Project Work

PROJECT WORK
The research focuses on the project work approach and offers a theoretical study about different types of projects and data analysis of the project week at Rezekne Secondary School No.1 Olga Supe 2011
Olga Supe, lgums nr. 09-02/1/2010-0848, Rzeknes 1.vidusskola,2010./11.m.g.projekta Atbasts visprjs izgltbas pedagogu nodroinanai prioritrajos mcbu priekmetos, Vienoans Nr. 2008/0001/1DP/1.2.1.2.2./08/IPIA/VIAA/002 ietvaros.
ANOTCIJA
T k pdjos gados Latvij arvien biek izmanto projektu darbu metodi un apskata starpkultru jautjumus, autore darb pievras projektu darba metodes izptes terijai un praktiskajiem rezulttiem. Rel dzve, konkurence, prasmju un iemau kopums, liek skol meklt pc iespjas ar relo dzvi saisttas apmcbas un darba metodes, kuras visefektvk skolnu sagatavotu pcskolas periodam dzvei un darbam konkurences apstkos. Saka, ka msdiens ieguvjs bs tas, kur mcs tri un efektvi atrast un apstrdt vajadzgo informciju un komunict ar dadu kutru prstvjiem. Mris rast efektvus veidus k pielietojot projektu darba metodi svevalodu apguv paaugstint skolnu starpkultru kompetenci un motivt skolnus apgt angu valodu. Ptjums ir balstts uz zintnieku Legutkes, Tomasa, Fried-Btas, Haines, Kempbelas, Krizevskas, Brama, Fennesa un Hapguda, and Hofsteda atziam. Darba autore ir ptjusi un analizjusi projektu darbu Rzeknes 1. vidusskol no 2011.gada 1. februra ldz 14.maijam. Darbs sastv no 3 nodaam. 1. un 2. nodaas ietver sev iepriekminto ptnieku darbu teortisko apskatu un analzi, 3. noda autore pievras projektu nedas norises aprakstam Rzeknes 1. vidusskolas 5.b klas, aj noda tiek dota datu analze par projekta norisi un skolnu motivcijas paaugstinanu, k ar starpkultru kompetences palielinanu. Skolnu projektu darbs starpkultru kompetences paaugstinanai skol - viens no mcans veidiem vai paa veida mcbu darbs, kura izstrdanai nepiecieams noteikts laika posms konkrta rezultta ieganai. Projektu darba organizan ir noteikt krtba. darba metode prasa no skolotja ieprkeju sagatavoanos un augstu profesionalittes lmeni, skolni ar ts paldzbu var izkopt dada veida prasmes un iemaas. Atslgas vrdi: projektu metode, starpkultru kompetence, projekta realizcijas etapi. Darbs sastv no 51 lappuses, ietver 15 tabulas un diagrammas. Darb izmantoti 74 literatras avoti.
CONTENT
Itroduction
CHAPTER 1 1.1. ESSENCE AND NATURE OF THE PROJECT WORK 1.2. TYPES OF PROJECTS 1.3. ORGANIZING A PROJECT
1.3.1. The Organizing Principles 1.3.2. Stages of a Project
1.4. THE CHARACTERIRISTICS OF PROJECT WORK

1.4.1. Developing the Learners Skills 1.4.2. A Teachers Role 1.4.3. Using Group Work in the Project
CHAPTER 2 MULTICULTURAL ASPECTS IN PROJECTS

2.1. DEFINITIONS OF CULTURE 2.2. THE RELATIONSHIP BETWEEN CULTURE AND LANGUAGE 2.3. THE PROCESS OF INTERCULTURAL LEARNING 2.3.1. Intercultural Learning Goals in the Classroom and Across Borders 2.3.2. Cultural Studies: Techniques, Themes and Topics
CHAPTER 3 CLASSROOM RESEARCH EXPERIMENT: PROJECT

3.1. METHODOLOGY 3.2. EXPERIMENT SET UP 3.2.1. Preliminary Research 3.2.2. School and Participants Description 3.2.2. System and Structure of the Project 3.3. THE PROCESS OF EXPERIMENT 3.4. DATA 3.5. RESULTS AND ANALYSES Implications Conclusion Bibliography
INTRODUCTION
The status of English as an international language grows every year. The knowledge of English is highly valued; it is connected with wealth and social status. English also helps to understand other cultures and different ways of life better, as well as gives the possibility to become aware of the Worlds diversity. English is used for international communication, the Internet, mass media, sport, business, science and technology, culture and entertainment. English has become one of the most popular languages in the world. Since the citizens of Latvia have joined the European Union and Latvia is a member state of NATO, it is clear that English teaching should be transformed according European and global context needs. Language teaching ought to include topics about European, as well as a great variety of other nations and their identity taking into account our own national uniqueness. In the last years both: the project work and multicultural education have become popular teaching methods in Latvia, although the last one is rather new. Project work is a student-centred teaching approach, it motivates students to use language in real life situations, and it involves a great number of students feelings, talents, skills and knowledge in the learning process. It is a way to express students own decisions, experience, almost dreams. This approach can be used for both small kids (beginners level) and for youngsters (upper-intermediate level). Our abilities and needs offer the variety of forms and kinds of projects on intercultural matters. Project work on intercultural issues became an actual theme during the practice because there was no special approach to raise students interest and motivation for learning English on cultural and multicultural issues. It was a clear feeling that students in the chosen group had lost the interest of this subject; they had found it difficult and sometimes boring. The poll among students showed their will to do the learning process more delightful. Therefore it was offered and they chose project work on the intercultural topic. Project can last successfully and more effective if students are able to work together. Group work was also chosen because students felt themselves safer and they were involved in the activities they had not done before. The experiment class 5b was chosen as appropriate taking into account such characteristics: age, level of English 3
attitude towards different culture It was essential to make sure that the activities which were done in groups really changed students attitude towards English and motivate them to learn much with the greater interest and intercultural awareness. Moreover, the author of this research and learners wished to show the results of students work to their peers in the classroom and school. The goal of this research is to find effective ways of using project work for developing intercultural competence of foreign languages (English) in form 5b. This investigation is based upon Legutke, Thomas, Fried-Booth, Haines, Campbell, Kryzewska, Byram, Fennes & Hapgood and Hofstede researches. The author of this research has experimented with and analysed the project work approach in the Rezekne Secondary School No.1 during the 1st February 14th May, 2011. The enabling objectives of the work are as follows: To study the literature of methodology on the project work and multicultural matters in learning process To analyse the types of project work To carry out the pedagogical experiment using project work on intercultural matters in the Rezekne Secondary School No.1 in form 5b To mediate and conduct an opinion poll in the 5b class about this kind of activities and question teachers on this matter To analyse the results and the effectiveness of this approach to the learning process Pedagogical aims of the project: Increase motivation to learning English: Give students experience in using English as a tool for real communication and for creating tangible end products, and let them to see how their peers have done it. Increase students awareness of other cultures. Familiarize students with presentations. Take advantage of the meeting and communication with their schoolmates.
Hypothesis: the project work on intercultural issues arouses motivation for learning English and intercultural understanding. The methods used: Study and analysis of the theoretical literature on intercultural learning Designing and piloting the projects on intercultural issues at a basic level Opinion polls among students and teachers Classroom observation Chapter one includes the most important points on the project work. The use of this kind of activities in group as well as the reasons for selection them, and the suitability of project work for students aged 11-12 are stressed in this part. The essence of the project work, its subdivisions, advantages and disadvantages, as well as importance of students work and teachers role in the process of project based learning is discussed. Chapter two contains the summary of investigations on cultural and intercultural matters. It centres on the role of intercultural communication, the relationship between culture and language; looks in details at the process of intercultural learning. It also includes the description of the main themes, techniques and topics on cultural studies. Chapter three analyses the main methods of using projects in the learning process. The description includes the results of authors investigation on the theme and contains a plenty of data on teachers and students attitude towards projects and intercultural matters. Conclusion focuses on the implications of the authors conclusions and offerings of different suggestions.
CHAPTER 1 1.1. ESSENCE AND NATURE OF THE PROJECT WORK

A task-based and learner-centred learning process is not a recent one. The American pragmatists, Dewey and Hilpatric (in Legutke and Howard, 1991:157), had noticed the theoretical and practical foundations of learning by and through experience. After the First World War these ideas influenced educational reform movements in Germany and Soviet Union. During the 1960s and 1970s, project learning has been a central issue in educational debates in Europe. There were some radical critics and defenders of the democratization of learning through the introduction of the comprehensive school. Longman Dictionary of English Language and Culture defines the word: project A piece of work that needs skill, effort and careful planning, especially, over a period of time. (1982: 1378), Longman Exams dictionary gives the explanation of a school or college project a part of a school or college course that involves careful study on a particular subject over a period of time. (2006: 1219) Project learning has not been reduced on the teaching methods it is more educational philosophy which aims are to show the way and to introduce with some possible activities achieving to a more democratic society, points Legutke (1991:158). Legutke and Thomas (1991) also have defined the project work and say that it is the theme and task-centred form of teaching and learning. Project results are the sum of process of negotiation among all participants. A teacher has to use a wide range of selfdetermined action for both the individual and the small group of learners. He/she also has to formulate a plan which defines goals and procedures. Project learning is a dynamic balance between the process and the end product. Finally, it is experiential and educational because it involves body and mind, theory and practise. Carter (1986) stresses an exploratory and investigative manner of language projects. Areas for investigation can range from the comparison of particular variations of accents and dialect to topics such as the language of newspapers or advertising. Projects develop a comprehensive language understanding or knowledge about language. They raise learner autonomy and independence.
Cem Alpetkin (2002) points a great role of native and non-native participants involvement into communicative projects. David A Hill (1999: 46) says that project work is: Student-centred; Content-based; Integrates by tying things together and structures from one part of the project to another; Educational. Diana L Fried Booth (1986) indicates that project work moves through three stages: beginning in the classroom, moving out into the world, and retuning to the classroom. Haines (1989): projects are multi-skill activities focusing on topics or themes rather than on a specific language targets. The students themselves play in the initial choice of subject matter and in the decisions related to appropriate working methods, the project timetable and the eventual end product. Specific language aims are not prescribed. Because students concentrate their efforts and attention on reaching an agreed goal, project work provides students with opportunities to recycle known language and skills in a relatively natural context. Projects can be intensive activities which take place over a short period of time, or extended studies which may take up one or two hours a week for several weeks. In this approach rather than learning to use English, students use English to learn it, summits Howatt (1984 in Larsen- Freeman, 1986) ehlova and Grinpauks (2003) point the integrative and multidisciplinary character of projects.
1.2. TYPES OF PROJECTS

There are some groups of projects. Educators as Legutke & Thomas (1991) and Haines (1989) offer the division according to sources of information and data collecting techniques. These educators accent six types of projects. The first group of projects is called encounter projects. It includes the projects with the main aim of learning to make direct contact with native speakers. They may take place in the target language speaking countries or sub-systems of the target language and culture such as military communities, religious groups, language societies, or individuals. Matt Wicks (2000) agrees with mentioned before educators that the local community can offer two important things to classes engaged on project work: true communication with native speakers, and a dimension of reality, which motivates students. He points also the next activity would be the language study in the foreign country a brief visit on a day excursion, class trip or school exchange. The second group of projects arise from a variety of media, such as literature texts, media, video and audio material and even text-books declares Hutchinson (1986), not from real world encounters outside the classroom. This is the way students experience the world and life through text. Such projects are called text projects. Learners of this project type organize their own work on the basis of set textbooks; of different texts from stickers, books, and magazines to newspapers; dictionaries; video films to poems; songs; literary texts. The third group incorporates the elements of the two project types mentioned before. Class correspondence projects (Tregret & Raymond-Barker (1991: 81) involve students communicating with the foreigners and with native speakers of the target language. These learners are mediated through different texts produced for the specific purpose of establishing communicative exchanges between groups and individuals. The fourth one is research and information project. Information is found in a library or in Internet address or in individual collections. This kind of project work is very usual and can be easily done in relatively short time. The fifth group is survey projects. Learners make surveys and then collect and analyze data.
Haines (1989: 1) points the performance and organisational projects that finish with a very serious end product starting an English club, talent show and production projects such as news about the country translated on radio or television. J. Henry offers (1997: 35) projects division based on activities are they learner or teacher centred. Structured projects are teacher centred. The teacher offers and
orders all topics, materials, as well as methodology and presentation. This kind of projects doesnt motivate learners or motivation isnt definite enough. Unstructured project is learners-centred. All activities are focused on students interests and needs. The greatest disadvantage is to maintain the main idea and the aims of the project work. The semi-structured project is an approach when a teacher and students define learning process. They all are involved in the project. Educators Booth (1986) and Haines (1989) offer subdivision by longing and motivating activities. Projects are divided into full-scale projects and motivating activities. These are a form of preparation for full-scale projects. The main difference between the two motivating activities is restricted to the classroom, while project work is extended beyond the classroom. The next subdivision is according the way information is reported. Educators Legutke, Thomas, Haines, Booth, Hill, Phillips and others have mentioned the most important end products of learners project wok. Next figure shows projects division based on the end products.
VIDEO RADIO POSTERS
PRODUCTION PROJECTS
HANDBOOKS BROCHURES LISTS INTERNET PAGES MAGAZINES AND NEWSPAPERS
PROJECTS
ORGANISATIONAL
PERFORMANCE PROJECTS
PROJECTS
ORAL PRWESENTATIONS DRAMA
FASHION SHOWS
FOOD FAIRS
CONVERSATION TABLE
PARTNER PRORAM
Figure 1.2.1. Subdivision of projects according to the end product
DEBATES
LANGUAGE EVENING
10
1.3. ORGANIZING A PROJECT

1.3.1. The Organizing Principles The organizational challenge facing teachers is to identify the learning tasks and put them together in an appropriate sequence. Projects are a collection of a large variety of tasks, each with a specific objective. (Legutke & Thomas, 1991; Fried-Booth, 1986) How these tasks are sequenced and relate to one another depends on the main objective of the project, a central task, which can refer to as the target task. Having identified and agreed upon a target task, learners and teachers further establish the steps they need to take in order to carry out the task. After that students and teachers must organize the modules of the further work into a feasible sequence. They need to time events, to practise for presentation etc.
1.3.2. Stages of a Project Such educators as Legutke and Thomas (1991) suggest the following stages of a project development: opening, topic orientating, research and data collecting, preparing data presentation, presentation, evaluation. David A Hill (1999) deals three main stages: starting, continuing, ending. Diana L Fried Booth (1986) says that a full-scale project work involves three steps: Classroom planning (discussion about the content and possibilities of the project, language needs, main ideas and ways for data collecting) Carrying out the project (performing tasks they have planned) Reviewing and monitoring the work (Discussions and feedback sessions) Saimon Haines (1989: 13) offers stages division according activities have been done through project: 11
Whole group discussion, Small group discussions, Information collection, Reporting back, group evaluation, Feedback discussion in the whole group, Making collective decisions.
1.4. THE CHARACTERIRISTICS OF PROJECT WORK

Generally teaching aims foreign languages tend to divide into some parts structures, functions, vocabulary, pronunciation and skills. Projects provide a natural context in which these separate parts can be re-integrated in learners minds. This is important for students to be sure about their own abilities to use target language in real situations. It is students own interests to produce language that is accurate and fluent. Teachers and students encourage that projects break routine. Project work demands creature and a lot of enthusiasm for both teachers and learners. Studying many scientifically sources on the educational movements - Legutke & Thomas (1991:158-160), Haines (1989), Nelson (1985:6-7) and Fried-Booth (1986) have defined the following elements as fundamental characteristics of project learning: 1) Themes and target tasks for project learning derived from all forms and objects of life. 2) Learners are involved with the ideas through a process of discussion, experimentation, reflection, and application of insights to the new stages of experimentation. 3) Project work needs a serious planning. 4) Project learning is investigative. 5) Project learning is learner-centred. A great variety of modes discover childrens specific strengths, interests and talents. 6) The success of project depends on the cooperative abilities of small groups of learners who organize and monitor their own work, are responsible of their end product and their mistakes.
12
7) Project work assumes a basic ability for self-direction and learner autonomy. 8) The end products, which can appear in a great variety of representational forms, have the holistic and multisensory nature of learning which involves head, heart and hands. (Legutke and Howard, 1991: 159) 9) Project work needs an interdisciplinary approach to learning. Teacher and learners actions take on a multiplicity of roles. The teacher role consists of those parts as manager, facilitator, researcher, participant, monitor; the learner role those of a manager, actor, writer, secretary, teacher and researcher. (Booth, 1986) 10) Project work takes the learners as partners, who are involved in the process of learning; it makes possible an open, process-oriented curriculum. (Phillips, Burwood and Dunford, 1999) 1.4.1. Developing the Learners Skills Pupils aged 16-18 vary in terms of their maturity, intelligence, cultural and home background. The teacher must choose the appropriate themes and the topic activities in accordance to the students interests and individual features. Through project work in their English class, the students will be encouraged to develop their intellectual, social and intercultural skills. The project involves the development of the whole person, rather than focusing narrowly on teaching language. Fisher (1990) points the basis of a project process includes the full range of skills that the learners are developing in their lessons and during their time out of classroom. Phillips, Burwood & Dunford (1999) agree with him. The project work influences development of a person in different areas of real life and what a great variety of skills is involved in the learning process. Learners can develop their linguistic, Logico-mathematical, visual, spatial, musical, bodily/ kinaesthetic, inter-personal and naturalist skills. Project work gives the students an opportunity to bring their knowledge, feelings, experience, ideas and intelligence of their world into the school and out of it to the area where the project work takes place. Projects can include a wide range of
13
topics and use knowledge and experience gained from the other subjects in the curriculum. Julian Edge (1992) thinks project work is an example of self-development. He also uses the term cooperative development (The way of working together with someone in order to become better). Haines (1989) declares the project is an example of an experiential learning. Phillips, Burwood & Dunford (1999) add the project introduces and practises language and integrates languages skills in a natural way. As the part of students development as independent learners, projects can help to recognize and label grammatical and lexical patterns. Students are successful to continue their learning independently of the teacher, this kind of work helps them to make choices and to take responsibility for their studies. Learners set up the first stages of the research; it helps them in their further education. Booth (1986) summits students must choose the working methods, too. This is necessary for their experimental process and the end product (an essential feature of project work). Without the end product, process would have no natural conclusion and all activities might become meaningless exercises. In the addition to being the main project goal, the end product provides learners to co-operate with each other, and to present their work in an interesting way. A great number of educators (Haines, 1989); (Hutchinson, 1986); (Phillips, Burwood & Dunford, 1999) point the co-operative not to competitive nature of the project learning. 1.4.2. A Teachers Role
The fact that the project work is student-centred means the teacher is no longer the controller of the classroom activities or of language input or output. The main factor in successful project work is the teachers belief in this method or approach. Educators Hill (1999) and Hutchinson (1986) consider teachers must adopt this teaching style before starting a project. They must learn to use this kind of work during the process because project work as being very complicated kind of learning requires the high range of professionalism and patience. Haines (1989) demands: a teacher must be fluent in
14
speaking a target language; for students the project work can be more acceptable if their teacher has the authority. Teachers have to be sure that the learners are able enough to work in this way without feeling cheated, overburdened, confused or leaderless. Michael Lewis (1993) points the teachers are encouraged to spend some time in the class preparing students for projects. Phillips & Burwood (1999) claim teachers need to integrate with other activities in the class, supplementing or omitting where necessary. The teacher can be a participant in the group; can contribute ideas and activities or relating personal experience. The teacher can also be a helper and resource, responding to learners requests for help with vocabulary and grammar. Campbell and Kryzewska (1992) believe that the students can correct and improve their language by themselves because there are learners with different levels of language competence in the groups with similar learning experiences. Brumfit (1984: 122) thinks that the teacher has to be ready on compromise between linguistic and communicative categories. It means that the teacher must be fluent in changing activities according their students communicative needs. Booth (1986) recommends if the teachers are unhappy about students language to go uncorrected; they can make the discreet notes of common mistakes and difficulties. The notes can be the basis of purposeful revision lessons. Haines (1989) defines the teachers stage-by-stage role: 1. Initiating role. Teacher decides about project work affectivity and the length of time. He/she elicits students ideas for: the theme methods of working and group formation sequence of stages and activities a suitable end product After that the teacher must encourage students to think about resource implications. 2. During the project: prepare to be a source of ideas and advice if it is asked for be ready for helping to resolve arguments or disagreements be a chairperson from time to time groups will report their activities to the whole class 15
3. Finally: be an organiser be an actively in the organization of the end product be an evaluator encourage learners to evaluate the project work process for themselves and comment on what students have achieved. Cross (1987) takes a note of confidence between a teacher and a pupil rouses cooperation and the development of understanding. Carter (1986) expresses the opinion that a teacher should find contact with students and help to get better their knowledge. Some pupils are not self-confident, they are afraid of writing or speaking, therefore the teacher should encourage and create a helpful atmosphere and conditions for them. Davis (1994) declares that the teacher has to be strict, but he/she must not fill pupils with fear. It is important for creating a positive attitude and atmosphere. Marion Williams (1999) points that the teacher must recognise students as individuals, teachers have to avoid of the negative effects of punishments and reprimands. Heaton (1990) says that it is extremely difficult to examine the spontaneous conversation among learners during project.
1.4.3. Using Group Work in the Project
Richards (1996) says that group work stimulates members in situational activities to talk before they can formulate their thoughts in the right system. Harmer (1991) marks that the group work is dynamic, exciting; there is a greater chance that at least one member of the group will be able to solve the problem when it rises. Macmillan (1989) considers that different opinions within one group guarantee different meanings about one concrete theme. He says that it gives additional practice in speaking English. Hedge (1988) points the great role of group work to enable students learning from each others strengths to improve students writing skills: 16
brainstorming a topic in group discussion produces lots of ideas from which learners have to select the most effective , members decide the organization and logical sequence of the theme to raise its quality division in roles helps to choose words and link ideas. Davis (1994) agrees that group work helps to use students previous experience in communicative process and improve learning process. Nelson (1985) notes that pupils memorise better when they compare their ideas with other groups. Doff (1988) says that a teacher has to know pupils characters and ability, to make groups with the same interests and ability. Mary Underwood (1987) disagrees with this point of view and responses that groups have to build by random choice. This type of making groups allows better students to help the weaker ones but not dominate them, gives lots of opportunities for group discussion. Grower & Walters (1983) deal with their experience the teaching aim of group work is to encourage fluent, uninterrupted communication, even when the aim for the students might be to produce something. These educators suggest teachers dont interrupt and dont correct groups as long as possible. Working on cross-cultural project in Romania, the group of teachers (1995) points a multiplicity of viewpoints can be achieved through different groups doing things simultaneously and then exchanging what they have learnt afterwards.
17
CHAPTER 2. MULTICULTURAL ASPECTS IN PROJECTS

2.1. DEFINITIONS OF CULTURE According to anthropologists Kroeber and Kluckholn, 1952, (in Dirba, 2003: 26) there are more than 164 definitions of the notion culture. Every the person is able to create his/her own definition of culture. M. Dirba (2003) stresses two opinions about main components that should be included in this notion. Traditional explanations were connected with high culture history, geography, literature, music, art, drama, etc. Nowadays researchers accept other areas club culture, pop-music culture, soap operas. There exists the wider explanation of this notion culture, involving cultural behaviour, communication, values, beliefs and assumptions. (Collier, Hofstede, Gardner, Weaver, Murdock, Prescott and Dirba) A frequent approach to describing the concept of culture is the analogy to an ice-berg (Weaver, 1986) in that only a small part of it is visible. A large part of what constitutes culture is beyond our conscious awareness. This influences our daily lives; we act and behave according it but we cannot control it. The researchers Helmut Fennes and Karen Hapgood (1997:14) continue: culture consists of human characteristics that are learned by children and youth as they are socialized in a geographical area they are born and raised, and, that are shared by adult members of the population but not necessarily in equal amounts. Thus, members of one culture are more or less similar, but they are not identical to one another. Anyone may be typical of his or her culture in terms of some characteristics, but more or less atypical in terms of other characteristics. R.A. Hudson (1996) points that culture may be defined as the kind of knowledge which we learn from other people, either by direct instruction or by watching their behaviour. Since we learn our culture from those around us, we may assume that we share it with them, so this kind of knowledge is likely to play a major role when we communicate with them, and in particular when we use language. Hofstede (M. Dirba, 2003) emphasizes that culture is not a property of individuals, but of groups a family, a tribe, a region, a national minority or a nation. Cultures change constantly feeding from other cultures. In every culture, there is a haul between a desire for conservatism, and a pressure for change.
18
Trompenaar (1993) discusses seven dimensions of culture which he has found to be significant. Five concern relationships with other people; one concerns the passage of time and environment. Trompenaar refers to each dimension as a dichotomy, as in universalism: collectivism. Hofstede (1986:307-308) deals five cultural dimensions: 1. Uncertainly avoidance 2. Power 3. Individualism/collectivism. 4. Masculinity/femininity. 5. Long-term orientation/short-term orientation. Hofstede compares cultures of different countries but M. Dirba (2003) argues that nowadays the countries are rarely represented by a separated national group. R.A. Hudson (1996 in White, 1998) points the significance of a rich vocabulary for non-verbal communication smiles, frowns, nods, gestures and body movements.
2.2. THE RELATIONSHIP BETWEEN CULTURE AND LANGUAGE Language is usually defined as a means of symbols (e.g. words) that people use for communication. Language is a tool for transferring information of culture and experience from generations to generations. Culture and language influence each other and it is not easy to find the direct links. Language is strongly connected with cultural values and beliefs. Halliday (1985:8) emphasizes the role of language as an integrated system which has evolved to satisfy human needs and in which everything conspires to convey meaning according to cultural and situational contexts. In Faircloughs (1989, in Kramia, 2000: 17) vision, language and society partially constitute each other; language is a part of society. Kramsch (1993) assures that in the every-day interactions between different groups language is used for good reasons (to inform, to persuade, to imply), but also for terrible ones (to misinform, deceive, control peoples thoughts and actions). The researcher calls it to create a cultural context that is both enlightening and confusing. (1993: 224). Kramsch offers to exploit a dialogic approach that can better link language and culture in an investigation of the boundaries created by language itself in the cultural construction of reality. Systematic training of learners in different views of
19
cultural phenomena should start early on with activities that require learners to adopt diverse ways of seeing. Kramia I. (2000:20) takes into account the social functions in their turn producing social influences on language use.
2.3. THE PROCESS OF INTERCULTURAL LEARNING Robert Lado (1959:59) points out: we can expect trouble in the fact that members of one culture usually assume that their ways of doing things, of understanding the world around them, their forms and meaning, are the correct ones. It means that everybody must learn how to understand other cultures better through process of gathering information and raising cultural awareness. Michael Fleming (1998: 149) defines the intercultural studies not as learning a foreign language but as a learning a foreign language in a way which focuses on the richness and complexity of human behaviour. Helmut Fennes and Karen Hapgood (1997) identify the process of intercultural learning not only as a body of knowledge and skills, but also as a state of mind that develops a greater capacity for tolerance and uncertainty, openness to different values and behaviours. Neil Campbell and Alasdair Kean (1992:15) define the multiculturalism as the belief that a healthy culture is made up of many different people with diverse systems of belief and practice, has encouraged the analysis of relationships of domination and oppression, social stereotyping, and focused upon resistance to domination, the need for selfdefinition and the assertion of difference. They also continue: Intercultural learning: is more than acquisition of knowledge implies a change, a process of behaviour and skills development of a new attitude and openness towards the unknown and foreign, but also a different awareness and response to ones own environment learning from and with other cultures is shared and interdependent with learning Janet L. Eyering (1991) states cross-cultural activities generally relate to activities done by second language learners not living in the target language community. 20
Language teaching is always connected with politics. The world changes; also it experiences new needs, e.g., direct or virtual contacts with many people who represent all the variety of nationalities and opinions whether they refer to their social or political background. Michael Byram (2000) underlines five intercultural elements: Attitudes Knowledge Skills in interpreting and relating Skills of discovery and interaction Critical cultural awareness/political education Wenying Jiang (2001) offers principles for perceiving and handling culture bumps adopting an impartial attitude, giving the opportunity for explanation, seeking cultural reasons, separating behaviour from interpretation, using culture bumps to culture acquisition, imitating the local way of life.
2.3.1. Cultural Studies: Techniques, Themes and Topics Connie L. Shoemaker and F. Floyd Shoemaker (1991) highlight several premises for successful intercultural learning: Appropriate times and places, Goal determination, Awareness of what is important to the students, Suitability of activities to the cultures, Encouraging students creativity, Collection of successful techniques. They also describe the set of activities connecting with the intercultural studies critical incidents, role plays and simulations. Those activities are closely related in real life situations. Critical incidents are descriptions of difficult or embarrassing situations in which cultural norms and values cause communication to break down between members of different cultures. Role plays and simulations do not necessarily involve a cultural misunderstanding. They are based on any real-life situation. Although role play and simulation both involve acting, there is difference between the two types of activities. In role play, each student assumes a particular personality for individual purpose; in simulation, the entire group is working through an imaginary situation as a social unit.
21
Widdowson (1979) assures and Iwonna Rybak (1996) agrees that the notion authenticity is not the quality of the language, but a quality of receivers response. Rybak continues the authentic materials if they are really authentic (not copied) are useful to teach culture and language. These materials provide natural context of use, they should serve as a stimuli for free language practice, visual aids or sources of ideas; they must be at the right level of difficulty and suit the learners interests. Neil Campbell and Alasdair Kean (1992:10) claim that the development of critical cultural studies has been largely promoted by groups of the margins of power, excluded from the mainstream: women, ethnic minorities, gays and others. Once culture becomes a significant part of the language class two important dilemmas facing a language teacher are choosing the appropriate sociological and anthropological materials. As nowadays is a large quantity of sources and materials and because of the usual limitations of the curriculum, it is only the teachers decision which materials to use. Newspapers and magazines could be used as primary resources but television, film and the Internet are also included. The constant course books provide the teachers and students with such topics as Youth Life, Leisure, Holidays and Notable Dates , Homes and Homelands, Celebrities. The mentioned topics usually cover only English speaking countries but real life situations sometimes require represent nonnative student country, nation or minority group. In those cases teachers should sum up their knowledge and skills to choose the appropriate material for intercultural learning. There are of course many ways in which cultural components could be integrated into English language teaching, from using reading passages about target and native language groups society and culture to provide a context for reading and vocabulary development, to stimulating discussions about culture diversity and similarities, to role play and to using various media to encourage an enjoyment of cultural differences. Various techniques for dealing with culture in the language classroom correspond with Marianne Celce - Murcias (1991) investigations: 1 Introduction to Cultural Context. A teacher gives an introduction or supplies comments necessary to understand the text and make it more meaningful. It is brief with issues presented in the abstract so that a discussion may be postponed until the students are absorbed in the text itself.
22
2 Cultural Aside. This is a brief cultural comment describing an issue as it arises during reading or discussion of a text. 3 Culture Capsule. It enables the students to focus on a particular aspect of culture in greater depth to examine and compare it with their own culture. Some of the topics covered in this way: education, politics and government, fashion, and nutrition. 4 Group Work on Culture. Group members must collaborate to determine what the text reveals about different groups attitudes towards a certain topic. This is a technique that can be used on any topic
23
CHAPTER 3. CLASSROOM RESEARCH EXPERIMENT: PROJECT

3.1. METHODOLOGY The purpose of this research is examining how project work on intercultural matters influences learning process at a basic level and raises students interest in learning English. The author of research has chosen the observation, interviews and questionnaires as the most appropriate methods of the investigation. The work was based on Communicative approach using some elements of Postcommunicative approach because the main goal of teaching target language is to make communicative skills and to introduce students with diversity of cultures. This approach secure activity and participation of each student. Project work is the task-based and learner-centred learning process so the author took into account these features of learning through project in the experiment. The teaching and learning strategies that helped to organise effective project work were reading, skimming, scanning, information seeking and using additional materials; discussion, negotiation; reports writing, editing; oral presentation and reporting; drawing and designing; brain storm and singing. For the best results in process of making and presenting the end product the author of this study has chosen group work as the basis. The three research instruments were used during the investigation process. Triangulation is the use of as many methodological perspectives as possible when studying some phenomena to avoid bias, defines Denzin (1989: 130 in Language Learning in Intercultural Perspective, ed. by Byram & Fleming). The present research study made use of: Subject group triangulation: teachers, students of the school, students of the class where the experiment took place. Triangulation of information sources: applied linguistics, the behavioural sciences, pedagogy, cross-cultural studies and course books. Methodological triangulation: the survey, observations, the repertory grid (as defines Antonia Cooper (1998: 131 in Language Learning in Intercultural Perspective, ed. by Byram & Fleming) is a means of investigation human perceptions on topics of particular relevance to the individuals and individual concerned.
24
Data triangulation: quantitative and qualitative, including perceptual data. The conclusions of the research study result from the summary and comparison of all the used methods. In order to make this research the author needed relating to the following points. Choosing a Topic The starting point has to be the choice of topic. The teacher has to select the topic according to students needs, interests and level of knowledge. It was a good idea to discuss projects theme among students. It raised learners interest and helped to decide types of work. Topic have been chosen according to students age, sex, background and interests, students previous language experience, students potential and needs. Because the author of research study has worked as a teacher for nearly 17 years, it was not a problem to select the appropriate topic for work with students taking into account the above mentioned principles and then involve the kids in the experiment. Teachers are able to include projects on different topics in their syllabus. Teachers need to integrate project work with other work that they do with their class, supplementing or omitting where necessary. The time for project also has to be chosen and coordinated with the syllabus. Teachers have to choose the activities where students are able to make decisions, to set language learning goals. The author tried to consider these components of successful work in the experiment. Brainstorm and discussion are the best ways to gather ideas in project work so the teacher used these methods in the research. The teacher always has to make sure that students understand the vocabulary and the aim of work. Authentic texts using was the most usual for illustration. Environment The sense of motivation and teamwork is even more important than the language environment. To have effective learning process there can be free atmosphere in the class. School is not only a place where people gain knowledge, but it is also the place where they develop as individualities and personalities. Different learners have different reactions to various methods and techniques. Students need activities that are exciting and stimulate their interest: they need to be
25
involved in something active. Students motivation is also influenced by the social needs, including culture, situation and other people. Everybody can go on learning from others: from training activities, from visiting different environment, and from new and old publications in a various sort of media. Teacher and Learners Partnership For more successful practising project work a teacher has to create a positive and friendly atmosphere in the class. The students formed the groups that encouraged them to accept the teacher as equal, not to be afraid of asking for more detail description and explanation, and activate their learning process. Developing the project However long or short the project may be, it passes through certain stages of development. Initial discussion of the main idea demands teachers comment and suggestion as well as the students debates on the topic of project. The briefing session was used to raise students awareness on the area of project and to sensitize the types of items. For planning the structure of project work the students and the teacher made sure about every pupils responsibilities. During all the project students practised in main language skills listening, speaking, reading, and writing. They were very responsive in the design of written materials because it let students to employ their abilities in composition, drawing and even editing. Group activities proved their effectiveness in project work as well as raised students communicative skills. Gathering the information from many types of media helped to develop learners synthesis and analyses skills. The information was discussed in groups and in the classroom. Students read the notes, explained visual material. The final presentation concentrated on the end products appearance. This stage of the project involved in project school society and their peers and encouraged learners interest of English. Moreover, it broke the routine and let to use English in real situations of life. Evaluation is the final stage of project where all the work is discussed and analysed.
3.2. EXPERIMENT SET UP 3.2.1. Preliminary Research It was important to clarify teachers competence and attitude towards teaching and learning using projects (Appendix), unfortunately the results showed that ordinary
26
teachers (languages, history and geography) think they dont know much about such the subject. The author has chosen different subjects teachers because this approach requires integrative manner. The auditory for questions was 37 teachers from Rezekne. The questions were given in Latvian because not everybody of teachers is able to answer them in English; they are as follow: 1. Do you think that projects must be included in school curriculum? 2. Do you think educational process in your school is based upon interactive learning principles? 3. Do you feel safely about your knowledge of Project Work? 4. Do you think course books contain enough resources based upon this method? 5. Do you agree with the statement that it is necessary to include project work in the basic school course?
35 30 25 20 15
35
24 18 12
17 11 9 6 7 1313 11 yes no don't know
10 7 5 2 0 yes no don't know 0 1 35 0 2 2 7 18 12 3 6 24 7
4 9 17 11
5 11 13 13
Figure 3.2.1. Teachers attitude towards interactive teaching and learning (1, 2, 3, 4 and 5 questions given above) The research didnt give any evidence of teachers responds interconnection depending on their age, sex or nationality. Teachers of history are better informed about this subject than others: five teachers out of seven responded they feel safely about their 27
knowledge of Project Work. Therefore the preliminary research proved the great significance and necessity of intercultural teaching and learning elements
implementation at the school course.
3.2.2. School and Participants Description The experiment was set up in Rezekne Secondary School No 1. This school is rather large 671 pupils attend it. To carry out the project on intercultural matters it was the suitable place because the students represent a great variety of nationalities and cultures. Teachers represent different opinions on intercultural competence and teaching methods. The author of the research wanted to clarify the teachers and students attitude towards project work in the learning process. The opinion poll (appendix) was conducted among 5 - 12th class students and teachers in March, 2011 after the project week at Rezekne Secondary School No.1. Also teachers and students were invited to write their reflection on the projects and suggest the topics they are interested in. The statements for students: 1. To realize things provided in project more than a week is necessary. 2. I can realize all things provided in project within 5 days. 3. Offered topic was interesting. 4. I liked working on project. 5. I wish to work out the project in a group. 6. Id like to investigate my theme also next year. 7. Presentation should be in the last day of project week.
28
Attitude towards projects (436 teachers and students)

400 350 300 250 200 150 100 50 0 1 2 3 4 5 6 7 37 201 198 206 154 132 98 81 56 3124 22 53 126 102 97 254 237 229 yes no partly
381 333
Figure 3.2.2. Attitude towards project work (1, 2, 3, 4, 5, 6 and 7 statements given above numbered accordingly) Therefore it was obvious to set up the experiment in such condition. There are three forms 5 in the school and 17, 20 and 21 people in the classes. Using project work in the lessons of English, fewer students can work more productively, with higher success and they can study English deeper and more plainly. A teacher can work with the students more accurately, personally and improve their listening, speaking, reading, writing and etc. skills. This research is based upon conclusions of foreign methodologists on using project work and intercultural issues in language learning process. The author of the research study has read the necessary literature of the students age and the level of their cognitive potential. There are 20 students in the 5th b class. The author of the investigation is an English teacher of this students group; these students were chosen for the experiment. They are rather able, communicable, friendly pupils that have appropriate knowledge in English. They are 11-12 years old. The largest part of these students showed a really great interest and made the experiments more successfully. Before the experiment the author decided to indicate students attitude towards English lessons and intercultural competence. It was important to clarify the facts about
29
pupils likes and dislikes. All of the pupils answered to the given questionnaires before and after the experimental work.
3.2.2. System and Structure of the Project Before conducting the experiment in learning through project work on intercultural matters, the author of investigation consulted popular researchers suggestions. Some educators like Booth, Haines, Lewis, Wicks and Hill, Byram, Fennes and Hapgood have used project work as a matter of the experiments. To raise students motivation in learning English and intercultural competence one of the most useful method is a long-term project work. Romanian teachers (Cichirdan at al., 1998) present the successful project Crossing Cultures. Booth (1986) accents the projects have to integrate the four language skills. The skills develop more or less intensively during all stages of project. Long-term projects arouse listening, reading, speaking and writing abilities in English. Fennes and Hapgood (1997) agree and continue that the project on intercultural matters give students the opportunity for writing of many different kinds, such as reports, stories, reviews, poetry, etc and explain and vary their own values and beliefs. Tom Hutchinson (1986) offers provide students with the roles during the project, so they are editors, journalists, and photographers by themselves. Students are responsible for the end product preparing. The author of the experiment liked this idea very much and offered it to the students. They agreed to start the project. Cross cultural activities are a key element of the project BRIDGES. Current foreign language learning reforms increasingly place importance on the integration of intercultural studies, which are also seen as having a wider educational significance in encouraging and questioning approach, the breaking down barriers and prejudice and building up a personal knowledge through discovery and information gathering.
3.3. THE PROCESS OF EXPERIMENT From the set of the class the author formed 4 groups consisting of 5 pupils. All activities were divided into 4 parts. The project was made during 5 days. The project work within the class was called FESTIVALS and CELEBRATIONS. It included all the main stages of full-scale projects (description of them is given in chapter
30
Developing the Project) and it was connected with the intercultural issues. Nearly each part of the project contained different aims and tasks but also it was set some common goals during all the stages of it: To motivate pupils for intercultural learning To arise motivation to learning English Give students experience in using English as a tool for real communication and for creating tangible end products Increase students awareness of other cultures The Briefing Session First the author asked a whole class about the significance of project work in the learning process and to discuss the role of culture and the nature of intercultural behaviour. OBJECTIVES: To introduce the students with notions connected with projects To encourage the students to start the project work on intercultural competence To set the goals of research To choose the appropriate end product model Planning the Structure of Projects OBJECTIVES: 1 To plan the structure of the projects 2 To make sure about every students responsibilities in the groups 3 To continue the discussion on the appropriate topics 4 To concretize the goals of research Developing the Project OBJECTIVES: 1 To decide about the presentation of the projects 2 To continue the discussion on the project 3 To test the created tables and decide how the groups opinions differ Editing and Designing This stage consists of reading through and trying to apply a readers perspective in order to assess how clearly the auditory might follow information and ideas. The
31
editing process makes the concluding adaptation and checks accuracy to increase accessibility to the reader. The process of end products editing and designing goes over the all period of project from the first lesson to the presentation. It was used the experience of Victoria Chan (2001: 25-30) and Sue Garton (2002:36). There were editors, designers and even computer specialists in every group. Group members had to hand in their reports, visuals, records and articles to the editor for further consideration. The designer was responsible for products image. The responsibility of work was in whole group care. These activities mostly were done after the lessons, as homework. Students discussed and voted the editors in every group. There were no spent lessons in the classroom on editing and designing because the adolescents were encouraged working on their own, individually or in groups. The author of the research believes students of this age can do it without teachers aid. The students also were encouraged to collaborate with arts, history and informatics teachers if needed. The teachers were asked for assistance before starting the project. Preparing for the Presentation Every group of students came to a decision to present their own made newspaper, to their peers and teachers. It was suggested to present them during the final day of the project week. The students decided to tell about their project, to sing, to play games and demonstrate the slide shows. Every group had prepared the scenarios of the presentation. The teacher had edited and checked it only when the students asked for help. Students chose the best ideas to make a presentation and voted for a special group to do that, all students actively prepared the presentation. Teacher took part in the rehearsal as an adviser. The overall length of activities was about 50 minutes. Students found songs, remembered steps, prepared skeletons of a speech and the teacher prepared some games. All further presentation activities were co-ordinated with the school head master and English methodologist. It was stated that the students would evaluate (excellent, good, average, poor) own and their peers projects and presentations using the following form:
32
Introduction: ORGANIZATION & STRUCTURE Body: Conclusion:
LANGUAGE Eye contact: BODY LANGUAGE Gestures: Voice: USE OF AUDIOVISUAL AIDS
GENERAL COMMENTS ON THE PROJECT
7 In existing groups, students are encouraged finding main goals to the good presentations 8 Then students and a teacher summarize the main ideas which should be following (Pauna: 2001) To stimulate to reinforce and intensify feelings, to generate enthusiasm To inform to share what you want the audience to know Pre-presentation Students and the teacher agree on schedule of presentations. The students initiate the mock presentation. It should long 10 minutes and take place in the classroom.
Presentation Four groups wanted to show their achievement to their peers and teachers. They had prepared for the presentations; also they were invited to assess their mates work. The time allowed was 10 minutes. They were suggested to use visuals as well. Evaluation Every project needs evaluation and the following discussion. The terms of reference of the project included internal evaluation during its final phase to assess the effectiveness and efficiency of its implementation and its overall impact. Also during 33
the first stages of the project external evaluation is required the teacher assesses the students language, writing pieces and works as a counsellor. The presentation was organized and the end products were made, so the author offered discussion in late spring. In authors opinion the students would better find some mistakes and assess their work after some time. During the projects presentation students filled out their feedback cards. Students had to assess their own work and then each group had to summit every students work. The students also were asked to sort and analyse the data on the prearranged evaluation hand-outs. Moreover, students had to assess their knowledge of English before and after the experiment. 3.4. DATA The research work was devoted to the theoretical and practical discussion on the importance of project work on intercultural matters for teaching and learning English. The research experiment was set with the students of form 5. The aim was to prove that project work on intercultural issues raises motivation to learning English and intercultural understanding. Before and after the experiment the questionnaires were distributed among the 5 b class students. 15 students gave their answers to the following questions:
th
no 40%
yes 20% yes sometimes no sometimes 40%
Figure 3.4.1. Do you enjoy learning English? (Before experiment) Comments: This diagram shows that most of the learners have rather positive attitude towards learning English; before the experimental work six students reply no, 40 % of pupils say sometimes but the others answer yes.
34
The next graph shows pupils attitude to studying English after the experiment.
sometimes 27%
no 7% yes sometimes yes 66% no
Figure 3.4.2. Do you enjoy learning English? (After experiment) Comments: After experimental project work only one student answered that he doesnt like learning English. It shows that the project work definitely influenced the learners and they started to enjoy learning English more. 66% of students declared they like learning English. Therefore, the conclusion is project work on intercultural matters raises students positive attitude towards learning English.
10 9 8 7 6
grades
5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 students
before after
Figure 3.4.3. Is it interesting to study English? Comments: This graph shows that most of the pupils feel learning English became more interesting after the experiment. Before the project students responded that they were partly interested in this subject. This figure shows the project work on intercultural
35
matters raises students interest towards learning English. Some learners consider that their interest has grown up for 2 grades or even 3 grades. This diagram also illustrates great resources of project work on intercultural issues. Students answers about their attitude towards projects (Appendices 6, 7):
no 27% yes yes 53% partly 20% partly no
Figure 3.4.5. Do you like project work? (Before experiment) Comments: This pie shows students attitude towards project work before the experiment. So pupils have done the similar kind of activities before they agree projects can help them in their learning process. The large number (53%) of learners recognizes projects as acceptable form of learning for them. 20% of the students are in doubt of projects efficiency. 27% of 11thb class learners think they dont like project work.
partly 13%
no 7% yes partly no yes 80%
Figure 3.4.6. Do you enjoy studying through project? (After experiment) Comments: After experiment set up it is necessary to control students attitude towards project work on intercultural issues again. Surprisingly, the most number of students (80%) declares they like project work. The next figure shows it.
36
Results before the experiment:
don't know 27%
ordinary lessons 20% ordinary lessons project don't know project 53%
Figure 3.4.7. Do you prefer ordinary English lessons or project work? Comments: Before the experiment 53 % of students preferred projects to ordinary English lessons, 27 % of pupils couldnt formulate their attitude but the less number of students (20%) declared that they liked better ordinary lessons. Results after the experiment:
ordinary don't know lessons 7% 7% ordinary lessons project don't know project 86%
Figure 3.4.8. What do you like better - project work or ordinary lessons? Comments: After the experiment pupils have changed their opinion. The most number of students have formulated their positive attitude towards project work. 86% of children declared they liked better the project work. The students were also asked explain their opinion on the reasons of their choice. They wrote: I liked projects because I could test my English for certain purposes. I prefer working in teams; it really enjoyed me because I could test my organization skills. I was interested in the chosen topic very much.
37
During the experiment students did many kinds of activities so the author decided to test their feelings to these activities after the presentation.
25%
20% 10%
searching information collecting information designing "end product" discussions presentations
26%
19%
Figure 3.4.9. What the activity you liked best, the activity you liked next, etc. Comments: This figure shows that students dont have very certain attitude to different activities they do through project. The less number of learners respond they like collecting information, it proves that project work requires a lot of patience from students. 3.5. RESULTS AND ANALYSES Summing up all the data, students work and observation, the experiment has following results: More students like learning English through project More students think that they learn better during project Project work rises students motivation to learning English Project work arouses pupils interest in learning English Project work on multicultural issues stimulates students understanding of their own and other cultures Projects on intercultural matters arouse pupils intercultural competence The following figure shows students attitude towards learning English before and after the experiment:
38
3.5
yes-3/som etim es-2/no-1
3 2.5 2 before 1.5 1 0.5 0 after
2 3 3
3 2 3
4 2 3
5 1 1
6 2 3
7 1 3
8 3 3 pupils
9 1 2
10 11 12 13 14 15 3 3 2 2 2 2 1 2 1 3 1 1
before 1 after 2
Figure 3.5.1. Do you enjoy learning English? As it can be observed from the figure above, project work helps to raise students interest and motivation to learning English. The chart shows how changed pupils attitude towards English learning process. The figure shows that 8 students have aroused their sympathy towards learning English and 2 rather weak students have remained on the same level. The author of the research is convinced that the students who are not interested in the learning process also could change their attitude to better. Some students have raised their interest in English twice. Students who are able and interested in learning have aroused their interest and liking. After the research the author has made a conclusion: the students need more interesting and creative learning and teaching process on intercultural issues. They are eager of real English language usage; they are very quick to sympathise the modern teaching approaches. The next chart shows pupils attitude towards team work.
partly 20%
no 7% yes partly no yes 73%
39
Figure 3.5.2. Do you like group work? The figure above demonstrates students positive feelings to working in groups. 73% of students consider they like cooperative work and only one student doesnt like this learning method. Working through project is more preferred by learners than conventional English lessons (Figures 3.4.7. and 3.4.8.). Project work is not often used in language classes. Students can repeatedly lose interest if the teacher does not vary methods and techniques. Project work on intercultural matters is one of the ways to make lessons different from each other and to raise students interest and motivation to learning English. Students enjoy the project work on intercultural topics, and the questionnaires and observations prove it. The teacher also needs to be sensitive to the relationships within the group. Feedback sessions become discussions of students relationships with each other or with the teacher. These discussions have to be constructive. In the process of creating their end products students work quite independently, without the interference or constant guiding and monitoring of the teacher. The teacher helps them only if they ask for help. The students are really happy to give their own opinion on the topic, making full use of their own observations of life and relying on their prior knowledge and new selected information. While working in groups, learners exchange views and opinions. They become more confident of their knowledge of the language and subject as they have to express their ideas and to prove them in English. They acquire certain very important life skills as well, while interacting with their peers at school and other countries. They learn how to work cooperatively, to accept responsibility in team work. They become more patient and tolerant of other peoples opinion, to agree or disagree with different points of view, and finally to provide feedback. Also they develop a variety of production skills. The language skills are integrated through the project work. Progression of skills is characteristic of all project work. They improve their speaking and listening skills as they express thoughts and findings and defend their own opinion, listen carefully what is being said, giving relevant responses all time. After discussions they make their written works and oral presentations, all these activities improve their proficiency in English. Reading and writing are other skills that students develop during the project.
40
They have to skim, select and organize materials, ideas and data in appropriate form depending upon the nature of final product. Students use computer with pleasure for designing their tangible end products if it is possible. They are also able to find some information in the libraries, media and the Internet. Project work is a type of integrative and autonomy learning because students indicate the assistance of various subject teachers and other specialists, as well as emphasizes their independency and the barriers they should overcome in the process of piloting and developing their projects. Although the students projects were not scientific in their approach, they provided the students with the opportunity to assess something from an intercultural perspective. The topics were quite varied but the presentations were generally interesting and well done. Implications According to the results of the research as well as personal experience of project work the author would like to give recommendation how to teach English on cultural and intercultural themes through project work. In any case a teacher has to pay attention to the level of pupils knowledge of English. Very weak students will have difficulties. Teacher must try to involve all students in activities. When a student thinks that he/she has no real need to learn English, teacher has to motivate students. Teacher has to set the aims of the project together with students to achieve effective results. The atmosphere of a class should be friendly, open and free. To maintain students interest in the project teacher has to explain the importance of it at the beginning of the project work Project work on raising intercultural competence is a good way to involve pupils in interactive and autonomy learning using general and special skills. Different types of activities could be used in project work. Project work costs much time and patience as well as high professionalism from the teacher. Project work gives the learners a wide-ranging language practice.
41
Selecting topics closely related to teenagers experience and interests, learning can become more meaningful to them. Teachers as well as students must learn to accept unusual ideas and forms of learning. All the teaching process has to become a learner-centred. Project work is an example of cooperative learning but I would like to add that teachers could use also some elements of the competitive work during the project. For example, best students can represent their class, school and etc. outside the school or abroad. Along with the language awareness, culture awareness of learners should be constantly raised. Start with own country because students can easier acquire the diversity of others if they are familiar with own culture. Summing up all observations, during the research, I revealed advantages and disadvantages of the project work. Advantages 1 Students spoke more English than in normal English lessons 2 Students learnt a lot of new vocabulary 3 Some students showed that they were able to be incomparable organizers 4 Most students showed good communicative and cooperative skills 5 Many students showed their special talents in art, music and computers 6 School society and the peers from other countries were introduced with students work 7 School staff was involved in the project 8 Students practised language, social, Disadvantages 1 Not every group speaks English all the time 2 One student did hardly any work 3 Written work contained many mistakes 4The project need a lot of extra
preparation by the teacher 5 It is difficult to find appropriate resources on intercultural matters 6 Some students were often absent 7 There was much noise in the class
42
communication, study, information technology and problem solving skills Table 3.5.1. Advantages and disadvantages of project work
43
CONCLUSION
There is no doubt that our planet is in danger, as it is plagued by severe environmental problems and hatred among social groups, which causes wars, poverty, and terrorism. The teachers can make a difference, not just improving students English, but also helping them to become socially aware. In order to make Latvian learners of English linguistically and communicatively competent, teachers must expose them all the diversity of the worlds cultures. The set of methods - project work - cannot be separated from the teaching process. The teachers task is to show its necessity to the students. It may improve and develop and do learning English more meaningful. Teachers have to bring the world into the classroom and this should not be a too demanding request with the present flow of information. And the most direct way of bringing the world into the classroom is exactly through the projects on intercultural topics. Along with the language awareness, culture awareness of the learners should be constantly raised. One of the ways to do this is to contrast it to the elements of the mother tongue culture. The purpose of the research was to study the effectiveness and motivation of using project work on intercultural issues in the studying of foreign languages (English) at a basic level. The research work is connected with the methodology of project work on intercultural issues and its implementation in English lessons. Many polls cleared up students opinions on the project work and raising intercultural awareness in the learning and teaching English. It helps to analyse the results of experiment. With the help of the research the author has realized that more students have aroused their motivation and interest in learning English and have improved their practical skills in communication through English as well as increased their intercultural competence and empathy. This study proves also that the project work may refresh the efficiency of learning English. The author of the research study felt very positive students attitude in doing all types of tasks. Using project work on intercultural matters might help to make the language use in the class real and active, keep the pupils attention and make the learning process more exciting. This kind of activities could improve the students communicative, 44
cooperative and creative skills. Also group work could be used so the learners can feel themselves secure and converse with each other in positive atmosphere. Overall, the author can conclude that the experiment was done successfully. It gave an important experience how to use project work on intercultural issues taking into account students knowledge and language using skills, motivation, and interest in learning the subject. Teenagers also got an intercultural learning experience and improved their English. The school society and peers were introduced with some elements of the project. The author of research consider that he experiment could be a valuable model for other teachers to use project work on intercultural matters in teaching English at preintermediate level groups.
45
BIBLIOGRAPHY
1. Alptekin, C. (2002) Towards Intercultural Communicative Competence in ELT ELT Journal, 56 (1):57 2. Aylward, K. and Mellor L. (2002) Think About it! Riga: Zvaigzne ABC 3. Baldzikowski,M. (1995) ELTECS Conference. Manchester: British Council. 4. Benjamin L., Hopkins R. and Nation J. (1986) Psychology. New York: Macmillan Publishing Company 5. Booth, D. (1986) Project Work. Oxford: Oxford University Press. 6. Branching out a Cultural Studies Syllabus.( 1998) Bulgaria: The British Council, Tilia LTD 7. Brumfit, C. (1984) Communicative Methodology in Language Teaching. New York, Cambridge: Cambridge University Press. 8. Byram, M. (2000) Assessing Intercultural Competence in Language Teaching. Sprogforum. 18(6): 8-13 9. Byram M. and Fleming M. (ed.), (1998) Language Learning in Intercultural Perspective. Cambridge: Cambridge University Press 10. Campbell, N. and Kean, A.(1992) American Cultural Studies.1992:15 11. Campbell, C. and Kryzewska, H. (1992) Learner - Based Teaching. Oxford: Oxford University Press. 12. Carter, R. and Mc Carthy, M. (1986) Language Teaching. New York, London: Longman. 13. Celce-Murcia, M. (1991) Teaching English as a Second or Foreign Language. Newbury House 14. Chan, V. (2001) The Newspaper Project Modern English Teacher. 10(1) London: Parson Education Ltd. 15. Cross, A. (1987) Teaching English in High School. .New York: Harper and Row publishers. 16. ehlova Z. and Grinpauks Z. (2003) Skolnu integratvo prasmju veidoans. Rga: RaKa. 17. Davis, J. (1994) Practical Vocabulary Builder. New York: Blackline Master. 18. Dirba, M. (2003) Latvijas identitte: pedagoiskais aspekts. Rga: RaKa
46
19. Doff, A. (1988) Teaching English: a Training Course for Teachers. Cambridge: Cambridge University Press. 20. Du Viver, M., Hopkins, A. and Potter, J.(1996) Look Ahead. Upper Intermediate. Teachers Book. Riga: Longman and Zvaigzne ABC. 21. Dworetecky J. (1987) Introduction to Child Development. St. Paul, New York, Los Angeles, San Francisco: West Publishing Company 22. Eyering, J. (1991)Experiental Language Learning. Teaching English as a Second or Foreign Language. Boston, Massa Chusetts : 568 23. Edge, J. (1992) Cooperative Development. London: Longman. 24. Fennes H., Hapgood K.(1997) Intercultural Learning in the Classroom: Crossing Borders. Cassell: Council of Europe Series 25. Fisher, R. (1990) Teaching Children to Think. GB: Redford Books. 26. Garton, S. (2002) Learner Initiative in the Language Classroom ELT Journal, 56(1) - Oxford: University Press. 27. Grower, R. and Walters, S. (1983) Teaching Practice, Handbook. England: Heinemann. 28. Haines, S. (1989) Projects for the EFL Classroom. Edinburgh: Nelson. 29. Halliday, M.A.K. (1985) An Introduction to Functional Grammar. London: Edward Arnold 30. Hapgood, F. & K. (1997) Intercultural Learning in the Classroom. Crossing Borders. Cassel, London and Washington 31. Harris, M, Mower, D. and Sikorzynska, A . (2002) Opportunities. Upper Intermediate. Students Book. Harlow: Pearson Education Limited 32. Heaton J.B. (1990) Classroom Testing. London: Longman Group Limited. 33. Hedge, T. (1988) Writing. Oxford: Oxford University Press. 34. Henry, J. (1997) English Teaching Forum, London: Digital Vision Ltd. 35. Hill, D. (1999) Projects Modern English Teacher. 13: v-49 London: Parson Education Ltd. 36. Hofstede, G. (1986 )Cultures Consequences: Cultural Difference in Teaching and Learning International Journal of Intercultural Relations., 10: 301-320 37. Hudson, R. (1996) Sociolinguistics. Cambridge: Cambridge University Press.
47
38. Hutchinson, T. (1986) Project English 2, Teachers Book. Oxford: Oxford University Press. 39. Jiang, W. (2000) The Relationship between Culture and Language ELT Journal 54(4) : 328 Oxford University Press 40. Jiang W. (2001) Handling Culture Bumps. ELT Journal Volume 55(4): 387389 41. Jin, L. and Cortazzi, M. (1998) The Culture the Learner Brings: a Bridge or a Barrier Language Learning in Intercultural Perspective, ed. by Byram, M. and Fleming M.: 98-118: Cambridge: Cambridge University Press 42. Keskil, G. and Cephe, P.T. (2001) Learner variables in Learning English Modern English Teacher, 10(1) - London: Parson Education Ltd. 43. Kramia, I. (2000) Linguo-Didactic Theories Underlining Multi-Purpose Language Acquisition. Riga: University of Latvia 44. Kramsch c. (1993) Context and Culture in Language Teaching. Oxford: Oxford University Press 45. Lado,R. (1959) How to compare two cultures. Reprinted in Culture Bound. 1986: 59 Cambridge: Cambridge University Press 46. Larsen-Freeman, D. (1986) Techniques and Principles in Language Teaching. Oxford: Oxford University Press 47. Legutke, M. and Howard, T. (1991) Process and Experience in the Language Classroom. London & New York: Longman Group UK Limited. 48. Lewis, M. (1993) Projects in Britain. London: Language Teaching Publications. Longman Dictionary of English Language and Culture. (1982) GB: Longman Group UK Limited. 49. Macmillan, R. (1989) Situational English. London: Longman. 50. Morgan, C. (1998) Cross-cultural Encounters. Language Learning in Intercultural Perspective. Approaches through Drama and ethnography. Cambridge: Cambridge University Press. 51. Naunton J., Hopkins, A. and Potter J. (1996) Look Ahead. Upper Intermediate. Students Book. Riga: Longman and Zvaigzne ABC. 52. Nelson, W. (1985) The English Teachers Handbook. New York: Harper and Row Publishers.
48
53. Ozolia S. (2000) Teaching Cross-cultural Issues at Tertiary Level IATEFL 2000 Dublin Conference Selections. Kent:IATEFL,2000:99 54. Pauna, D. (2001) Bridging the Gap. Riga: Zvaigzne ABC 55. Phillips, D., Burwood S. and Dunford, H. (1999) Projects with Young Learners. Oxford: Oxford University Press. 56. Retter, C. (1980) Teaching Children, edited by S. Holden. London: Modern English Publication Ltd. 57. Richards, J. and Rogers T. (1996) Approaches and Methods in Language Teaching. New York: Harper and Row publishers. 58. Romanian Ministry of Education (1998) Crossing Cultures: British Cultural Studies for 12th Grade Romanian Students. Bucharest: The British Council, Cavallioti Publishers 59. Rybak I. (1996) Why and how to teach Culture. PRINCE Links Conference. Poland: The British Council, Poland. 1996:178-180 60. Shoemaker C. and Shoemaker F (1991) Interactive Techniques for the ESL Classroom. Boston, Massachusetts: Heinle & Heinle Publishers. 61. Tomalin B., Stempleski S. (1993) Cultural Awareness. University Press. 62. Tregret, M. and Raymond-Barker V. (1991) The Golden Diary Project Teaching English to Children/. GB: Musselburgh, Collins ELT 63. Trompenaar (1993) English for Business Purposes. Oxford: Oxford University Press 64. Underwood, M. (1987) Effective Class Management. London: Longman. 65. Valtneris A. Brnu un pusaudu fizioloija - Rga: Zvaigzne ABC, 2001. 160.lpp. 66. White R. (1998) Developing inter-cultural Competence. Teaching Towards Intercultural Competence Bulgaria: The British Council:52 67. Wicks, M. (2000) Imaginative Projects. Cambridge: Cambridge University Press. 68. Widdowson H. (1979) Explorations in Applied Linguistics Oxford: Oxford University Press London: Oxford
49
69. Williams, M. (1999) Motivation in Language Learning Modern English Teacher, 13: 17-19 - London: Parson Education Ltd. 70. Zelmenis V. Pedagoijas pamati - Rga: Raka, 2000. - 292 lpp. 71. . . (1989) . : c. 72. http://www. edchange. org/ multicultural/tar/strategies.html 73. http://www.mhhe.com/socscience/education/multi/activities.html 74. http://www. edchange. org/ multicultural/tar/strategies.html
50

Project Work

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Project Work

Uploaded by

Copyright:

Available Formats

PROJECT WORK

1.4. THE CHARACTERIRISTICS OF PROJECT WORK

CHAPTER 2 MULTICULTURAL ASPECTS IN PROJECTS

CHAPTER 3 CLASSROOM RESEARCH EXPERIMENT: PROJECT

CHAPTER 1 1.1. ESSENCE AND NATURE OF THE PROJECT WORK

1.2. TYPES OF PROJECTS

VIDEO RADIO POSTERS

HANDBOOKS BROCHURES LISTS INTERNET PAGES MAGAZINES AND NEWSPAPERS

ORAL PRWESENTATIONS DRAMA

Figure 1.2.1. Subdivision of projects according to the end product

1.3. ORGANIZING A PROJECT

1.4. THE CHARACTERIRISTICS OF PROJECT WORK

1.4.3. Using Group Work in the Project

CHAPTER 2. MULTICULTURAL ASPECTS IN PROJECTS

CHAPTER 3. CLASSROOM RESEARCH EXPERIMENT: PROJECT

17 11 9 6 7 1313 11 yes no don't know

10 7 5 2 0 yes no don't know 0 1 35 0 2 2 7 18 12 3 6 24 7

implementation at the school course.

Attitude towards projects (436 teachers and students)

Introduction: ORGANIZATION & STRUCTURE Body: Conclusion:

GENERAL COMMENTS ON THE PROJECT

yes 20% yes sometimes no sometimes 40%

no 7% yes sometimes yes 66% no

no 27% yes yes 53% partly 20% partly no

no 7% yes partly no yes 80%

Results before the experiment:

don't know 27%

searching information collecting information designing "end product" discussions presentations

yes-3/som etim es-2/no-1

3 2.5 2 before 1.5 1 0.5 0 after

no 7% yes partly no yes 73%

You might also like