In the work we gave the definition of the project activity and considered the use of the project activity in the integrated teaching of the English and Kazakh languages to students of the faculty of economics.Project, integrated teaching, methodology, increase of motivation, Teaching/Communication/Extension/Profession,

Moldakhmetova, Gulnara

English

Research Papers in Economics

Perspectives of Innovations, Economics & Business, Volume 2, 2009          
  www.pieb.cz 
 
International Cross-Industry Studies  
 
78
USE OF PROJECT ACTIVITY IN INTEGRATED 
TEACHING OF THE ENGLISH AND KAZAKH 
LANGUAGES  TO STUDENTS OF ECONOMICS 
FACULTY  
  GULNARA MOLDAKHMETOVA, PH.D. 
  
Pavlodar State University  
named after S.Toraighyrov, Kazakhstan 
 
 
UDC: [811.512.122] (075.8) 
 
Key words:  Project, integrated teaching, methodology, increase of motivation 
 
Annotation:  In the work we gave the definition of the project activity and considered the use of the project activity in 
the integrated teaching of the English and Kazakh languages to students of the faculty of economics. 
 
 
In modern conditions the humanistic philosophy 
of  formation  is  realized  by  means  of  the  various 
technologies purpose of which is not only translation of 
knowledge,  but  revealing,  development,  growth  of 
creative  interests  and  abilities  of  each  student, 
stimulation  of  its  independent  productive  educational 
activity. One of such technologies also is the project 
methodology.   
So,  what  does  the  project  methodology  of  the 
English language represent? 
The project is not simple result of the passed; it 
is  “a  product”  and  at  the  same  time  a  method  of 
informative activity. The method of projects provides 
presence of the problem demanding research. It is the 
organized  researched  activity  of  students  which  are 
carried out in the individual, pair or group form. The 
method of projects is focused on independent activity 
of  students.  It  is  active  application  of  received 
knowledge  for  reception  of  new  knowledge,  or 
practical  result  on  the  basis  of  application  of  the 
received knowledge. Students should imagine how to 
use  the  theoretical  knowledge  received  by  them  in 
practice. 
The project methodology involved attention of 
Russian teachers in the beginning of the XX century. 
Ideas  of  project  training  arose  in  Russia  almost  in 
parallel with designing of the American teachers. The 
Soviet  teachers  considered  that  the  project 
methodology can provide development of the creative 
initiative and independence of students in training and 
will promote a direct connection between acquisition of 
knowledge and abilities as well their application for the 
decision of practical problems. 
Project  methodology,  as  known,  acts  as  «the 
important  component  of  system  of  productive 
education and represents a non-standard, nontraditional 
way of the educational processes organization in active 
ways  of  actions  (planning,  forecasting,  the  analysis, 
synthesis),  directed  on  personal  realization  –  the 
focused approach» (Zimnyaya and Saharova, 1991). 
The  project  culture  is  as  though  that  general 
form  in  which  art  of  planning,  inventions,  creation, 
execution is realized, and which is defined as design or 
designing.  Seizing  the  project  culture,  the  student  is 
accustomed to think creatively, independently planning 
the  actions,  predicting  possible  variants  of  the 
problems decision facing to  it, aesthetically realizing 
the means acquired by it and modes of work.  
With reference to foreign language training, the 
project  is  specially  organized  by  the  teacher  and 
complex of the actions which are coming to the end 
with  creation  of  a  creative  product  independently 
carried out by students (Galeh, 2007).  
The project is valuable as during its performance 
students learn to acquire knowledge independently, to 
receive  experience  of  informative  and  educational 
activity.  
Project  methodology  is  characterised  by  high 
communication and assumes students to express their 
own opinions, feelings, active inclusion in real activity, 
private  responsibility  acceptance  for  advancement  in 
training.  
Project  methodology  is  based  on  the  cyclic 
organisation of educational process. The separate cycle 
is  considered  as  the  finished  independent  period  of 
training  directed  on  the  certain  problem  decision  in 
achievement  of  an  overall  aim  of  mastering  by 
languages. 
The main purposes  of introduction of a method 
of projects in educational practice: to show abilities of 
the  separate  student  or  group  of  students  to  use  the 
passed researched experience; to realize the interest to 
an object of research, to increase knowledge of it; to 
show level of  language training; to rise on higher step 
of erudition, development, a social maturity.  
Project methodology allows to realise not only 
the educational problems facing to the teacher, but also 
educational.  Students  can  look  at  themselves  and  on 
realities of the everyday life, on history and culture of 
the country in a new way, to learn interesting things 
about a life in the country of the studied language. All 
it, finally, urged to promote deeper understanding of a 
role  of  Kazakhstan  in  more  dependent  world,  to 
formation of an active civic position of students and the 
maximum  development  of  individual  abilities  and 
talents of everyone.  
It is necessary to notice that during work on the 
project,  all  kinds  of  activity  -  reading,  audition, 
speaking, and letter are actual. Structuring the project 
students  fill  it  with  maintenance,  define  subjects  of 
pages,  distribute  responsibility  and  roles  and  start Perspectives of Innovations, Economics & Business, Volume 2, 2009          
  www.pieb.cz 
 
International Cross-Industry Studies  
 
79
gathering  of  an  actual  material.  Students`  skills  of 
research  work  are  formed,  abilities  to  work  with  a 
source, to develop, to analyze, generalize. Reading of 
texts, listening to audio materials, video films induce 
students to oral speech that leads to lexicon increase. 
When organizing the project work it is necessary 
to observe some important conditions: 
-  the  subjects  can  be  connected  both  with  the 
country of the studied language, and with the residing 
country, students are oriented on comparison of events, 
the  phenomena,  the  facts  from  history  and  a  life  of 
people of the different countries; 
-  the offered problem is  formulated so that to 
focus students on attraction of the facts from adjacent 
fields of knowledge, in our case from economy, and 
various sources of the information; 
-  it is necessary to involve all students of group 
in the work, to offer tasks everyone taking into account 
level of his/her language preparation.  
One  of  the  important  features  of  a  project 
methodology is its openness. Students can define the 
work purpose, choose tasks and establish an operating 
procedure, i.e. carry out it according to the problems, 
motives and the purposes. As project activity gives the 
chance to students to express own ideas, it is important 
to supervise and regulate students not too obviously, it 
is desirable to encourage their independence. Having 
discussed  with  the  teacher  volume  and  terms  of 
prospective  work,  the  student  can  define  itself,  what  
time  he/she  will  spend  for  working  out  of  its  parts, 
what materials he/she will use. 
Summarizing the aforesaid, it is possible to draw 
the following conclusion: project activity creates such 
conditions which are characterised by that students put 
before themselves problems, solving them creatively, 
together  with  the  teacher  plan  activity  on  project 
performance,  cooperate  with  a  view  of  the  effective 
decision  of  a  problem.  All  listed  factors  create 
preconditions  for  motivation  formation  of  studying 
such  subjects  as  «the  English  language»  and  «the 
Kazakh language».  
Project  methodology  allowed  us  to  develop 
electronic  educational  methodical  tutorial  based  on 
application of projects. 
Unfortunately, teaching of English and Kazakh 
languages  in  our  country  is  badly  provided  by 
educational methodical literature. Separate attempts of 
creation  of  professional    oriented  educational 
methodical  manuals  are  issued  by  small  circulations, 
and  representing  firm  copies  on  paper  carriers,  have 
low  exploitive  indicators  (Bobyleva,  2003).  Working 
out and creation new electronic educational methodical 
tutorials are perspective.  
It is important to underline that the presentation 
of professionally oriented material should be maximum 
correlated on time and the maintenance with curricula 
of special disciplines of faculty on which students are 
trained. For groups of students of economic specialities 
we  use  a  teaching  material  which  includes  a  lexical 
material and a set of texts on sections: 
a. All about money 
b. Your career and income 
c. Marketing 
d. Protecting what you have 
e. Financial industries 
f. Borrowing money 
g. Principles of Management 
h. Business correspondence 
i. Financial World 
j. Starting up your own business 
Project activity provides a number of forms of 
carrying out of employment. The basic form of lessons 
is auditorium lesson with group of 15 persons. 
There are various theories concerning stages of 
the project work.  Galeh (2007) offers the following 
scheme of the project realization: 
1. Preparation for the project. Starting creation 
of the educational project, it is necessary to observe a 
number  of  conditions:  preliminary  investigating 
individual  abilities,  interests,  life  experience  of  each 
student;  choosing  a  project  theme,  formulating  a 
problem, offering idea to students, discussing it with 
them. 
2. The organisation of the project participants.          
At first we form groups of students, everyone of them 
gets  his/her  own  problem.  Distributing  duties,  we 
should  consider  propensities  of  students  to  logical 
reasonings, to formation of conclusions, to registration 
of project work.  
3. Project performance. This step is connected 
with search of the new extra information, discussion of 
this  information,  and  its  documenting,  a  choice  of 
realisation  ways  of  the  project  (e.g.  drawings,  hand-
made articles, posters, drawings, quizzes, etc.). Some 
projects  are  made  out  at  home  independently,  others 
demanding the help from outside the teacher created in 
an auditorium.  
4. Project presentation. It is necessary to present 
all  fulfilled,  issued  material  to  classmates,  to  protect 
the project. For the analysis of an offered methodology 
of training ways of performance and representation of 
projects are important. 
5.  Summarising  of  the  project  work.  The 
quantity of stages from acceptance of the project idea 
to its presentation depends on its complexity. 
  Project activity on the lessons of the English 
and Kazakh languages shows that students: reach good 
results  in  studying  of  languages  (a);    have  practical 
possibility to apply skills, knowledge and the abilities 
received in the course of studying of adjacent subjects 
(b)  and  receive  necessity  of  interdisciplinary 
communications (c). Perspectives of Innovations, Economics & Business, Volume 2, 2009          
  www.pieb.cz 
 
International Cross-Industry Studies  
 
80
The method of projects possesses a number of 
advantages before traditional methods of training. The 
basic advantages are: increase of motivation of students 
at studying of English and Kazakh languages; evident 
integration  of  knowledge  in  subjects;  open  space  for 
creative and creative activity. 
Project  activity  eliminates  dependence  of  the 
student on the teacher by means of self-organising and 
self-training  in  the  process  of  creation  of  a  concrete 
product or the decision of the separate problem taken 
from a real life. Hence, one of work major principles of 
the project methodology is granting of a real autonomy 
and  possibility  of  display  of  the  initiative  and 
independence in process actively informative cogitative 
activity to the trainee. Thus, the project methodology is 
the pedagogical technology focused not on integration 
of  actual  knowledge,  but  their  application  and 
acquisition  of  new  one  by  self-organising  and  self-
education of students. 
 
References 
 
Bobyleva,  L.,  Bobyleva,  O.,  2003.  “Ecological 
Education  of  Junior  Students”,  Elementary 
school, №5, pp.64-75. 
Galeh,  E.,  2007.  “Use  of  a  Method  of  Projects  at 
Foreign Language Lessons”, Foreign languages 
at schools of Kazakhstan, №5, pp. 35-36. 
Zimnyaya,  I.,  Saharova,  T.,  1991.  “The  Project 
Methodology  of  Training  to  the  English 
Language”,  Foreign  languages  at  school,  №3, 
pp.9-15. 
 

Use of project activity in integrated teaching of the English and Kazakh languages to students of economics faculty

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