Introduction

Modern education is losing the function of a simple translator of knowledge, transforming into a system focused on motivation and activation of cognitive activity of students. The traditional model of information transmission and assimilation is losing its relevance, giving way to research-based and problem-oriented teaching methods that involve setting problems, searching for alternative solutions and choosing the most optimal one [1]. In today’s world, the ability to independently acquire knowledge and apply it in practice in professional and social activities is of particular importance. According to the famous American sociologist and futurist E. Toffler, in the educational systems of the future, the emphasis should be placed not only on the transfer of knowledge, but also on the formation of skills to use them effectively [2].

Within the framework of the competence-based approach underlying the development of state educational standards at all levels, the key task of training highly qualified specialists is the formation of a set of professional and universal competencies. The effectiveness of a specialist's professional and social activities is ensured by the development of meta-subject skills, including leadership, teamwork, critical and systemic thinking, intercultural communication, self-development, self-organization, forecasting, analytical abilities, as well as willingness to interact in their native language and at least one foreign language.

One of the effective methods of achieving this goal is the use of project activities. The project method has significant potential in teaching foreign languages, since modern professional requirements include not only language proficiency, but also fluency in various communicative situations.

Problem statement

The implementation of the competence approach requires changes in the system of methods of teaching a foreign language. It is no coincidence that some of the practical classes (at least 20 % of classroom classes) should be conducted using interactive forms of learning, among which the use of project activities occupies a certain place. The relevance of this study is dictated by the need to modernize the process of foreign language training in a non-linguistic military institution and the need to establish the pedagogical capabilities of the project method for the formation of communicative competence. To do this, it is necessary to plunge into the history of the project method, consider the possibilities of using this method, both for the formation of communicative foreign language competence, as well as for universal competencies and meta-subject knowledge and skills of students in a non-linguistic military institution.

Analysis of works by foreign and domestic authors on this topic

Both in world and domestic pedagogical science and practice, numerous attempts have been made to consider the content of the concept of project activity and characterize the project method, as well as to apply it in the learning process. The history of the project method begins at the beginning of the 20th century during the revision of views on the higher education system, and is associated with the transfer of interest in the personality of an individual student.

William Kilpatrick (1921) — “The Project Method» — was the first developer and scientist to propose this method [3]. In his opinion, Project-Based Learning contributes to changing the attitude of the community towards schools, starting with the leaders and ending with the students and their parents. This method allows students to acquire knowledge independently in the process of solving various practical problems, which undoubtedly helps to increase motivation, appreciation for school and the learning process itself. But the independent student project has caused many great anxiety and wariness.

John Dewey (1916) — “Democracy and Education» [4] noted that it is not possible to allow a student to decide for himself how to study. He emphasized the importance of active learning through practical activities, which is relevant for a military environment where language should be used in professional situations.

Jane Willis (1996) — “A framework for task-based learning” presented a learning model that includes project activities as an effective way to intensify language learning.

Alan Maley Nick Peachey (2017) “Creativity in the English language classroom” examines creative methods, including project activities, to involve students in the language learning process

In Russia, at the beginning of the twentieth century, a group of scientists led by S. T. Schatsky introduced the project method into teaching. Attempts to revive this method in the 90s were also made by I. A. Zimnaya. At the turn of the twentieth and twenty-first centuries, in her works, E. S. Polat presents a methodological description of the use of project activities and examines the features of its use in the implementation of the academic discipline «foreign language» [5].

The components of the project method are presented in the interpretation of the modern researcher I. S. Sergeev as the «five P's«: Problem — Design (planning) — Information retrieval — Product — Presentation [6].

G. M. Greenhouse believes that all stages of project activity are associated with the structural components of students' independent learning activities, which include a meaningful component, emotional–volitional component, evaluative-reflexive component and cognitive component [7].

Kopzhasarova, U. I. believes that the project method is a vivid example of creative and exploratory work of students and is aimed at results. [8].

Ungarbayeva Sh.U. and Zhamaubaeva D. S. — consider the project methodology as the most effective technology for teaching a foreign language [9]

After analyzing both the literature and examples of practical use of project methodology in the educational space, further issues related to the identification of theoretical and methodological foundations for the formation of project competence are highlighted. Therefore, the direction of further research in this field may be the disclosure of the essence and content of the project competence of students (cadets), the identification of the main components of project competence, the conditions for the effectiveness of the implementation of components of project competence in a military institution, and much more.

The purpose of the study : having studied the main aspects of the organization of project activities to increase the level of formation of foreign language competence and stimulate cognitive activity of students, based on the basic principles of organization and stages of project activities, to prove the need to introduce the project method as the main one in the educational activities of a military institution.

The hypothesis of this study is that the use of the project method in teaching foreign languages at the non-linguistic military specialized educational institution contributes to a significant increase in the effectiveness and intensity of training, improving the language and communication skills of cadets, as well as increasing their motivation through active involvement in the learning process and independent work.

Research objectives :

1. To study the theory of using this method in teaching foreign languages.
2. To analyze the impact of the project method on the motivation and activity of cadets
3. To determine the specifics of the application of the project method in a military educational institution.

Research methodology

The research methodology is based on an integrated approach that includes theoretical analysis, empirical methods, and pedagogical experiment aimed at evaluating the effectiveness of the project method in intensifying foreign language teaching at the non-linguistic military specialized educational institution.

The article uses methods of analyzing scientific literature on the design method and its applicability in military education, interpretation and comparison, generalization of pedagogical experience, studying the results of project activities and its features in a non-linguistic military institution.

Presentation of the main material

According to the results of the study, it was revealed that the main focus of the content of possible projects is related to the working curriculum of the discipline «Foreign language». In military universities, the use of language in professional situations is of particular importance. The project method allows you to simulate real combat or service scenarios, which corresponds to the principles of intensive training aimed at the rapid application of acquired knowledge in practice. The use of creativity in project methodology in a foreign language, in addition to the formation of communicative competence, has great educational and educational opportunities.

The experience of working on projects at the Department of Foreign Languages of the non-linguistic military specialized educational institution allows us to identify the most interesting forms and methods of work, form the stages of project preparation, and select forms of control that allow us not only to determine the level of achievement of subject results, but also meta-subject ones. The interdisciplinary focus of the projects allows the student to go beyond the subject due to the potential of knowledge in the subjects of the professional course, in other words, to form meta-subject skills.

The author experiences in organizing work on projects suggests that careful project preparation is the key to successful work. Project planning should begin by defining the learning topic, the underlying issue, the problematic and learning issues. Next, determine its duration, develop assessment criteria, formalize the introductory part and competently justify the project so that the students are interested in the work.

Carrying out planned work on each of the project stages (1. Preparatory — initial presentation, topic definition, group formation). 2. Analytical — search and collection of information, study of material, comparison, analysis 3. Generalization of information and design of results and 4. Presentation of the project) it is safe to say that students develop:

1. cognitive skills: the ability to create, apply and transform signs and symbols, models and schemes for solving educational and cognitive tasks, the manifestation of independence, initiative, consciously build a speech utterance;
2. communication skills: development of speech competence, taking into account speech needs, cooperation in a group;
3. regulatory skills: implementation of actions according to the plan and developed instructions and criteria, implementation of self-control [10].

So, on the eve of the celebration of the Military Institution day, the cadets were invited to participate in the creation of their own poems, cinquaines, presentations, collages dedicated to the educational institution, the profession of a border guard and the Border Service. By participating in this project, the cadets, firstly, got acquainted with new forms of poetry, expanded their vocabulary, using vocabulary prepared in advance for each topic. Secondly, they had the opportunity to show their attitude to their chosen profession, the history of the place of study and cadet life. It should be noted that all the prepared works had a positive connotation and were creatively executed. The authors' presentation of their work in the classroom was accompanied by a mandatory demonstration of an educational film in English about the place of study, also filmed by a team of cadets and its discussion. The successful combination of self-realization, creativity and motivation provided an opportunity for the teaching staff to organize foreign language communication on a professionally important topic.

Those projects that are carried out during classroom practical classes are mainly related to a specific topic of the work curriculum; all the lexical and grammatical material necessary for cadets is worked out in the first or second lesson according to the schedule under the guidance of a teacher. At the same time, students should be relatively fluent in active vocabulary, which is one of the important conditions in order to move on to the next stage — to discuss the main problematic points and issues or to complete a creative project on their own.

The list of project topics in the Foreign Language course with the cadets: «My family tree», «My small motherland. My native city», «Barracks for real life», «A typical day in my institution», «Requirements to be a borderguard», «English proficiency in a borderguard career», «A great personality in Border Service history», «Armed forces I would like to serve in», «A border post I want to serve», «My Place of Study».

One example of an individual mini–project is a 2nd year assignment (cadets study English during one academic year in the 2nd year) in preparation for the future exam topic «Family and societies»: you need to prepare extended information about your family members and create a story «My family tree». As a rule, such texts have already been compiled by cadets at school, but the novelty of this assignment is to expand and supplement information about the military service of relatives and friends (when he was called up for military service, in which troops and in which military rank he served) and about participation in any combat military operations (in the Great Patriotic War, the war in Tajikistan and Afghanistan, etc.), about the presence of awards or wounds. The main stages of this project are:

1. defining a topic and creating a family tree;
2. collecting material;
3. converting all data into text;
4. preparing a presentation, photo album or, if possible, a video clip;
5. presenting the prepared material in class.

Consultation with the teacher and making the necessary adjustments after discussion, as well as an analysis of the results, is provided at each stage of this project. Such a mini-project has increased interest and emotional response due to the fact that it is connected with the personal lives of the cadets.

It should be noted that the very preparation of the project and its demonstration form tolerance in the student, increase self-esteem and foster pride in their family. This project should be considered as a short-term, informational, individual educational monoproject on general education topics under the supervision of a teacher for the formation of communicative competence [11].

Also, project activities in a foreign language class can be carried out in pairs or in groups, which complicates the main task compared to a single project. Namely, it is necessary to assign roles, as well as a common point of view regarding the topic and its presentation. Based on the experience of using this technique, it can be noted that combining students with different language skills into pairs or groups and defining the function of each in the project is methodically justified. One of the project options in a couple may be to work on general military topics — Barracks for real life or A typical day in institution. Previously, two cadets receive a task: to compare the living conditions of military personnel (cadets) or the daily routine in Kazakhstan and in one of the English-speaking countries, such as the United States. In order to simplify the work a little, it is possible to provide keywords and language supports, suggest possible sites for searching for the necessary material. For yesterday's schoolchildren, the basic vocabulary on these topics is unknown, their Kazakh or Russian equivalents have only recently become clear and denote the realities of military life that are actually relevant to them, and this has increased interest in the project, but at the same time creates additional difficulties.

If we talk about the cognitive and practical significance of the expected results of the project, we should highlight the search and discovery of new information, the use of research methods in the work, including systematization and comparison of facts, interviewing classmates to find out their preferences and describing the survey results, undoubtedly increasing the vocabulary in English on a particular topic, the formation of skills and abilities of foreign language communication. An interesting presentation, new texts and videos, a small English-Kazakh (Russian) or Kazakh (Russian)-English dictionary on a specific topic, a decorated stand or a small newspaper, and sometimes an educational film can be the result of a successful project. Taking into account the specifics of a military educational institution with its mandatory military activities and duties (daily attire, guard duty), It is very important to select those who know how to plan and calculate their activities so that a project that requires effort and extra time does not interfere or distract from their main activities and responsibilities. If this is group work, then the team needs a leader who is able to organize the work of other participants, monitor the quality and timeliness of all stages of the project. It is very important that this cadet is more motivated and knowledgeable about the project being carried out. The main role of the teacher at this stage is to adjust the plan of the performed actions and the composition of the team (group). In accordance with the classification discussed above, this project can be characterized as a long–term, group, interdisciplinary, research and information project with flexible supervision by the teacher.

Of course, project work involves careful planning and flexibility on the part of both the teacher and the cadets. Due to the dynamic nature of this type of activity, not all problems can be anticipated and often, the project may move in a different direction than originally planned. The project work is both organic and unique because there is no possibility of exact repetition and template implementation. This makes such work interesting, stimulating and meaningful for all participants.

Conclusions

The project method is undoubtedly one of the most versatile and effective methods for teaching a foreign language at a non-linguistic military institution. Its effectiveness is ensured by the content of the proposed topics, which have not only intellectual, but also emotional significance for cadets learning a foreign language, and the form of organization of their communicative and cognitive activities. If we consider project activity as one of the modern technologies for involving students in active educational and cognitive activities in which they apply knowledge in practice, it is possible to contribute to a more effective formation of meta-subject competencies.

If we talk about trainees, this method increases the motivation of learning, stimulates their independent work to acquire knowledge, promotes the formation of a creative approach, and makes it possible to model the social and subject content of their future professional activities using a foreign language it helps to involve cadets in a dialogue of cultures, and most importantly teaches them to work collaboratively.

The ability and effective use of the project method in their teaching activities is an indicator of the teacher's skill and high qualifications, his progressive methods of development and training.

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