The use of project methods in foreign language teaching to students of linguistic programmes

The 2019 coronavirus pandemic had a significant impact on the development of new innovative methods and forms of foreign language teaching that can organize distance or blended learning of a foreign language and continue to develop students’ subcompetencies that are part of a foreign language communicative competence. The project method is one of the problem-based teaching methods aimed at enhancing the speech-thinking activity of students in the process of completing a number of tasks. Its unique characteristic lies in the fact that this method can be used both in classroom and in blended or distance learning. However, despite the fact that in the methodic literature there are many studies devoted to the development of specific methods of foreign language teaching (aspects of language and types of speech activity) through information and communication technologies, the researchers did not come to a consensus on what stages the project methods should include. In our work, based on the analysis of the methodic literature, we identify eight stages of organizing the project work of linguistic university students. These include: 1) goal setting; 2) discussion of technical issues of organizing design work; 3) search, collection and processing of the necessary information on the Internet; 4) work on the project; 5) feedback from the teacher and students; 6) work to improve the draft version of the project; 7) presentation of the project; 8) project evaluation. An analysis of some well-known methodic studies devoted to the organization of project work of pupils and students is given, as well as a detailed description of stages of teaching.