Магистрант Музапбарова Ә.А., к.п.н. Тургинбаева Л.В.

Региональный социально-инновационный университет, Казахстан

Южно-Казахстанский государственный педагогический институт, Казахстан

A PRACTICE BASED RESEARCH OF CLIL IMPLEMENTATION IN ENGLISH LANGUAGE TEACHING

Modern society, in the conditions of globalization and internationalization, required some development of integrated foreign language communication skills from the specialist-professional of to enter professional and business communication with representatives of other cultures, and in this connection, set the task of an interdisciplinary methodology development of the educational process, including simultaneous training of a foreign language and specialties. Professional characteristics of representatives of almost any profession show that today the modern professional cannot do with the possession without speaking foreign language at a certain level. At the same time, knowledge of a foreign language became inadequate for a wide range of specialists. Thus, the language of the profession is increasingly becoming a language for the specialty. And the goal of learning a foreign language is not so much the formation of the ability to intercultural communication, but the formation of the ability to communicate professionally in a multicultural space.

In the course of our research the experience of implementation of the context and language integrated learning abroad its advantages in comparison with a communicative approach have been defined. Firstly, a full-fledged immersion of students in a foreign environment takes place as they take in and understand fully sufficiently large volume of linguistic material. Secondly, vocabulary of students is enriched due to subject terminology; students develop their skills in using an academic foreign language. Thirdly, the context and language integrated learning contributes to the understanding of scientific concepts, it is easier for students to understand them, since acquisition of the term and its correlation with the relevant scientific concept occurs simultaneously.

The students’ integrated English language teaching competency is an integrative characteristic of the individual, which includes the ability and readiness of students to use a foreign language for the implementation of educational and cognitive activities in the subject area.

Levels of the formation of the students’ integrated English language teaching competency (pre-threshold, threshold, advanced) allow us to determine the criteria and indicators corresponding to the components of its structure: cognitive (knowledge of the fundamentals of modern technologies for collecting, processing and presenting information, mastering higher-order thinking skills (analysis, synthesis, evaluation); manifested in the ability to clearly express thoughts, argue and analyze the results obtained, build evidence, make judgments, isolate parts of the whole and identify the relationships between them, generalize, the ability to identify basic and secondary information, evaluate and interpret phenomena, determine the criteria for assessing the situation; academic (knowledge of the terminological minimum of the subject, the language clichés typical for the discipline under study, the ability to define, enter concepts, comment on the solution of problems In a foreign language, using for this purpose the specific means of the object language, extract information from special texts on the discipline in a foreign language in their oral and pi Presentation, correctly understand the symbolism, characteristic of the discipline under study, to work with graphic material); language (knowledge of the system of the language being studied and the skills of operating by the language (lexico-grammatical and phonetic) communication tools formed on their basis).

Thus, the aim of our research has been is achieved, the problems have been solved and the hypothesis has been confirmed. The study does not pretend to be an exhaustive solution of the problem. The continuation of our research of the context and language integrated learning is regarded of current interest in the development of the model of teaching English to higher school students on the basis of the context and language integrated learning.