scholarly journals CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) AS A CONDITION OF FOREIGN LANGUAGE COMPETENCE DEVELOPMENT AMONG SECONDARY SCHOOL LEARNERS

2020 ◽  
Vol 51 (1) ◽  
pp. 29-36
Author(s):  
I.P. Selezneva ◽  
◽  
V.V. Vlasova ◽  
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Competence Development ◽  
Integrated Learning ◽  
Language Competence

scholarly journals La terminologia per il CLIL in lingua straniera e in italiano L2

2021 ◽  
pp. 83-98
Author(s):  
Silvia Gilardoni
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Foreign Language ◽  
Teaching Practice ◽  
Native Speakers ◽  
Language Teaching ◽  
Integrated Learning ◽  
Second Language Teaching ◽  
Italian Context

In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.

Comparing the ‘phrasicon’ of teenagers in immersive and non-immersive settings

2020 ◽  
Vol 8 (1) ◽  
pp. 107-136 ◽  
Author(s):  
Amélie Bulon
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Integrated Learning ◽  
Frequency Range ◽  
Foreign Language Learners ◽  
Interdisciplinary Project ◽  
French Speaking

Abstract Foreign language learners’ phraseological proficiency remains problematic, even at advanced levels (e.g., Meunier, 2012; Meunier & Granger, 2008; Siepmann, 2008). While the Content and Language Integrated Learning (CLIL) method is believed to facilitate foreign language learning by fostering input, interaction, and output, little attention has been paid to the phraseological competence of CLIL learners. The present study aims to fill this gap as it is framed within an interdisciplinary project on CLIL in Belgium and specifically focuses on the phrasicon, i.e. the phraseological lexicon, of 5th year French-speaking secondary school learners of English in immersive (CLIL) and non-immersive (NON-CLIL) settings. The paper reports on (1) an analysis of the variety/range of the phrasicon and (2) an overview of phraseological accuracy. The analyses are based on a corpus of written productions of 180 learners. The findings of this study indicate higher frequency, range and accuracy in the phrasicon of CLIL learners.

scholarly journals Development of foreign language competence of higher education students in the context of blended learning

2021 ◽  
Vol 14 (33) ◽  
pp. e16671
Author(s):  
Maryna Velushchak ◽  
Tetiana Kravchenko ◽  
Kateryna Havrylenko ◽  
Tetiana Mykhailenko ◽  
Larysa Sokolovska
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
International Relations ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Competence Development ◽  
Professional Activity ◽  
Control Group ◽  
Education Students ◽  
Language Competence

The circumstances of active implementation of a blended learning format at all educational levels require increased motivation and advancement of the competences learned by students of higher education institutions.Such statement equally applies to foreign language competence, which is one of most relevant skills to the future professional activity of international relations specialists. In considering this, the Ukrainian higher education institutions conducted a study on the development of foreign language competence of higher education students in the context of blended learning. The purpose of the article is to develop and empirically establish the effectiveness of the author's model of foreign language competence development of higher education students in the context of blended learning. The study involved the development, implementation and evaluation of the effectiveness of the author's model of foreign language competence development of higher education students in the context of blended learning. The participants of the study were students of higher education institutions: HEI 1, HEI 2, HEI 3, who majored in the following specialties: international activities, international relations and some technical specialities. The participants were 1st, 3rd and 5th year students.A total of 138 students were interviewed (68 from the experimental and 70 from the control group). The study confirmed that the implementation of the method of organizing the formation of foreign language competence of  higher education students, which requires an optimal combination of blended learning with modern digital tools and the professional orientation of foreign language training in the system of higher education institutions, helps advance foreign language competence of higher education students.

scholarly journals What Students Tell Teachers about Practices that Integrate Subjects with English in a Lower Secondary School in Portugal

e-TEALS ◽  
2018 ◽  
Vol 9 (s1) ◽  
pp. 57-76 ◽  
Author(s):  
Valentina Piacentini ◽  
Ana Raquel Simões ◽  
Rui Marques Vieira
Keyword(s):  
Content Analysis ◽  
Secondary School ◽  
Foreign Language ◽  
Science Teachers ◽  
Integrated Learning ◽  
Lower Secondary School ◽  
Specific Subject ◽  
Doctoral Research ◽  
Structured Questionnaire

Abstract CLIL (Content and Language Integrated Learning) is an approach thought to provide, mainly during Content (non-language, subject) classes, a meaningful environment at school for the use and learning of a foreign language (FL), and may also improve conditions and practices of the specific subject. Moreover, CLIL can represent a research context to gauge the importance of language-aware teaching as is the case with the Portuguese “English Plus” project (EP), in which History and Science are taught/ learnt with/in English at lower secondary school. Our doctoral research is designed as a descriptive-explanatory case study on the EP project and its participants (English and Science teachers, former and current students). More specifically, this work focuses on students and shows their relationship with the EP approach and (dis)advantages in learning a subject with a FL. Data were collected through a semi-structured questionnaire and interview, with subsequent content analysis. The importance of “integrated learning” and of diverse strategies used by the teacher to support/scaffold learning is present in students’ perspectives which may further influence teaching practices

scholarly journals ANALYSIS OF THE LANGUAGE COMPETENCE OF THE NATIONAL GUARD OF UKRAINE OFFICERS

2021 ◽  
pp. 239-244
Author(s):  
Volodymyr Liutyi
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
National Guard ◽  
Multicultural Training ◽  
Competence Development ◽  
Learning Technologies ◽  
The State ◽  
The European Union ◽  
Language Competence ◽  
Distance Learning Technologies

According to the Ukraine integration in the European Union, the NATO integration course and the fact that NGU officers are constantly involved in international cooperation, we analyzed in the article the state of development of NGU officers’ language competence and systematized the results of the state of language competence of NGU officers and key characteristics of the language competence development in officers ass well as readiness of the officers for self-education and for the language competence development. A monitoring study was conducted by surveying NGU officers to determine the current state of language competence development in NGU officers and the attitude of officers to innovative technologies and distance learning technologies in the language competence development. We consider the creation of various conditions for the study to be an urgent problem of training NGU officers. Among them there are organizational, pedagogical, technical, normative conditions; considering of the level of language proficiency of officers and differentiation of training on this basis; improving the content and methods of teaching a foreign language in accordance with the duties and responsibilities of officers, with the specifics of the activities of NGU units; formation of positive motivation in officers to learn the language; providing foreign language practice for officers in daily activities and foreign language environment; multicultural training of officers; DL training for officers. The state of language competence development in officers is outlined with indication of problems of language competence development and emphasis is placed on effective forms of training with a view to developing of language competence components development in NGU officers.

scholarly journals Sinergistical aspect of discursive foreign language competence development in future bachelors at non-language institutions in the system of higher education

2016 ◽  
Vol 5 (4) ◽  
pp. 169-174
Author(s):  
Anatoli Gennadyevich Gorbunov
Keyword(s):  
Foreign Language ◽  
Effective Means ◽  
Competence Development ◽  
Communication Model ◽  
Anglo Saxon ◽  
Language Competence ◽  
Discourse Practices ◽  
Wide Range ◽  
High Level ◽  
Educational Conditions

The article presents an approach to solve the problem of foreign language competence development in future bachelors in non-language specialties. The author believes that modern educational curricula developers should pursue the idea to make it possible for future bachelors to perceive and produce textuality or dicourses in a foreign language and thus perform well developed discursive foreign language competence. Development of such competence requires that special educational conditions, tuition model and technique should become a part of tutorial methodology aimed at realizing a variety of approaches to form the competence in question in future bachelors in non-language fields. Revelation of such educational conditions and development of tuition model result from synergy of Philology and Pedagogy what allows to develop students understanding how the language of communication functions. Their advanced and high level of discursive foreign language competence make it possible for them to efficiently discuss a wide range of topics when their everyday life and professional activities are concerned. The Anglo-Saxon model of communication is being considered as an effective means to make it possible for students to slip from their native language model of communication onto the one in the foreign language. To sum up, understanding of the nature of discourse phenomenon, its systematic features, the algorithm of the Anglo-Saxon model of communication contribute a lot to well-grounded definition of the term discursive foreign language competence in pedagogical purposes. Solution to the problem of the discursive foreign language competence development provides future bachelors with a comfortable start in their specialty on the level of international contacts as well as further educational opportunities abroad as they are able to perform advanced and high level of competence when discourse practices of Anglo-Saxon model of communication are concerned. Moreover, future bachelors ability to have discursive foreign language practices on their fingertips may retrospectively impact and improve their communication model in the native tongue.

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