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This work considers the psychological, pedagogical, and linguistic foundations of dialogical speech development, as well as the theoretical and methodological basis of project- based learning in foreign language teaching. It is established that genuine dialogical competence requires conditions of authentic communicative interaction and information inequality, which conventional textbook-based instruction systematically fails to provide. A set of exercises following I.L. Bims four-level developmental sequence (preparatory, micro-dialogue, extended dialogue, free conversation) was developed and integrated into a three-day short-term project. With the pedagogical experiment described in this work, involving 30 linguistics students divided into experimental and control groups, it was possible to find out that project-based technology significantly improves dialogical speech performance. The following information technologies were used in the process of this scientific work; Microsoft Word for document preparation and formatting, Microsoft Excel for statistical data processing and Internet resources(online scientific libraries, open access journals and digital repositories) for accessing scholarly articles and books. No specialized databases or external software packages were required for this study.