1.1. Introduction Unlike the traditional approaches of language learning, the recent ones are more interested in engaging learners for the sake of enhancing their communicative competencies. This chapter presents the historical background of the applications of the project work. We will provide an overview of project-based learning,including its origins, features, benefits, difficulties, and implementation. Then we will attempt to highlight the communicative competence concept, characteristics, and models in addition to the application of the communicative competence in language teaching via PBL.
1.2. Historical Background of the application of the project work The use of the project- work as an educational mean to promote language…show more content… 1.3.1. Features of PBL 184.108.40.206. Learning by doing The major idea of PBL approach is that learning efficiency can be realized when students practice what they learn. In PBL the students’ roles change from ‘’learning by listening to learning by doing’’ (Stauffacher et al, 2006: 258). According to Dewey, learning by doing is the principle on which methods of learning should be based. 220.127.116.11. Real World Problems PBL is connected to authentic learning in which projects are designed to fit real world problems. This connection between academia and external environment sustains students’ interest and motivation in the classroom. Furthermore, the problem should be open-ended to permit a sequence of responses and solutions. 18.104.22.168. Collaboration and Group…show more content… According to Danford (2006, p 14) the output is usually shared in the classroom and the outside community, this permits students to create a meaningful output and connect it with real world problems.
1.3.2. Benefits of PBL PBL offers a wide range of benefits to both students and teachers. A growing body of academic research supports the use of PBL in schools in order to engage students, increase cooperative learning skills, and improve academic performance (George Lucas Educational Foundation, 2001). For students, PBL increases their self-reliance and improves their attitudes towards learning (Thomas, 2000). Instead of remembering the information given, students are severed with the best ways of developing self-directed learning. Furthermore learners are engaged in the real life problem activities that have significance beyond the classroom. For teachers, PBL benefits include enhanced collaboration and professionalism among students and teachers. Additionally; with each new project, teachers receive new information about the learning habits when students conduct a particular project that would provide teachers with a glance about their students’ interest.
1.3.3. The Teacher’s