COMMUNICATIVE COMPETENCE DEVELOPMENT AMONG STUDENTS OF NON-LINGUISTIC UNIVERSITIES WITH THE HELP OF CLIL APPROACH IN FOREIGN LANGUAGE LESSONS

Svitlana Nykyporets,Liudmyla Ibrahimova

doi:10.36074/grail-of-science.04.06.2021.043

Abstract

The article is devoted to the subject-language integrated approach (CLIL), which is currently characterized in the world scientific and methodological literature as one of the innovative approaches to the organization of bilingual education and involves the simultaneous implementation of two learning goals in two subject areas – language and subject; various interpretations of its essence are presented, its varieties, possibilities and features of implementation in bilingual education are highlighted through the application of its basic principles and strategies. The role of the subject-language integrated teaching of students of non-linguistic specialties of higher educational institutions is discussed. The article describes the content and language integrated learning from the point of view of modern methods of foreign languages teaching. The main features of the teachers’ of profile subjects work as well as teachers of foreign languages in the system of subject-language integrated teaching are considered. Models and peculiarities of using CLIL methodology in a higher educational institution are given.

Highlights

One of the main features of subjectlanguage integrated learning is the use of authentic materials that become a source of new information, allowing students to get acquainted with the experience of foreign professionals in a particular field of science
The teacher faces a number of tasks: 1) the material on the academic subject in terms of complexity should be slightly inferior to the level of knowledge of students in this subject in their native language; 2) tasks should reflect the characteristics of the language being studied, practice the ability to use certain linguistic forms; 3) the texts should be carefully selected in accordance with the topic and the actual level of knowledge of the students; 4) assignments should correspond to the topic and contain a sufficient amount of information for understanding and assimilation
«Science and Practice: Implementation to Modern Society» (December 26-28, 2020) in Manchester, Great

Summary

FOREIGN LANGUAGE LESSONS

One of the main features of subjectlanguage integrated learning is the use of authentic materials that become a source of new information, allowing students to get acquainted with the experience of foreign professionals in a particular field of science Today, these materials are available for both teachers and students in the form of educational texts from authentic textbooks, articles from scientific and scientificjournalistic publications, videos and audio recordings from the Internet. The teacher faces a number of tasks: 1) the material on the academic subject in terms of complexity should be slightly inferior to the level of knowledge of students in this subject in their native language; 2) tasks should reflect the characteristics of the language being studied, practice the ability to use certain linguistic forms; 3) the texts should be carefully selected in accordance with the topic and the actual level of knowledge of the students; 4) assignments should correspond to the topic and contain a sufficient amount of information for understanding and assimilation. In European countries, the effectiveness of the introduction of subject-language learning in high schools has already been proven, so we believe that this technique can be recommended for universities in Ukraine

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Збірник наукових праць