Использование clil- метода при изучении иностранного языка в не языковых вузах
Аннотация
Стремительно развивающийся современный мир предъявляет каждому выпускнику вуза все более высокие требования, так как общество нуждается в подготовке высококвалифицированных специалистов.Очевидным является то, что знание иностранного языка существенно повышает конкурентоспособность специалиста на рынке труда и тем самым способствует международной мобильности. В связи с этим значительно возрастает роль дисциплины «иностранный язык» на не языковых факультетах вузов.Государственный образовательный стандарт высшего образования требует учета профессиональной специфики при изучении иностранного языка, его нацеленности на реализацию задач будущей
профессиональной деятельности выпускников. Ставится задача не только овладения навыками общения на иностранном языке, но и приобретения специальных знаний по выбранной специальности. Успеху в решении поставленной выше задачи во многом способствует применение инновационных педагогических методов и технологий. Одной из таких технологий и является технология CLIL. Что такое CLIL (Content and Language Integrated Learning)? Если перевести данное понятие на русский язык, то это есть не что иное, как предметно-языковое интегрированное обучение. Термин CLIL был введен в научный оборот Дэвидом Маршем в 1994 г. для обозначения учебных ситуаций, в которых дисциплины или их отдельные разделы преподаются на «дополнительном», т.е. иностранном языке. Целью такого обучения является
одновременное изучение учебной дисциплины и иностранного языка, т.е. язык рассматривается не в качестве объекта изучения, а в качестве инструмента для познания других предметов. Таким образом,обучение на родном и иностранном языках составляет одно целое. Преподавание происходит на двух языках так, что в учебных ситуациях используется язык, подходящий к ситуации и цели обучения. По методу CLIL иностранный язык может использоваться на всех уроках по всем учебным предметам, кроме родного языка,то есть язык становится не объектом обучения, а его средством. Технология CLIL преследует две цели, а именно — изучение предмета посредством иностранного языка, и иностранного языка через преподаваемый предмет. Эта статья посвящена вопросу интегрированному обучению контента и языка. В статье даётся определение термину CLIL, вкратце его этимология, основные его компетенции и цели при обучению языка.А также в статье даны дидактико-методологические принципы и условия организация занятий с CLIL-методом и преимущества анализируемого метода.
Shiddat bilan rivojlanayotgan zamonaviy dunyo har bir universitet bitiruvchisiga yanada yuqori talablarni qo‘yadi,chunki jamiyat yuqori malakali mutaxassislarni tayyorlashga muhtoj. O‘z-o‘zidan ravshanki, chet tilini bilish mutaxassislar mehnat bozorida raqobatdoshlikni oshiradi va shu bilan xalqaro harakatchanlikni oshiradi. Shu munosabat bilan universitetlarning nodavlat fakultetlarida “chet tili”fanining roli sezilarli darajada oshmoqda. Oliy ta’limning davlat ta’lim standarti chet tilini o ‘rganishda kasbiy xususiyatlarni, uning bitiruvchilarning kelajakdagi kasbiy faoliyatiga oid vazifalarni bajarishga qaratilishini talab qiladi. Vazifa nafaqat chet tilida muloqot qilish ko‘nikmalarini egallash, balki tanlangan mutaxassislik bo‘yicha ixtisoslashgan bilimlarga ega bo‘lishdir. Yuqoridagi vazifani hal etishda ko‘p jihatdan innovatsion pedagogik usul va texnologiyalarni qo‘llash orqali erishiladi. Ushbu texnologiyalardan biri CLIL texnologiyasidir. CLIL (tarkibiy va tillarni birlashtirilgan o‘rganish) nima? Agar siz ushbu kontseptsiyani rus tiliga tarjima qilsangiz, unda bu mavzuga oid integratsiyalashgan mashg‘ulotdan boshqa narsa emas. CLIL atamasi 1994-yilda Devid Marsh tomonidan “qo‘shimcha” darslar yoki ularning alohida bo‘limlari o‘qitiladigan o‘quv sharoitlariga murojaat qilish uchun ishlab chiqilgan. Bunday mashg‘ulotning maqsadi akademik intizomni va chet tilini bir vaqtning o‘zida o‘rganish, ya’ni til o‘rganish obyekti emas, balki boshqa obektlarni o‘rganish vositasi sifatida qaraladi. Shunday qilib, ona tili va xorijiy tillarda dars berish bitta. Ta’lim berish ikki tilda olib boriladi, shunda o‘quv vaziyatlari mashg‘ulotning holati va maqsadiga mos keladigan til ishlatiladi. CLIL uslubiga binoan, ona tili bundan mustasno, barcha o‘quv fanlarida chet tilidan barcha darslarda foydalanish mumkin, ya’ni til o‘qitish obyektiga emas, balki uning vositalariga aylanadi. CLIL texnologiyasining ikkita maqsadi bor, ya’ni mavzuni xorijiy til orqali o‘rganish va o‘qitilayotgan mavzu orqali chet tilini o‘rganish. Ushbu maqolada til va mazmun-mohiyat integrallashuvi masalasi ko‘rib chiqiladi. Maqolada CLIL atamasi,qisqacha etimologiyasi, tilni o‘qitishda asosiy kompetensiyalari va maqsadi yoritilgan. Shuningdek maqolada,CLIL-metod bilan mashg‘ulotlarni tashkil qilishning didaktik-metodologik tamoyillari, shartlari hamda afzalliklari tahlil qilingan.
The rapidly developing modern world imposes ever higher demands on every university graduate, since society needs the training of highly qualified specialists. It is obvious that knowledge of a foreign language significantly increases the competitiveness of a specialist in the labor market and thereby contributes to international mobility. In this regard, the role of the discipline “foreign language” at non-linguistic faculties of universities is growing significantly. The state educational standard of higher education requires taking into account professional specifics in the study of a foreign language, its focus on the implementation of the tasks of the future professional activity of graduates. The task is not only to acquire communication skills in a foreign language, but also to acquire specialized knowledge in the chosen specialty. The success in solving the above task is largely facilitated by the use of innovative pedagogical methods and technologies. One of these technologies is the CLIL technology.What is CLIL (Content and Language Integrated Learning)? If you translate this concept into Russian, then this is nothing more than subject-language integrated training. The term CLIL was coined by David Marsh in 1994 to refer to learning situations in which disciplines or their individual sections are taught in “complementary”, i.e. foreign language. The purpose of such training is the simultaneous study of academic discipline and a foreign language, i.e. language is considered not as an object of study, but as a tool for learning other objects. Thus, teaching in the native and foreign languages is one. Teaching takes place in two languages so that in learning situations a language is used that is suitable for the situation and purpose of the training. According to the CLIL method, a foreign language can be used in all lessons in all academic subjects, except for the native language, that is, the language becomes not the object of instruction, but its means. CLIL technology has two objectives, namely — the study of the subject through a foreign language, and a foreign language through the taught subject. This article addresses the issue of integrated learning content and language. The article gives a definition of the term CLIL, in brief its etymology, its main competencies and goals in teaching the language. Also, didactic-methodological principles and conditions for the organization of classes with the CLIL method and the advantages of the analyzed method are presented.
Shiddat bilan rivojlanayotgan zamonaviy dunyo har bir universitet bitiruvchisiga yanada yuqori talablarni qo‘yadi,chunki jamiyat yuqori malakali mutaxassislarni tayyorlashga muhtoj. O‘z-o‘zidan ravshanki, chet tilini bilish mutaxassislar mehnat bozorida raqobatdoshlikni oshiradi va shu bilan xalqaro harakatchanlikni oshiradi. Shu munosabat bilan universitetlarning nodavlat fakultetlarida “chet tili”fanining roli sezilarli darajada oshmoqda. Oliy ta’limning davlat ta’lim standarti chet tilini o ‘rganishda kasbiy xususiyatlarni, uning bitiruvchilarning kelajakdagi kasbiy faoliyatiga oid vazifalarni bajarishga qaratilishini talab qiladi. Vazifa nafaqat chet tilida muloqot qilish ko‘nikmalarini egallash, balki tanlangan mutaxassislik bo‘yicha ixtisoslashgan bilimlarga ega bo‘lishdir. Yuqoridagi vazifani hal etishda ko‘p jihatdan innovatsion pedagogik usul va texnologiyalarni qo‘llash orqali erishiladi. Ushbu texnologiyalardan biri CLIL texnologiyasidir. CLIL (tarkibiy va tillarni birlashtirilgan o‘rganish) nima? Agar siz ushbu kontseptsiyani rus tiliga tarjima qilsangiz, unda bu mavzuga oid integratsiyalashgan mashg‘ulotdan boshqa narsa emas. CLIL atamasi 1994-yilda Devid Marsh tomonidan “qo‘shimcha” darslar yoki ularning alohida bo‘limlari o‘qitiladigan o‘quv sharoitlariga murojaat qilish uchun ishlab chiqilgan. Bunday mashg‘ulotning maqsadi akademik intizomni va chet tilini bir vaqtning o‘zida o‘rganish, ya’ni til o‘rganish obyekti emas, balki boshqa obektlarni o‘rganish vositasi sifatida qaraladi. Shunday qilib, ona tili va xorijiy tillarda dars berish bitta. Ta’lim berish ikki tilda olib boriladi, shunda o‘quv vaziyatlari mashg‘ulotning holati va maqsadiga mos keladigan til ishlatiladi. CLIL uslubiga binoan, ona tili bundan mustasno, barcha o‘quv fanlarida chet tilidan barcha darslarda foydalanish mumkin, ya’ni til o‘qitish obyektiga emas, balki uning vositalariga aylanadi. CLIL texnologiyasining ikkita maqsadi bor, ya’ni mavzuni xorijiy til orqali o‘rganish va o‘qitilayotgan mavzu orqali chet tilini o‘rganish. Ushbu maqolada til va mazmun-mohiyat integrallashuvi masalasi ko‘rib chiqiladi. Maqolada CLIL atamasi,qisqacha etimologiyasi, tilni o‘qitishda asosiy kompetensiyalari va maqsadi yoritilgan. Shuningdek maqolada,CLIL-metod bilan mashg‘ulotlarni tashkil qilishning didaktik-metodologik tamoyillari, shartlari hamda afzalliklari tahlil qilingan.
The rapidly developing modern world imposes ever higher demands on every university graduate, since society needs the training of highly qualified specialists. It is obvious that knowledge of a foreign language significantly increases the competitiveness of a specialist in the labor market and thereby contributes to international mobility. In this regard, the role of the discipline “foreign language” at non-linguistic faculties of universities is growing significantly. The state educational standard of higher education requires taking into account professional specifics in the study of a foreign language, its focus on the implementation of the tasks of the future professional activity of graduates. The task is not only to acquire communication skills in a foreign language, but also to acquire specialized knowledge in the chosen specialty. The success in solving the above task is largely facilitated by the use of innovative pedagogical methods and technologies. One of these technologies is the CLIL technology.What is CLIL (Content and Language Integrated Learning)? If you translate this concept into Russian, then this is nothing more than subject-language integrated training. The term CLIL was coined by David Marsh in 1994 to refer to learning situations in which disciplines or their individual sections are taught in “complementary”, i.e. foreign language. The purpose of such training is the simultaneous study of academic discipline and a foreign language, i.e. language is considered not as an object of study, but as a tool for learning other objects. Thus, teaching in the native and foreign languages is one. Teaching takes place in two languages so that in learning situations a language is used that is suitable for the situation and purpose of the training. According to the CLIL method, a foreign language can be used in all lessons in all academic subjects, except for the native language, that is, the language becomes not the object of instruction, but its means. CLIL technology has two objectives, namely — the study of the subject through a foreign language, and a foreign language through the taught subject. This article addresses the issue of integrated learning content and language. The article gives a definition of the term CLIL, in brief its etymology, its main competencies and goals in teaching the language. Also, didactic-methodological principles and conditions for the organization of classes with the CLIL method and the advantages of the analyzed method are presented.