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

Региональный социально-инновационный университет, Казахстан

Южно-Казахстанский государственный педагогический институт, Казахстан

METHODOLOGICAL PECULIARITIES OF INTEGRATED ENGLISH LANGUAGE TEACHING

With the expansion of Globalism, diversity of languages and the need for communication are seen as central issues. Even with English as the main language, other languages are unlikely to disappear. Some countries have strong views regarding the use of other languages within their borders. With increased contact between countries, there will be an increase in the need for communicative skills in a second or third language. Languages will play a key role in curricula across the republic of Kazakhstan. Attention needs to be given to the training of teachers and the development of frameworks and methods which will improve the quality of language education. Kazakhstan has been looking into the state of trilingualism and language education since the 2000s, and has a clear vision of a multilingual Kazakhstan in which people can function in two or three languages. Content and Language Integrated Learning (CLIL) has become the umbrella term describing both learning another (content) subject such as physics or geography through the medium of a foreign language and learning a foreign language by studying a content-based subject.

There are two types of integrated-skill instruction, such as content-based language instruction and task-based instruction. The first of these emphasizes learning content through language, while the second stresses doing tasks that require communicative language use. Both of these benefit from a diverse range of materials, textbooks, and technologies for the ESL or EFL classroom.

In content-based instruction, students practice all the language skills in a highly integrated, communicative fashion while learning content such as science, mathematics, and social studies. Content-based language instruction is valuable at all levels of proficiency, but the nature of the content might differ by proficiency level.

There exist at least three general models of content-based language instruction: theme-based, adjunct, and sheltered [1].

In task-based instruction, students participate in communicative tasks in English. Tasks are defined as activities that can stand alone as fundamental units and that require comprehending, producing, manipulating, or interacting in authentic language while attention is principally paid to meaning rather than form [2].

The task-based model is beginning to influence the measurement of learning strategies, not just the teaching of ESL and EFL. In task-based instruction, basic pair work and group work are often used to increase student interaction and collaboration. More structured cooperative learning formats can also be used in task-based instruction. Task-based instruction is relevant to all levels of language proficiency, but the nature of the task varies from one level to the other. Tasks become increasingly complex at higher proficiency levels.

The integrated-skill approach, as contrasted with the purely segregated approach, exposes English language learners to authentic language and challenges them to interact naturally in the language. Learners rapidly gain a true picture of the richness and complexity of the English language as employed for communication. Moreover, this approach stresses that English is not just an object of academic interest nor merely a key to passing an examination. Instead, English becomes a real means of interaction and sharing among people. This approach allows teachers to track students’ progress in multiple skills at the same time. Integrating the language skills also promotes the learning of real content, not just the dissection of language forms. Finally, the integrated-skill approach, whether found in content-based or task-based language instruction or some hybrid form, can be highly motivating to students of all ages and backgrounds.

In order to integrate the language skills in ESL instruction, teachers should consider taking the following steps:

· Learn more about the various ways to integrate language skills in the classroom (e.g., content-based, task-based, or a combination).

· Reflect on their current approach and evaluate the extent to which the skills are integrated.

· Choose instructional materials, textbooks, and technologies that promote the integration of listening, reading, speaking, and writing, as well as the associated skills of syntax, vocabulary, and so on.

· Even if a given course is labeled according to just one skill, remember that it is possible to integrate the other language skills through appropriate tasks.

· Teach language learning strategies and emphasize that a given strategy can often enhance performance in multiple skills [2].

So, there can be no doubt that CLIL is a very important new paradigm in language teaching. The target language need not always be English, other languages can be promoted in this way as well. The more languages our students know in their professional field the better they will be qualified for their profession. English is not a foreign language any more, it has become a key qualification for everyone. A professional qualification starts with a third or fourth language, and CLIL shows a way in this direction.

Литература:

1. Scarcella R., Oxford R. “The tapestry of language learning: The individual in the communicative classroom”, Boston: Heinle & Heinle, 1992

2. Oxford R., Integrated Skills in the ESL/EFL Classroom. ERIC Digest. https://eric.ed.gov/?q=ESL&ff1=pubERIC+Publications&id=ED456670