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CLIL  (Content  and  Language  Integrated  Learning)  as  an  approach  in  FLT  where curriculum subject is taught in non-native language(often English) has many merits among which the crucial one is that integration of learning and thinking skills give learners absolutely different experience in comparison with traditional ways of teaching English. ESP courses need different techniques to motivate students learning technical English and involving CLIL into teaching ESP can become a vehicle for specialist subject content learning.

  • Read count 748
  • Date of publication 12-01-2018
  • Main LanguageIngliz
  • Pages126-134
Ўзбек

CLIL  (мазмун  ва  тилни  бирлаштириб  ўқитиш)  ўкув  дастурида ҳудди  ўзга  тилда (кўпинча, инглиз тилида) таълим бериладиган FLTдаги ёндашув каби кўпгина фазилатларга эга. Унинг муҳим фазилатларидан биришуки, ўқитиш малакаси ва фиклаш интеграцияси ўқувчиларни инглиз тилини анъанавий  усулларда ўқитишга нисбатан янги натижаларга эришишга имкон беради. Талабаларни инглиз тилидаги техник терминларни ўрганишга қизиқтиришва CLILга жалб этиш учун турли методларга зарурат сезилади. ESP махсус предмет контентини ўргатишда восита бўлиши мумкин.

Русский

CLIL  (интегрированное  изучение  содержания  и  языка)  как  подход  в  FLT,  где предмет учебной программы преподаётся на неродном языке (часто на английском языке), имеет  много достоинств. Одно  из  важных  достоинствсостоит  в  том,  чтоинтеграция навыков обучения и мышления даёт учащимся совершенно новый результат по сравнениюс традиционными способами обучения английскому языку. Чтобы мотивировать студентов к изучению техническим английским терминам и привличьк CLIL,необходимы разные методы. ESP может стать средством обучения специализированного предметного контента.

English

CLIL  (Content  and  Language  Integrated  Learning)  as  an  approach  in  FLT  where curriculum subject is taught in non-native language(often English) has many merits among which the crucial one is that integration of learning and thinking skills give learners absolutely different experience in comparison with traditional ways of teaching English. ESP courses need different techniques to motivate students learning technical English and involving CLIL into teaching ESP can become a vehicle for specialist subject content learning.

№ Author name position Name of organisation
1 ABDINAZAROV K.S.
№ Name of reference
1 1. Busse, V., & Walter, C. (2013). Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and their Causes.Modern Foreign Language Journal, 97, 435-456.
2 2. Coyle, D, Hood, P, & Marsh, D. ( 2010). Content and Language Integrated Learning. Cambridge University Press.
3 3. Dalton-Puffer, C. (2011). Content and Language Integrated Learning – from Practice to Principles. Annual Review of Applied Linguistics, 31, 182-204.
4 4. Dalton-Puffer, C., &Nikula, T. (2014). Guest editorial: Content and Language Integrated Learning. Language Learning Journal, 42, 117-122.
5 5. Dörnyei, Z., &Ushioda, E. (2011). Teaching and Researching Motivation. Harlow: Pearson. Dudley-Evans, T., & St John, M. J. (1998). Developments in English for Specific Purposes: A Multi-disciplinary Approach. Cambridge: Cambridge University Press.
6 6. Duff, A. (1989). Translation. Oxford: Oxford University Press.
7 7. Fortanet-Gómez, I. (2013). CLIL in Higher Education: towards a Multilingual Language Policy. Bristol: Multilingual Matters.
8 8. Gairns, R & Redman, S.(1993) Working with Words. Cambridge: CUP Gilmore, A.(2007). Authentic Materials and Authenticity in Foreign Language Learning. Language Teaching 40,97-118.
9 9. Ioannou Georgiou, S. (2012). A Longitudinal Study on the Impact of CLIL on effective factors. Applied Linguistics, 14, 279-291.
10 10. Jeremy Harmer (2007). How to teach English, Cambridge University Press Lasagabaster, D. & Doiz, A. & Sierra, J. M. (Eds). (2014). Motivation and Foreign Language Learning : from Theory to Practice. Amsterdam: John Benjamins.
11 11. Laufer, B. (2005), Focus on form in Second Language Vocabulary Learning, EUROSLA Yearbook, 5. Amsterdam: Benjamins, Michael McCarthy. 1990. Vocabulary, Oxford University Press.
12 12. Pinner, R.S ( 2013). Authenticity and CLIL: Examining Authenticity from an International CLIL Perspective. International CLIL Research Journal,2, 44-45.
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