Foreign Language Competence Development Using Clil Among Students in Russian Universities
Bibliographic Data
| ID | 22128804 |
|---|---|
| Authors | Endzhe Latypova (0000-0003-4668-3954, Kazan Federal University, corresponding author) |
| Year | 2020 |
| Volume | 8 |
| Issue | 4 |
| Pages | 755-767 |
| Publication date | 2020-09-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Humanities & Social Sciences Reviews (JOURNAL) |
| Journal identifiers | ISSN: 2395-6518 • E-ISSN: 2395-6518 |
| Publisher | Maya Global Education Society (PUBLISHER) |
| DOI | 10.18510/hssr.2020.8475 |
| OpenAlex | W3097927855 |
| Language | EN |
| References cited | 37 |
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 (Н5). 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
Communicative competence · Communicative language teaching · Foreign language · Language education · Linguistic competence · Linguistics · Mathematics education · Pedagogy · Computer Science · Foreign Language Teaching Methods · Psychology · Second Language Learning and Teaching · Social Psychology
Knowledge of language
Communicative Competence
Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels
Language policies and linguistic competence
Improving the Intercultural Communicative Competence of English Language Students
A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making
CLIL or time? Lexical profiles of CLIL and non-CLIL EFL learners
Developing university students’ multimodal communicative competence
Assessing the influence of socio-economic status on students' performance in Content and Language Integrated Learning
The linguistic impact of a CLIL Science programme
Emergent Leadership and Group Interaction in the Task‐Based Language Classroom
Second Language Graduate Students’ Experiences at the Writing Center
Why Are You Learning a Second Language? Motivational Orientations and Self-Determination Theory
Demonstrating and claiming competence in language
| Highly cited | No |
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