Аңдатпа
Modern requirements for the training of future foreign language teachers actualize the application of the project method as the leading method of analytical and situational technologies in teaching professional disciplines in the educational process of higher education. The purpose of the article is based on the analysis of scientific and pedagogical literature to identify the differences and similarities between the concept of «project method» as a technology and as a method itself, to identify and demonstrate the possibilities of this method in foreign language teaching to future foreign language teachers. The article highlights the history of the emergence of project-based learning, the concept of «project method». The achievement of the goal was facilitated by the use of the following methods: a review of the scientific and pedagogical literature and a general description of the problem being sought, observation of the participants in the project activity, analysis and interpretation of the data obtained. The authors of the article outlined the content, goals, forms and methods, as well as the stages of implementation of the project method. Based on the experience of implementing analytical-situational learning technologies, the authors argue that the application of the project method in the educational process of future foreign language teachers is aimed at solving specific problem situations. Its result is a specific product, for example: a presentation, an article, a situational game, a methodological manual, methodological development, etc. It is determined that the result of the application of analytical and situational technologies based on the project method is expressed in the improvement of language, linguistic, communicative and professional competencies. Students of L.N. Gumilyov Eurasian National University (Astana) and M. Utemisov West Kazakhstan University (Uralsk) took part in the empirical part of the study. Key words: analytical and situational technologies, project method, foreign language, linguistic competencies, professional competencies