Project tasks based on comparative analysis of culturally situated communication in English speaking classes

This article examines methodological principles for designing project tasks that require first-year philology students to compare culturally situated communicative practices in English speaking classes. Eleven scholarly publications from Uzbekistan, Russia, and elsewhere form the study material. Comparative analysis identifies requirements concerning contextualized evidence, learners’ communicative decisions, group responsibilities, and transparent evaluation. On this basis, the article develops a project sequence comprising problem identification, evidence collection, comparison of possible utterances, preparation of a communicative product, and justified revision. Two worked tasks focus on declining an invitation and expressing disagreement during an academic discussion. An analytic scoring rubric is proposed to assess contextual interpretation, linguistic appropriateness, use of evidence, and reflection. The examples distinguish instructional dialogue models from authentic language data and avoid treating cultural patterns as fixed national traits. As the proposed sequence has not undergone classroom experimentation, its contribution is methodological rather than an empirical claim of improved learning outcomes.