ideas at the same time. 
In the European languages the word «project» is borrowed from Latin: the 
participle 'projectus' means «thrown out forward «, «striking one's eye». With ref-
erence to a lesson of foreign language, the project is specially organized by the 
teacher and independently carried out by pupils complex of the actions, finished 
with creation of a creative product.
The work with the projects teacher can realize in groups and individually.
It is necessary to note, that the method of projects helps children to seize such 
competences as: to be ready to work in collective, to accept the responsibility for a 
choice, to share the responsibility with members of the team, to analyze results of 
activity. 
According to Polat E.S., a method is a didactic category, a unity of techniques, 
of operations, aiming to master some field of practical or theoretical knowledge, or 
some skill. It’s also a way of cognition, a way of organization of the process of cog-
nition. That is why, when we speak about the method of projects, we mean the way 
of achieving the aim through the detailed elaboration of the problem [1]. 
The method of projects is based on the idea, which is the essence of the con-
cept “project” and on its practical direction at the result. There are several reasons 
why the project learning is so successful. Students have to participate in the les-
sons, they are responsible for the results of their work. Moreover, they learn to co-
operate in a group, listen to the others, think progressively, plan their work and al-
locate it. In addition, project work is an excellent way of establishing cross-
curricular links. This result can be seen, realized and put into practice. In order to 
get this result, it’s necessary to teach the children to think by themselves; to find 
and solve problems, using knowledge from different fields; to foresee the results 
and possible consequences of different variants of solving these problems. 
Project work as a task-based learning method appeared first in the 1920s. 
Two American pragmatists Dewey and Kilpatrick thought about this in their essays 
and studies (Kilpatrick: «The Project Method» – 1918, Dewey: «Democracy and