Бартіш Г.В.

ЛІБС УБС НБУ

Steps for project implementation

There have been several authors (Freud – Booth, 1990; Bloor and St. John, 1989; Robinson, 1991) have proposed various steps to follow for the realization and implementation of project work in the foreign language classes and also for specific purposes have also provided strategies that make the student aware of the idea that he is the center of activity and that is who conducts activities that are more interesting when you are not familiar with the topic and should exercise their initiative and autonomy .

The general scheme is suggested for the design of a project is organized into seven stages, each of which allows both the teacher and students, develop meaningful projects that provide the content to be learned and provides opportunities to make explicit the language instruction at the time to expose and criticize them.

To understand the function of each stage is to begin structuring the subject on which you will be working and building on it, start gathering information on selected topics through reading books, newspapers, magazines, charts, tables , videos, lectures, lecture notes, formal or informal discussions, group work, expert interviews, guests, etc. While exploring these themes, students will develop listening skills in note taking, reading, fluency and accuracy in oral expression, in critical thinking, etc., And this allows the student to enhance their skills and increase their level of assimilation of the content, and to be aware that learning is significant.

As can be seen in project work integrates all the foreign language skills a chance to realize.

During the development of the project must meet the following objectives:

* 1. Stimulating the use of language to learn something new about topics of professional interest.

* 2. Prepare students to learn about a subject in a foreign language.

3. Awareness that a variety of sources helps to improve your study skills.

4. Provide the student with resources for understanding language in context and content.

5. Simulate the rigor of founding and discuss a project by creating an appropriate environment.

6. Promote self-actualization.

The steps proposed are:

1. Selection and presentation of the topic to be developed.

2. Definition of the final results.

3. Organization of the research.

4. Gathering the necessary information.

5. Processing the collected information.

6. Presentation and defense of the project.

7. Assessment and analysis of the final product with the recipient, delivery and presentation.

The following description of each stage is carried out specific details relating to each of the stages for the preparation of projects in English for students who study specific purposes:

1 .- Selection and presentation of the topic to be developed.

At this stage, students have the opportunity to share their selected topics with other classmates and the teacher is required why the item is selected, who help, who the recipient, and what problem resolved, based on the theme you selected and referred to the bibliographical sources consulted, the discussions he has done on it, etc. and where there is the issue that develop plants which are the main issues to be addressed in the project to be undertaken and meet objectives

2 .- Definition of the final results.

If the first stage of establishing the project’s starting point, this defines the expected result finally obtained according to the objectives.

3 .- Organization of the research.

After determining the starting point and the final results, it is necessary to structure the body of the project. To do this, students should consider the following:

* A) what information is needed for the project.

* B) how you can get the information (literature searches, interviews, questionnaires, letters, email, Internet, fieldwork, etc.).

* C) how it can be compiled and analyzed the information once obtained.

* D) what role each student plays in the development of the project (if groups), that is, who will do what and when.

* E) what line of work will continue from inception to completion.

4 .- Gathering the necessary information.

Here and students have developed skills and strategies to gather information and organize it according to how they are working (individual or collective). At this point re-read all the relevant information, again visit the information centers and other sources that support their work.

5 .- Information Processing.

After a successful compilation of information, students face the challenge of organizing and analyzing information that has been found in different sources and different students, if they are working in teams. At this stage, analyze the information that is particularly relevant to the construction of the project, collected data value are discarded which are not suitable and stored and processed the rest of them, analyzing whether information is primary evidence to support or refute the results. The time is right to begin to structure and justify the project in order to discuss and it is also appropriate to be developed to serve a variety of means to disseminate the project well done and motivate the audience.

6 .- Presentation and analysis of the project.

This stage occurs as the successful completion of previous phases, in which students are ready to present and defend their projects.

7 .- Assessment and Analysis Project

While viewing the presentation of the project as the last stage of work is necessary to reflect and ask students to express their experiences throughout the development. Students can reflect on the language they have learned to complete the project, the content they learned on the subject, the steps followed to make it and the effectiveness and relevance of the subject worked and suggest any changes they would take the steps to be followed if were to develop another project, etc. These reflection activities, students realize what they have learned and the advantages of this type of activity for their future.

Evaluation is a very important aspect that should be associated with the degree of implementation and development of certain times during the development of the project, taking into account the criteria reflective of the teacher and students about key issues related to its development such as satisfaction forms of work, assessments of progress, motivation, assimilation and involvement in it, etc.

During the implementation of the various stages that students must travel there for a moment that will be constantly linked to each individual and is preparing to meet the linguistic needs of each stage requires. The teacher will provide students with speech acts needed to develop each stage without any difficulty, make a business plan with questions based exercises, role-playing, listening practice, work with different techniques of reading, writing exercises the realization of diagrams, tables, charts, etc.., that allow the student to accept information in the most efficient way possible.

After providing students with the methods and techniques necessary to request and collect information that is essential for the completion of your project, the teacher should conduct working sessions where students are appropriated for all communications functions necessary to develop each stage.

The use of the method of project work in English language classes for specific purposes facilitates the incorporation of the main features of the modern teaching of languages with more scientific support. These educational features associated to it are:

* They allow flexible organization of classroom activities and material based on an internal sequence leading to the attainment of a result.

* They enable the development issues of interest to students.

* They allow evidence, from the different steps for its implementation, learning situations, making it easier to specify the type of assistance needed by the student.

* They are a natural way of incorporating the reality and the knowledge of any kind that students possess.

* Allows the role of students, those with a set of resources provided, including the teacher’s help. This may be a route to autonomy of learning.

* They help implement the strategies of work related to collection and dissemination of information.

* Allow the establishment of a dynamic relationship between objectives, content, methods and evaluation, expressed in concrete terms and immediately verifiable, given the project a holistic nature.

* Enables the incorporation, through negotiation, the proposals of the students in relation to the type of project that will develop.

* Facilitate interdisciplinarity.

* They provide a good framework to promote scientific research within its framework.

Project Example: “Purchasing a Profitable Engine

* Through discussion and negotiation students come to an agreement on the subject of the project. Students will collect and compare information about different types of engines in order to recommend the purchase of other profitable for the car park of the educational center.

* The project’s final product will be that each team will make a presentation in the classroom (Web site and an oral presentation) to present the information collected on the issue and recommend purchase. The whole class can then decide what other types of purchase and also write a letter of recommendation sent to the car park manager at the institution.

* To gather the information students will review advertisements and sales promotions in magazines, newspapers, stores, TV, radio, Internet, videos, etc. Conducted interviews with professors of mechanical engineering career, personal service to this area and the drivers of the college, a specialist in this area in the province and will contact different types of engine suppliers. Later summarized the material obtained, work in groups to prepare the oral presentation and create the site and conclude with a recommendation for purchase. After the presentation of each team and the recommendation that each of them do, the whole group will decide which to choose and write a letter of recommendation to be forwarded to the institution.

* Throughout the project, the teacher should provide students with language practice and communicative functions you might need, for example, presented in a formal situation, give thanks in a formal, express agreement and disagreement on a whole or in part, to personal opinion, appeal to an authoritative source to support an argument, ask for clarification, to clarify an opinion, ask to speak, to emphasize something that is considered important, enter the discussion without asking the word, make comparisons and suggestions , to defend a viewpoint or attacking the other point of view, etc

* Upon completion of the project should make a brainstorming session in which all aspects are valued, positive and negative thereof.

Conclusions

This method of project work provides a more vibrant environment for learning and collaboration, and inclusion in English language classes for specific purposes helps to strengthen students’ language needs, who benefit and enhance the experience with the participation and collaboration of the project.

The use of project work method has many advantages and efficiently contributes significantly to student learning, can not be said to be the final formula for the development of communication skills of students in a foreign language, and that the use of method faces various difficulties, some of which affect the actual method and others identified with the actual conditions of application, therefore it is important that the teacher specifies such things as:

* What part of the project is done in the classroom

* What part of the project is carried out extraclass

* How to get all students to work and contribute

* What primary conditions are required for its application