Project-based learning usage in L2 teaching in a contemporary comprehensive school (on the example of English as a foreign language classroom)

• Guslyakova, Alla ^[1] ; Guslyakova, Nina ^[3] ; Valeeva, Nailya ^[1] ; Veretennikova, Ludmila ^[2]
  1. [1] Peoples' Friendship University of Russia

     Peoples' Friendship University of Russia

     Rusia

     
  2. [2] Moscow State Pedagogical University

     Moscow State Pedagogical University

     Rusia

     
  3. [3] South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia.

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• Localización: Revista Tempos e Espaços em Educação, ISSN-e 2358-1425, Vol. 14, Nº. 33, 2021
• Idioma: inglés
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• Resumen

  • The article covers the problem of project-based learning (PBL) in present-day foreign language classes. The main aim of this research is to identify how PBL method can be implemented in teaching a foreign language (for example, English as a second language) in a modern comprehensive school and to give recommendations on organizing a foreign language class with the help of PBL. The working hypothesis of the study says that PBL method can be a relevant and effective methodological technique allowing educators to improve the quality of school education and motivating young learners to work hard at L2 classes and study a foreign language better. For the effective analysis and estimation of project-based learning in teaching ESL a two-step experiment was conducted. Overall, the results of the study demonstrated the importance of introduction of project-based learning in foreign language classes as an essential component of the teacher’s work in the present-day education. They also proved that project-based learning should be a must in every educator’s pedagogical “piggy-bank” because PBL is an effective professional instrument which may overcome the latest demands and challenges of the third millennium society.