FEATURES OF USING PROJECT-BASED TECHNOLOGIES IN THE PROCESS OF DISTANCE FOREIGN LANGUAGE LEARNING AT HIGHER EDUCATION INSTITUTIONS

Abstract

The purpose of the article is to analyze the use of project-based technologies in the process of distance learning of a foreign language at higher education institutions. Based on the study of pedagogical, psychological and methodological literature, programmes and methodological documentations of higher education institutions and practical experience it was found that the use of project-based technologies in the process of distance learning of a foreign language at higher education institutions has been insufficiently studied. It has been noted that the technology of project-based learning allows the creation of pedagogical conditions for further development of a student’s creative abilities and personal traits, essential for successful professional activity in the future, which determines the relevance of the study. Theoretical (analysis of scientific sources, pedagogical, psychological literature, educational and methodical materials, comparison) and empirical (questionnaire, interviews, testing, generalization of pedagogical experience, observation) research methods were used to solve the tasks in order to understand the problem and identify difficulties associated with the use of innovative technologies, namely, project-based technologies, in the process of distance learning of a foreign language. The purpose of the article is to highlight the theoretical foundations and features of the use of project-based technologies in the process of distance learning of a foreign language at higher education institutions. It has been found that there is a problem associated with lack of professionalism in the use of innovative technologies in distance learning by teachers, which is negatively affects the efficiency, productivity and level of teaching, as well as lack of ability on the part of students to communicate in the information environment. It is substantiated that the project-based technology allows to teach students to acquire knowledge independently, to activate them, to be able to use the obtained information for solving of new cognitive and practical problems.