DEVELOPING SPEAKING SKILLS THROUGH PROJECT-BASED LEARNING IN NON-PHILOLOGICAL HIGHER EDUCATION: PEDAGOGICAL FRAMEWORKS AND PRACTICAL APPLICATIONS

In the modern globalized academic and professional arenas, oral communicative competence in English has become a vital asset for non-philological graduates, particularly in technical fields like agriculture, environmental science, and water resource management. Traditional teacher-centered methodologies, however, often fail to cultivate active speaking skills, leaving students with passive language knowledge but low communicative confidence. This article explores the integration of Project-Based Learning (PBL) as an effective pedagogical framework to enhance the English speaking skills of university students at Tashkent State Agrarian University. By engaging in collaborative, real-world projects, students transition from passive learners to active speakers who negotiate meaning, defend ideas, and present scientific solutions. The paper identifies the core systemic and psychological barriers to speaking in technical classrooms—such as performance anxiety and lack of authentic communication contexts—and proposes a unified, non-fragmented pedagogical solution centered on agricultural and ecological projects. This approach demonstrates how collaborative investigation and oral defenses systematically foster fluency, interactive skills, and career readiness without the need for traditional rote learning.在当今全球化的学术与职业领域中，英语口头交际能力已成为非语文学专业毕业生的核心竞争力之一，尤其在农业、环境科学、水资源管理等技术领域。然而，传统的以教师为中心的教学方法往往难以培养学生的主动口语表达能力，致使学生仅掌握被动的语言知识，却缺乏交际自信。本文探讨了将项目式学习（Project-Based Learning, PBL）作为有效教学框架，用以提升塔什干国立农业大学（Tashkent State Agrarian University）学生的英语口语能力。通过参与协作式真实项目，学生能够从被动学习者转变为主动的口语表达者，能够协商意义、捍卫观点并展示科学解决方案。本文剖析了技术类课堂中口语表达面临的核心系统性与心理障碍，例如表现焦虑与真实交际场景的缺失，并提出了一套以农业与生态项目为核心的统一化、无碎片化的教学解决方案。该方案证明，无需依赖传统死记硬背的学习方式，协作探究与口头答辩即可系统性地提升学生的口语流畅度、交际互动能力与职业适配性。