Integrating the Communicative Approach and Project- Based Learning in Native Language Education Nilufar Turgunova

Аннотация

This article discusses the communicative, integrative and competency-based approaches used in language teaching. The views on these approaches in foreign and national literature are studied and analyzed. The relationship between modern approaches and educational technologies is revealed. Information is provided on the role and possibilities of project technology in implementing the communicative approach and its importance in language education. and grammatical features to be mastered, it must be Introduction: As is known, for many years, native taught in a specific speech situation, that is, in context, language education in our Republic was organized on and manifested in real communication. The the basis of a grammatical approach. The main communicative approach, without rejecting the attention was paid to memorizing theoretical rules, teaching of grammatical rules, promotes the placing more emphasis on written speech, and working interrelation of linguistic competence and speech with exercises in native language lessons consisting of competence. “Although linguistic competence is an the same pattern of phraseological sentences taken important aspect of language learning and language from the text. As a result, new approaches and acquisition, it does not mean language acquisition technologies were not introduced to teaching the itself. That is, a person who can use a language well native language, and native language lessons turned does not mean a person who has memorized its rules into lessons that were always the same for students, well… Communicative competence is based on consisting only of writing and copying. “… Its main teaching the effective use of language. That is, this drawback (of the grammatical approach) is that it is not approach is based not on linguistic knowledge, but on sufficiently connected to practice. In this method, a the meaningful use of language” [2; 5]. child who studies the topic theoretically knows that this is so, but does not have an idea of in which situations The communicative approach is mainly based on the this rule is used. In the communicative approach, the following principles [3; 172]: function of language as a means of communication is – students learn language to communicate, use put to the fore. How to speak correctly in a given language units in practice; situation, that is, with what expression one can convey – the main goal of classroom activities is authentic and an idea without errors - by solving this problem, it meaningful communication; explains the laws of language [1; 66]. – special attention is paid to the ability to communicate Today, the main emphasis in native language education freely and fluently; is placed on the communicative approach. Psycholinguistic research shows that a child can never – the communication process includes various consciously master language units by rote language skills; memorization. In order for a language unit to be – learning is a creative process, involving various retained in the learner's memory, its content, function, experiences and mistakes. American Journal Of Philological Sciences 376 https://theusajournals.com/index.php/ajps American Journal Of Philological Sciences (ISSN – 2771-2273) However, it should not be forgotten that none of the use of project technology in native language lessons approaches in education can be considered completely ensures the connection of language knowledge with perfect or, conversely, absolutely wrong. Each literature, history, foreign languages, fine arts, natural approach can be used at a certain period and stage, sciences and a number of other subjects, as well as depending on the purpose of language teaching. various practical areas (media, journalism, medicine). Approaches complement each other, and usually in The integration of the mother tongue and literary practice several approaches with similar content and sciences was studied in detail in the research work of goals are mixed (hybrid). The main goal of mother the scientist K. Mavlonova. The possibilities of using tongue education is to develop the ability of the learner project assignments related to literature in mother to communicate, apply the laws of the language in tongue lessons are very wide, which helps students to practice, and develop oral and written, listening and better understand the possibilities of using the reading comprehension skills, which requires the use of language. By integrating knowledge of the mother communicative, integrative, and competency-based tongue and literature, it is possible to use types of approaches in teaching. If we analyze the teaching project work that develop creativity, such as staging methods of topics in the updated "Mother Tongue" works of art, preparing a written textbooks, the types of selected texts, and the content work/presentation/multimedia product based on a of exercises and assignments, we will witness the read work, as well as independently writing poems and manifes