Abstract
The English language is considered to be the global language of communication and professional activity in the field of Economics. One of the effective techniques of professional communicative competence is Content and Language Integrated Learning (CLIL). The aim of the research is to elaborate the model of CLIL for students of Economics at the Volga State University of Technology. Such methods as theoretical (literature review, analysis, generalization, comparison, interpretation, analogy, modeling), general empiric (study and generalization of teaching practices), specific empiric (questionnaires, testing, observation, documents review) statistical (processing of questionnaires and testing results) proved successful in the course of research. The undertaken research allowed identifying the interest of the majority of teachers and students of Economics in using the English language when teaching and learning some subject-matter disciplines. Consequently, it is possible to make a conclusion concerning the necessity of taking some special measures such as preliminary language courses, meeting the organizational and financial requirements. The research results have allowed to establish that the intermediate (according to the scale ‘soft-hard’) subject-led model is the most appropriate for the implementation in the educational process of students of Economics at the Volga State University of Technology. For this purpose, the authors elaborated the conceptual didactic CLIL model.
Highlights
In the context of globalization, the linguistic competence is considered to be the essential factor for a person well-being
In accordance with the results of testing more than a half of three and four-year students of Economics correspond to A2 (CEFR,) nearly 25 % of students - A1 (Table 1, Figure 1)
On the basis of the results of the research, we suggest including such elements of the Content and Language Integrated Learning (CLIL) conceptual model as target, content, subjective, procedure, assessment
Summary
In the context of globalization, the linguistic competence is considered to be the essential factor for a person well-being. The multilingual individual is becoming a ‘link’ between a culture and a language [1]. Due to the internalization of the society the significance of student foreign language fluency is constantly increasing. The high level of communicative competence gives graduates an opportunity to be valuable members of the international scientific, cultural and professional community. The global trends of the modern system of education, connected with the internalization of the human life and post-industrial society formation, requires the high level of language proficiency [2,3]. The significance of multilingual education for Russia is closely connected with the necessity of world collaboration in dealing with global problems, implementation of international projects in the different fields of human activity
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