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7«@®ii®@yjum-j®urnal » ®24œ3)), 2023 / pedagogical sciences
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PEDAGOGICAL SCIENCES
UDC 378.091.3:811.111
Ivanenko V.
Military Institute of Armoured Forces of National Technical University "Kharkiv Polytechnic Institute ", Kharkiv, Ukraine (ORCID ID 0000-0002-4151-8194) DOI: 10.24412/2520-6990-2023-24183-15-17
CLIL APPROACH AS A METHOD OF ACTIVATION OF THE PROCESS OF LEARNING A
FOREIGN LANGUAGE
Abstract.
The article is devoted to the use of the method of subject-language integrated learning (CLIL) in foreign language classes. A brief description of the 4 main components of "4C" is presented. The role and effectiveness of this method in increasing students' motivation in learning a foreign language are analyzed. The advantages and disadvantages of the CLIL method are described. The article explains the importance of using authentic materials when teaching a foreign language. Particular attention is paid to teach ing reading, as one of the main directions of the CLIL method. Some recommendations for the preparation of assignments are given. The importance of interaction and mutual support between students and a teacher in a foreign language class when using subject -language integrated learning is emphasized.
Keywords: Content and Language Integrated Learning (CLIL), foreign language, motivation, authentic material, foreign language communication, content and language, cognition, culture.
Statement of the problem: Modern society makes high demands on the qualifications and professionalism [1] of specialists. In the conditions of innovative development of higher education, the formation of professional communication of a future specialist must go a long way, requiring him to speak a foreign language as a means of communication in order to solve professional problems. Thus, new approaches are needed in preparing specialists for professional communication in a foreign language.
This need is due to the rapid process of globalization of society. The last decade in European countries has received active development of integrated teaching of foreign languages and professional disciplines or subject-language integrated learning.
S.G. Ter-Minasova and G.A. Kitaygorodskaya rightly note that a foreign language is such an academic discipline, in the study of which it is quite easy to integrate elements of other academic subjects. Interdisciplinary connections in teaching foreign languages contribute to the formation and development of students' mobility of thinking, maintaining motivation to study the subject and increasing conscious activity in the classroom One of the rather effective methods of integration in foreign language classes is subject-language integrated learning or CLIL (Content and Language Integrated Learning).
Summary of the main material: one of the main advantages put forward by the proponents of this approach is the increase in student motivation. Since motivation is one of the most influential individual variables when it comes to learning, it is assumed that the benefits of this approach are clear.
According to scientists, content-language integrated learning combines various approaches that are used in various learning contexts. In addition, researchers emphasize the importance of this method from the
point of view of the simultaneous study of a subject and a foreign language [6]. In the methodology of teaching foreign languages, various methods of introducing subject-language integrated learning are used, namely: full language immersion, "language shower". Methodolo-gists and teachers note that when planning a lesson with elements of subject-language integrated learning CLIL, one should pay close attention to the fact that the educational objectives and goals set determine the ways of using a foreign language in the educational process. It is worth emphasizing that this method of teaching languages has become quite widespread in foreign methods, despite a certain lack of methodological materials and insufficient training of teachers.
There are two main directions in the implementation of the foundations of subject-language integration: the learning process is aimed at studying the content of the academic discipline; the learning process is aimed at learning a foreign language on the basis of subject content.
In the learning process, the teacher must prepare authentic and interactive materials, review the content of the studied material, select appropriate methods, means and forms of teaching, according to the goal. The source of visual authentic material can be video clips, flash animations, web quests, podcasts and other interactive materials of foreign-language websites.
Researchers identify several basic rules for introducing this technique into the educational process. These include speaking in class only in a foreign language; priority to teaching general knowledge; the use of a variety of demonstration and didactic materials; creation of a positive psychological climate. Each lesson using the technology of subject-language integrated learning necessarily includes four "C". This is content (content) - the formation and development of
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PEDAGOGICAL SCIENCES / «ШИШФУЛУМ^ШШМаИ» ®24«3i), 2023
knowledge, skills and abilities in the necessary and specific subject area; communication (communication) -the use of a foreign language as a means of communication; cognition (knowledge) - the development of cognitive and mental abilities of students; culture (culture) - awareness of one's own personality as part of a universal culture.
With the help of language, communication takes place, the development of communication skills in a foreign language. In the process of acquiring knowledge, a complex of mental skills is developed. When learning a foreign language, students interact with the realities of a different cultural environment.
When applying this approach in a foreign language class, an authentic text is used, on the basis of which lexical units are introduced, as well as a discussion is held. Students interact with each other by working in pairs or small groups. Particular attention is paid to the development of speaking skills. Knowledge of the language and professional vocabulary is more important than grammar, provided that grammatical errors do not interfere with communication. Speech errors are perceived as a natural part of learning [3]. When planning the stages of the lesson, one should also take into account such a factor as authentic interaction, during which students begin to use their native language. However, this happens in the course of discussions, unprepared spontaneous statements. Such "switching" should not be stopped, but it must be methodically and competently managed: the native language is used as much as necessary, the foreign language is used as much as possible.
It should be noted that one of the main areas of CLIL is teaching reading. When working with an authentic text, students can be asked to complete the following tasks: identify and briefly formulate the topic, the main idea of the text; write down keywords; explain the meaning of the highlighted words and find synonyms and antonyms for them; break the text into parts and title each of the parts; replace sentences in the text with synonymous phrases; determine which of the statements according to the content of the text are true, which are false; fill in the gaps in the sentence from the proposed words and expressions; fill in the gaps in the text; highlight phrases with which additional information is entered, etc.; comment on certain parts of the text or on the most important points; write an essay on the problems of the text; discuss the text, arguing your own opinion on what you have read.
Questions and tasks on the text should be designed in such a way that students can easily understand the essence of what they read, even if they do not have a complete understanding of the text. The tasks offered by the teacher are supplemented with certain explanations that allow students to successfully cope with the tasks. With the formation of foreign language competence, the volume and intensity of assistance from the teacher gradually decrease.
At first glance, it seems that CLIL has no fundamental differences from other similar methods. In fact, this approach works in the same plane with the lan-
guage component and the professionally oriented content of the profile discipline, without highlighting the more important of the two components.
Western teachers, who were among the first to introduce the CLIL approach into their practice, in their articles paid special attention to increasing the motivation of both sides: both the teacher of a foreign language and the student. Some students characterize CLIL as " an investment in the development of their personality" , they especially note the opportunity to study new disciplines without thinking about the language.
CLIL is used for the simultaneous study of a language, using topics and materials from other disciplines, for the development of communication skills in foreign language communication and metacognitive skills, opens up the creative potential of students, increases their motivation and self-confidence. Many studies show that an increase in student motivation also occurs if there is mutual support in the lesson and there is good interaction between students and the teacher. The peculiarity of the CLIL methodology is that it is more aimed at students, making them the main ones in learning [5].
The use of the format of subject-language integrated learning for students of non-linguistic areas seems to be one of the factors that increase their motivation and stimulate educational and cognitive activity.
Conclusion: Thus, subject-language integrated learning, when systematically used, contributes to a significant increase in motivation as the main mechanism for activating the process of teaching foreign languages to students of non-linguistic specialties of universities, since their attention is involuntarily kept on interesting, new and meaningful language material. Professionally oriented topics of classes meet the cognitive needs of students and lead to the active assimilation of new knowledge. They develop the ability to communicate in a business environment in a non-native language on issues of their competence. At the same time, the level of training of students in a foreign language at non-linguistic faculties is significantly increased, which, in turn, increases the competitiveness of a future specialist in the current conditions of fierce competition in the labor market.
Л^ература:
1. Пилшева 1.А., Демщова €.А. Комункативна компетеншють педагопв як управлшська проблема/ 1.А. Пилшева, €.А. Демщова // Епоха науки. - 2021. -№28. - С. 364-368.
2. Токарева €. Ю Предметно-мовше штегроване навчання як методика акгивiзащr процесу навчання шоземног мови / €.Ю. Токарева // Питання методики викладання у вуз! - 2017. - Т. 6. - № 22. - С. 81-88.
3. Використання основ CLIL у навчанн1 англшськог мови майбушк шженерш у цифровому освггаьому середовищг [Елекгрошший ресурс] .2022. - Режим доступу: https://www.gramota.net/articles/ped210075.pdf.
4. CLIL: 6 основних стратегш реалiзацir. [Елек-тронний ресурс].- 2022. - Режим доступу: https://novator.team/post/1054.
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5. Методика CLIL (Content and Language Integrated Learning) як сучасна тенденц1я в освт: переваги та проблеми. [Електронний ресурс]. -2022.
6. Coyle D., Hood P., Marsh D. CLIL content and language integrated learning. Cambridge: Cambridge University Press, 2010. - р.184.
УДК 378.091.12 - 051:796
7. Dudley-Evans, A. and A.M. St. John, Developments in English for Specific Purposes: A multi-disciplinary approach, Cambridge University Press, Cambridge, 1998. - 301 p.
8. Marsh D. Language Awareness and CLIL. In J. Cenoz; N.H. Hornberger (Eds.), Encyclopedia of Language and Education. Knowledge about Language, 2nd edition, Volume 6. New York: Springer Science and Business Media LLC, 2007, p. 233- 246
Крутна Леся Валентитвна
кандидат педагогiчних наук,, доцент кафедри початковог oceimu, гумантарних дисциплшта тформатики Обласного коледжу „Кременчуцька гумантарно-технологiчна академiя iMem А. С. Макаренка"Полтавськог обласног ради,
Украгна
ORCID https://orcid.org/0000-0001-5647-0237 DOI: 10.24412/2520-6990-2023-24183-17-19
ФОРМУВАННЯ ПРОФЕСШНО1 КОМПЕТЕНЦИ МАИБУТНЬОГО
ВИХОВАННЯ
ВЧИТЕЛЯ Ф1ЗИЧНОГО
Lesya Valentynivna Krupina
Candidate of Pedagogical Sciences, associate professor of the department ofprimary education, humanitarian disciplines and informatics Regional College «Kremenchutsk humanitarian and technological academy named after A. S. Makarenko» of the Poltava Regional Council
FORMATION OF THE PROFESSIONAL COMPETENCE OF THE FUTURE TEACHER OF
PHYSICAL EDUCATION
Анотащя.
У cmammi аналiзуeться проблема використання компетенттсного тдходуу формуванн професшног компетенцПмайбутнього вчителя фiзичного виховання. З'ясовано рiзнi пiдходi до понять „компетещiя ", ,,професшна компетенцiя", ,,професшна компетенцiя майбутнього вчителя фiзичного виховання". Розглянуто суттсне наповнення понять ,4нтерактивн технологи", ,,мультимедiйнi засоби", ,,мульти-медiа ", використання мультимедшних технологiй. Визначено компетенцП, якими повинн володти май-бутн фахiвцi фiзичного виховання.
Abstract.
The article analyzes the problem of using the competence approach in forming the professional competence of the future teacher of physical education. Various approaches to the concepts of «competence», «professional competence», «professional competence of the future teacher ofphysical education» have been clarified. The essential content of the concepts «interactive technologies», «multimedia tools», «multimedia», the use of multimedia technologies is considered. Competencies that future specialists in physical education should possess have been determined.
Ключовi слова: компетенщя, професшна компетенцiя майбутнього вчителя фiзичного виховання, мультимедшы технологи, iнформацiйно-комп 'ютерн технологи.
Keywords: competence, professional competence of the future teacher of physical education, multimedia technologies, information and computer technologies.
Постановка проблеми.
Останшм часомзначно зросли вимоги до про-фесшног пщготовки майбутнк фаявщв, зокрема вчителгв. Це пов'язано з тим, що традицшна професшна пщготовка вчителгв потребуе постшного оновлення та перезавантаження, щоб йти в ногу з часом. На сучасному етат розвитку суспшьства ос-новне мюце посщае нова парадигма XXI столггтя -шновацшна, яка враховуе компетентшсний щдхщ,
розрахований на формування кватфгкованого фахгвця i спрямована на щдготовку компетентного вчителя. Саме в Обласному коледш „Кременчуцька гуманггарно-технолопчна академiя iменi А. С. Макаренка" Полтавськог обласног ради все бшьше орiентуеться на пщготовку кватфгкова-них фахгвцгв iз високимргвнем професшног компе-тентносп. У свою чергу компетенттсний тдхщ
