VIDEO PROJECT AS A FORM OF STUDENTS’ INDEPENDENT WORK FOR THE DISCIPLINE “FOREIGN LANGUAGE” IN NON-LINGUISTIC HIGH SCHOOL

The article deals with the issues of students’ independent work organizing in the format of creating a video project according to the given topic in the technical high school. Integration of modern ICT into the pedagogical process allows a foreign language teacher to involve every student in the process of research, to realize interdisciplinary connections, to increase the students’ motivation and to form self-educational skills. In our opinion, one of the most promising forms of work, based on the interdisciplinary tasks, is the method of the video project. We understand the video project as the way of students’ educational activity, organized to form research, organizational and self-educational skills through the creation of a video product. The application of the video project method allows achieving a number of accompanying learning goals, such as: learning, developing, educational. The work to create a video project is aimed at the solution of the following tasks: to realize creative competence, research skills, self-educational skills, communication skills, experience to work in groups and perform different functions (a leader, a performer), to form language and speech competence necessary for the application of a foreign language in the professional sphere, to increase the educational motivation in the foreign language classroom, to control the students’ independent work. The creation of a video project is the complex which involves several stages. At the first stage - preparatory - the teacher explains what the video project is and the stages of its creation, and also presents already created video projects. The second research stage includes both independent and classroom work. Students’ independent work is realized through the search and collection of information from the Internet, in scientific libraries, in profile departments and enterprises. At the third analytical stage, the analysis and structuring of the material is carried out. Project implementation is the fourth technical stage (completely independent work of students). The fifth stage is the direct demonstration of a video project. The reflexive stage of the work consists in discussing the presentation and its evaluation according to the specified criteria. Summarizing, we note that the method of video projects in a foreign language classroom in a non-linguistic university allows: • to improve foreign language communication and professional skills of students; • to improve research and organizational skills; • to increase the level of innovative media technologies application; • to develop the creative potential of students; • to promote the professional socialization of students; • to participate in the activities of youth initiatives in the field of social design and interaction.

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