Turning Traditional Classrooms Upside Down: Main Principles of PBL (Project-Based Learning)
DOI:
https://doi.org/10.5281/zenodo.22258745Аннотация
This article investigates the theoretical and practical integration of Project-Based Learning (PBL) within the
Communicative Language Teaching (CLT) framework. Drawing upon Stoller and Shepard’s 10-step operational model,
the study evaluates how structured project phases facilitate multi-skill language acquisition, enhance learner autonomy,
and develop oral fluency. Empirical results indicate an average increase of 18.4% in student fluency metrics alongside
statistically significant growth across all four macro-linguistic skills. The paper outlines strategic pedagogical implications
regarding scaffolded time allocation and the optimal timing of form-focused instruction, providing a systematic approach
to bridge the gap between communicative theory and classroom practice
Ключевые слова
Project-Based Learning (PBL), Communicative Language Teaching (CLT), Stoller and Shepard framework, language fluency, learner autonomy, skill integration, task sequencing.Библиографические ссылки
1. 1. Breen, M. Authenticity in the language classroom. Applied Linguistics 6/1, 1983, Pp 60-61
2. 2. Duff, A. & Maley, A. Literature (2nd ed.). Oxford: Oxford University Press. 2007
3. 3. Hutchinson, T. & A. Waters. English for specific purposes. Cambridge: Cambridge University Press. 1987. Pp 159
4. 4. Kramsch, C. and P. Sullivan. Appropriate pedagogy. ELT Journal 50/3, 1996. Pp 199-212.
5. 5. Kramsch, C. Language and culture. Oxford: Oxford University Press. 1998
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