KFU. Card publication. FOREIGN LANGUAGE COMPETENCE DEVELOPMENT USING CLIL AMONG STUDENTS IN RUSSIAN UNIVERSITIES

KAZAN
FEDERAL UNIVERSITY

- RUS
- 中文
- ES

FOREIGN LANGUAGE COMPETENCE DEVELOPMENT USING CLIL AMONG STUDENTS IN RUSSIAN UNIVERSITIES

Form of presentation

Articles in international journals and collections

Year of publication

2021

��

��

Authors, employees of KFU

Latypova Endzhe Anvarovna, author

Bibliographic description in the original language

FOREIGN LANGUAGE COMPETENCE DEVELOPMENT USING CLIL AMONG STUDENTS IN RUSSIAN UNIVERSITIES

Annotation

Purpose of the study: Justification of the factors of efficiency of implementing Krashen's theory on the basis of the implementation of the ideas of content and language integrated learning (CLIL) for the development of students' language competence in the study of English on the example of Russian universities. Methodology: Questionnaire survey, a pedagogical experiment; correlation-regression analysis; the principal component method (�5). Main findings: The linguistic competence in foreign language learning should be considered as a set of linguistic, communicative, and social competences consisting of a great variety of speech acts and communicative functions related to communicative behavior and social life. The most important component in the structure of linguistic competence is the linguistic competence proper that determines the level of foreign language proficiency. For students studying using the CLIL method, the learning material complexity level should be 2.5 times higher than the level of students' competence; for students studying in universities that do not use the CLIL method - 1.9 times higher. It is advisable to structure the training on principle from simple to complex content of the learning material, as well as training based on learning materials of higher complexity than the level of students' competence, using an individual approach. Applications of this study: The results obtained will serve as the basis for methodological materials development and an algorithm for organizing the learning process in such a way as to ensure the maximum possible level of language competence development among students using the CLIL method not only in the process of learning English but also other foreign languages. Novelty/Originality of this study: Empirical evaluation of factors of efficiency of practical implementation of the CLIL in the educational process and adaptation of Krashen's methodology in the process of forming students' language competence.

Keywords

Linguistic Competence, Foreign Language, Content and Language Integrated Learning, Teaching Activities, Learning Activities, Higher Education.

The name of the journal

Humanities and Social Sciences Reviews

URL

https://doi.org/10.18510/hssr.2020.8475

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=261363&p_lang=2

Full metadata record

Field DC	Value	Language
dc.contributor.author	Latypova Endzhe Anvarovna	ru_RU
dc.date.accessioned	2021-01-01T00:00:00Z	ru_RU
dc.date.available	2021-01-01T00:00:00Z	ru_RU
dc.date.issued	2021	ru_RU
dc.identifier.citation	FOREIGN LANGUAGE COMPETENCE DEVELOPMENT USING CLIL AMONG STUDENTS IN RUSSIAN UNIVERSITIES	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=261363&p_lang=2	ru_RU
dc.description.abstract	Humanities and Social Sciences Reviews	ru_RU
dc.description.abstract	Purpose of the study: Justification of the factors of efficiency of implementing Krashen's theory on the basis of the implementation of the ideas of content and language integrated learning (CLIL) for the development of students' language competence in the study of English on the example of Russian universities. Methodology: Questionnaire survey, a pedagogical experiment; correlation-regression analysis; the principal component method (�5). Main findings: The linguistic competence in foreign language learning should be considered as a set of linguistic, communicative, and social competences consisting of a great variety of speech acts and communicative functions related to communicative behavior and social life. The most important component in the structure of linguistic competence is the linguistic competence proper that determines the level of foreign language proficiency. For students studying using the CLIL method, the learning material complexity level should be 2.5 times higher than the level of students' competence; for students studying in universities that do not use the CLIL method - 1.9 times higher. It is advisable to structure the training on principle from simple to complex content of the learning material, as well as training based on learning materials of higher complexity than the level of students' competence, using an individual approach. Applications of this study: The results obtained will serve as the basis for methodological materials development and an algorithm for organizing the learning process in such a way as to ensure the maximum possible level of language competence development among students using the CLIL method not only in the process of learning English but also other foreign languages. Novelty/Originality of this study: Empirical evaluation of factors of efficiency of practical implementation of the CLIL in the educational process and adaptation of Krashen's methodology in the process of forming students' language competence.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	Linguistic Competence	ru_RU
dc.subject	Foreign Language	ru_RU
dc.subject	Content and Language Integrated Learning	ru_RU
dc.subject	Teaching Activities	ru_RU
dc.subject	Learning Activities	ru_RU
dc.subject	Higher Education.	ru_RU
dc.title	FOREIGN LANGUAGE COMPETENCE DEVELOPMENT USING CLIL AMONG STUDENTS IN RUSSIAN UNIVERSITIES	ru_RU
dc.type	Articles in international journals and collections	ru_RU