Abstract
Importance. Language teaching in higher education is aimed not only to promote the development of communicative competence at medium and high levels, but also to be a way of familiarizing students with specialized foreign language discourse. One of the most common methods that can accomplish these two tasks is Content and Language Integrated Learning. With its help, it is possible to adapt authentic materials to the requirements of linguodidactics. However, the question of the procedure for creating teaching materials for an integrated course remains open – there is a need to determine the general properties of selected and adapted texts for Content and Language Integrated Learning. Research methods. The research is based on the scientific literature devoted to the organization of the integrated learning course. The connections between the systems of materials creation proposed by various authors were revealed via comparative analysis. Results and Discussion. In the course of the study, a list of the properties of educational texts necessary for effective teaching of a professional foreign language was established. Different models of selection, ordering and adaptation of authentic texts are also considered. The correlation of the variety of properties and methods of organizing materials led to the creation of a three-module system that includes content, cognitive and communicative components. Each of the components operates with special characteristics of the selected and adapted texts: content – professional relevance of the texts; cognitive – the potential novelty of the perceived material; communicative – language and speech means to create communication environment. Conclusion. The proposed three-module system of adaptation of authentic materials for Content and Language Integrated Learning is able to cover a variety of characteristics of texts, thereby providing opportunities for effective organization of the educational process.
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