Abstract:

Project-based learning is long regarded as an efficient teaching tool which has been well-grounded and elaborated for various educational environments. We have to admit, however, that its learning potential is not fully exhausted yet and it needs further investigation and practical substantiation.

Within the frame of the Bologna format with the 4-year programme, which substantially reduces classroom time, as compared to the former 5-year format, we are facing serious challenges – shorter time span for the disciplines, first of all. The solution is in project-based format, which encourages students, boosts their creativity and enhances their motivation. The projects are focused on solving some practical problem or research, directly related to the theory the students are studying; which means that the students are expected to practically implement their theoretical knowledge in practical research in the environment simulating real life.

For instance, within the course on general linguistics we offer:
- a semantic project (a group of synonyms is suggested for analysis and a step-by-step research “technology” is recommended based on big-data resources, and hypothesis-deduction analysis);
- a pragmatic project (using P.G. Grice’s maxims analyze political discourse, or academic discourse – student-to-professor communication in class, or in the emails, etc.);
- a project in cognitive linguistics (analyze and suggest the typology of metaphors students live by) and others.

I argue that the project-based learning can be further extended and might benefit from adding Science Slam strategies at the presentation stage.

Science slam, as a relative newcomer to the academic practices, is however rapidly gaining momentum and is getting more and more popular with the academic community for a variety of reasons, some of them being
- exponentially growing information flows, in which the idea must be emphasized and made appealing in order to be noticed;
- more and more people are involved in discussing vital issues, they actively participate in decision-making – to be able to do that successfully they have to grasp the ideas which are promoted by the scientists;
- teaching and learning must be enjoyable for the parties involved, etc.

With this aim in mind, we start teaching theory to the students with introducing the slam format and related communication skills:
define the chronotope, verbal presentation strategies: addressing the audience, holding its attention, involving it, boosting active listening, sounding socially-oriented and pursuing the goals which are socially attractive, emphasizing the aspects appealing to the audience. Relying on these tools the speaker makes him / herself noticeable, his / her ideas outstanding.

The format we suggest is working towards promoting a combination of relevant linguistic and communication competences in students, making learning more creative, enjoyable and appealing to the students.

Keywords:

Science slam, project, learning.