Methodic model of teaching professional foreign language communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning
https://doi.org/10.20310/1810-0201-2020-25-186-53-63
Abstract
Content and language integrated learning of a foreign language and profile disciplines is a relatively new approach, which is only just beginning to be introduced into foreign language training of students of non-linguistic universities. We present a methodic model as a system of teaching professional foreign language communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning. The model is based on five approaches: competency-based, systemic, person-activity, communicative-cognitive, content and language integrated learning (CLIL). We implement approaches in practice through a number of principles. We describe in detail the principles of content and language integrated learning: the principle of authenticity, the principle of intensive foreign language proficiency, the principle of an active teacher, the principle of multiculturalism, the principle of the development of higher-level thinking skills, the principle of sustainable learning, the principle of adaptation of educational material, the principle of reliance on the native and foreign languages, the principle of motivation. The process of teaching agrarian university students a professional foreign language in the conditions of content and language integrated learning is based on such teaching methods as: communicative and interactive methods, problem and vocational training methods, tandem method and control methods. The subject content of students’ teaching is based on the subject content of teaching in relevant disciplines and reflects the specifics of future professional work of students. We provide a detailed description of all the components of the methodic model.
About the Author
Y. V. TokmakovaRussian Federation
Yuliya V. Tokmakova, Senior Lecturer of Russian and Foreign Languages Department
1 Michurina St., Voronezh 394087
References
1. Lyakhovitskiy M.V. Metodika prepodavaniya inostrannykh yazykov [Methods of Foreign Languages Teaching]. Moscow, Vysshaya shkola Publ., 1981, 159 p. (In Russian).
2. Shchukin A.N. Obucheniye inostrannym yazykam. Teoriya i praktika [Foreign Languages Teaching. Theory and Practice]. Moscow, Filomatis Publ., 2004, 408 p. (In Russian).
3. Zimnyaya I.A. Kompetentnostnyy podkhod. Kakovo ego mesto v sisteme sovremennykh podkhodov k problemam obrazovaniya (teoretiko-metodologicheskiy aspekt) [Competency approach. What is its place in the system of modern approaches to the problems of education (theoretical and methodological aspect)]. Vyssheye obrazovaniye segodnya – Higher Education Today, 2006, no. 8, pp. 20-26. (In Russian).
4. Khutorskoy A.V. Klyuchevyye kompetentsii kak komponent lichnostno-oriyentirovannoy paradigmy obrazovaniya [Key competencies as a component of a personality-oriented education paradigm]. Narodnoye obrazovaniye [Public Education], 2003, no. 2, pp. 58-64. (In Russian).
5. Blauberg I.V, Sadovskiy V.N., Yudin E.G. Sistemnyye issledovaniya i obshchaya teoriya sistem [Systems research and general theory of systems]. In: M.S. Belenkiy (ed.). Sistemnyye issledovaniya: ezhegodnik [Systems Research: Yearbook]. Moscow, Nauka Publ., 1969, pp. 7-29. (In Russian).
6. Slastenin V.A., Isayev I.F., Shiyanov E.N. Pedagogika [Pedagogy]. Moscow, Publishing Center “Akademiya”, 2002, 576 p. (In Russian).
7. Bespalko V.P. Pedagogika i progressivnyye tekhnologii obucheniya [Pedagogy and Advanced Learning Technologies]. Moscow, Pedagogika Publ., 1989, 192 p. (In Russian).
8. Vygotskiy L.S. Pedagogicheskaya psikhologiya [Pedagogical Psychology]. Moscow, Pedagogika-Press Publ., 1996, 534 p. (In Russian).
9. Bagramova N.V. Lingvo-metodicheskiye osnovy obucheniya leksicheskoy storone ustnoy rechi na angliyskom yazyke kak vtorom inostrannom v pedagogicheskom vuze: avtoref. dis. … d-ra ped. nauk [Linguistic and Methodical Foundations of Teaching the Lexical Side of Oral Speech in English as a Second Foreign Language in a Pedagogical University. Dr. ped. sci. diss. abstr.]. St. Petersburg, 1993, 31 p. (In Russian).
10. Shchepilova A.V. Kognitivnyy printsip v obuchenii vtoromu inostrannomu yazyku: k voprosu o teoreticheskom obosnovanii [The cognitive principle in teaching a second foreign language: to the question of theoretical justification]. Inostrannyye yazyki v shkole – Foreign Languages for Schools, 2003, no. 2, pp. 4-11. (In Russian).
11. Passov E.I. Kommunikativnyy metod obucheniya inoyazychnomu govoreniyu [Communicative Method of Teaching Foreign Language Speaking]. Moscow, Prosveshcheniye Publ., 1991, 222 p. (In Russian).
12. Marsh D. Content and Language Integrated Learning: The European Dimension – Actions, Trends and Foresight Potential. Oxford, Oxford University Press, 2002, 204 p.
13. Almazova N.I., Baranova T.A., Khalyapina L.P. Pedagogicheskiye podkhody i modeli integrirovannogo obucheniya inostrannym yazykam i professional’nym distsiplinam v zarubezhnoy i rossiyskoy lingvodidaktike [Pedagogical approaches and models of integrated teaching of foreign languages and professional disciplines in foreign and Russian linguodidactics]. Yazyk i kul’tura – Language and Culture, 2017, no. 39, pp. 116-134. (In Russian).
14. Sysoyev P.V. Diskussionnyye voprosy vnedreniya predmetno-yazykovogo integrirovannogo obucheniya studentov professional’nomu obshcheniyu v Rossii [Controversial issues of the introduction of content and language integrated learning approach to teaching foreign language professional communication in Russia]. Yazyk i kul’tura – Language and Culture, 2019, no. 48, pp. 349-371. (In Russian).
15. Hutchinson T., Waters A. English for Specific Purposes: A Learning-Centred Approach. Cambridge, Cambridge University Press, 1987.
16. Polyakov O.G. Angliyskiy yazyk dlya spetsial’nykh tseley: teoriya i praktika [English for Special Purposes: Theory and Practice]. Moscow, NVI-Tezaurus Publ., 2003, 188 p. (In Russian).
17. Khalyapina L.P. Sovremennyye tendentsii v obuchenii inostrannym yazykam na osnove idey CLIL [Current trends in teaching foreign languages on the basis of CLIL]. Voprosy metodiki prepodavaniya v vuze – Teaching Methodology in Higher Education, 2017, vol. 6, no. 20, pp. 46-52. (In Russian).
18. Sysoyev P.V., Zavyalov V.V. Osobennosti otbora soderzhaniya obucheniya pis’mennoy rechi studentov napravleniya podgotovki «Yurisprudentsiya» [Features of English language course content selection for law students for development of writing skills]. Vestnik Moskovskogo universiteta. Seriya 19: Lingvistika i mezhkul’turnaya kommunikatsiya – Bulletin of Moscow University. Series 19: Linguistics and Cross-Cultural Communication, 2019, no. 1, pp. 62-72. (In Russian)
19. Sysoyev P.V., Zavyalov V.V. Obucheniye inoyazychnomu pis’mennomu yuridicheskomu diskursu studentov napravleniya podgotovki «Yurisprudentsiya» [Teaching foreign language written legal discourse to law students]. Yazyk i kul’tura – Language and Culture, 2018, no. 41, pp. 308-326. DOI 10.17223/19996195/41/19 (In Russian).
20. Salekhova L.L., Grigoryeva K.S. Realizatsiya printsipov predmetno-yazykovogo integrirovannogo obucheniya s pomoshch’yu tekhnologiy WEB 2.0 v tekhnicheskom vuze [Implementation of the principles of object-language integrated learning through technology web 2.0 in a technical university]. Vestnik Rossiyskogo universiteta druzhby narodov. Seriya: Informatizatsiya obrazovaniya – RUDN Journal of Informatization in Education, 2014, no. 2, pp. 11-18. (In Russian).
21. Sysoyev P.V. Peresmatrivaya konstrukt mezhkul’turnoy kompetentsii: obucheniye mezhkul’turnomu vzaimodeystviyu v usloviyakh «dialoga kul’tur» i «ne-dialoga kul’tur» [Revising a structure of intercultural competence: training intercultural interaction in the conditions of “Dialogue of cultures” and “Non-dialogue of cultures”]. Yazyk i kul’tura – Language and Culture, 2018, no. 43, pp. 261-281. (In Russian)
22. Tokmakova Y.V. Psikhologo-pedagogicheskiye usloviya obucheniya inoyazychnomu professional’nomu obshcheniyu studentov napravleniya podgotovki «Tekhnologiya proizvodstva i pererabotki sel’skokhozyaystvennoy produktsii» na osnove modeli integrirovannogo predmetno-yazykovogo obucheniya [Psychological and pedagogical conditions for teaching foreign professional communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2019, vol. 24, no. 181, pp. 43-54. DOI 10.20310/1810-0201-2019-24-181-43-54. (In Russian).
23. Baydikova T.V., Tokmakova Y.V. Motivatsiya studentov agrarnogo vuza prinimat’ uchastiye v obuchenii professional’nomu inostrannomu yazyku na osnove integrirovannogo predmetno-yazykovogo obucheniya [Motivation of agricultural university students to take part in teaching a professional foreign language on the basis of integrated subject-language teaching]. Derzhavinskiy forum – Derzhavin Forum, 2020, vol. 4, no. 14, pp. 145-153. (In Russian).
Review
For citations:
Tokmakova Y.V. Methodic model of teaching professional foreign language communication students of “Technology of production and processing of agricultural products” programme based on the model of content and language integrated learning. Tambov University Review. Series: Humanities. 2020;25(186):53-63. (In Russ.) https://doi.org/10.20310/1810-0201-2020-25-186-53-63