The formation of foreign language competence of engineering students through CLIL-method.
Abstract
The article looks into ways to develop intercultural knowledge of engineering students, forming their foreign language competence. The research displayed the influence of the Content- Language Integrated Learning (CLIL), contributing to students’ active social integration, and improving their motivation for mastering English. The study determined the CLIL approach principle, its model and postulates. This paper also describes the introduction of the “Elementary Mathematics in English” elective course for engineering students, choosing the model C3 CLIL method. The results confirm the positive dynamics of forming engineering students’ foreign language competence, аs well as improving their motivation to study through the development and implementation of the integrated elective course mentioned under certain educational conditions.
References
Bystray, Y., Belova, L., Vlasenko, O., Zasedateleva, M., Shtykova, T. (2018). Development of second-language communicative competence of prospective teachers based on the CLIL Technology (From the experience of a pedagogic project at a Department of History). Revista Espacios, 39 (52), 12. http://www.revistaespacios.com/a18v39n52/18395212.html
Chostelidou, D., Griva, E. (2014). Measuring the effect of implementing CLIL in higher education: An experimental research project. Procedia – Social and Behavioral Sciences, 116, 2169–2174. https://doi.org/10.1016/j.sbspro.2014.01.538
Coyle, D., Hood, P., Marsh, M. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press.
Dallinger, S., Jonkmann, K., Hollm, J., Fiege, Ch. (2016). The effect of content and language integrated learning on students' English and history competences – Killing two birds with one stone? Learning and Instruction, 41, 23–31. https://doi.org/10.1016/j.learninstruc.2015.09.003
Dubovitskaya, T.D. (2002). A technique for diagnosing the orientation of educational motivation. Psychological Science and Education. 2, 42–45. http://psyjournals.ru/files/2259/psyedu_2002_n2_Dubovitskaja.pdf
Fannon, P., Kadelburg, V., Woolley, B., Ward, S. (2012). Mathematics for the IB Diploma Standard Level. Publisher: Cambridge University Press. 2012.
Gimeno, A., Seiza, R., Macario de Siqueiraa, J., Martínez, A. (2010). Content and language integrated learning in higher technical education using the in Genio online multimedia authoring tool. Procedia – Social and Behavioral Sciences, 2 (2), 3170–3174. https://doi.org/10.1016/j.sbspro.2010.03.484
Honcharenko, S. U. (2011). Ukrainian Pedagogical Encyclopedic Dictionary. Rivne: Volynski oberehy.
INCLUDE (2016). Third yearly report: Analysis of resources, gap identification and further propositions. Education, Audiovisual and Culture Executive Agency of the European Union (EACEA) Project Number 530938-LLP-1-2012-1-IT-KA2-KA2NW. Brussels: European Commission. http://www.ardaa.fr/wp-content/uploads/2017/07/D7.3-THIRD-YEARLY-REPORT.pdf
Ioannou Georgiou, S., Pavlu, P. (2015). Guidelines for CLIL Implementation in Primary and Pre-primary Education. Comenius Socrates Project.
Jiménez Catalán, R. M., Pilar Agustín Llach, M. (2017). CLIL or time? Lexical profiles of CLIL and non-CLIL EFL learners. System, 66, 87–99. https://doi.org/10.1016/j.system.2017.03.016
Kashiwagi, K., Tomecsek, J. (2015). How CLIL classes exert a positive influence on teaching style in student centered language learning through overseas teacher training in Sweden and Finland. Procedia – Social and Behavioral Sciences, 173, 79–84. https://doi.org/10.1016/j.sbspro.2015.02.034
Kontio, J., Sylvén, L. K. (2015). Language alternation and language norm in vocational content and language integrated learning. The Language Learning Journal, 43(3), 271-285. https://doi.org/10.1080/09571736.2015.1053279
Lo, Y.Y., Macaro, E. (2015). Getting used to content and language integrated learning: what can classroom interaction reveal? The Language Learning Journal, 43(3), 239-255. https://doi.org/10.1080/09571736.2015.1053281
Martín Del Pozo, M. Á. (2015). Signposts for Comprehensive Knowledge of CLIL Contexts. Procedia – Social and Behavioral Sciences, 212, 99–105. https://doi.org/10.1016/j.sbspro.2015.11.305
Mehisto, P. Marsh, P., Frigols, M. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Macmillan Oxford.
Montalto, S., Walter, L., Theodorou, M., Chrysanthou, K. (2015). The CLIL Guidebook. Lifelong Learning Program. https://www.goethe.de/en/spr/unt/kum/clg/20782495.htm
Somers, T., Llinares, A. (2018). Students’ motivation for content and language integrated learning and the role of programme intensity. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2018.1517722
Stavytska, I. (2017). The formation of foreign language competence of engineering students by means of multimedia. Advanced Education, 7, 123–128. https://doi.org/10.20535/2410-8286.95301
Surmont, J., Struys, E., Van Den Noort, M., Van De Craen, P. (2016). The effects of CLIL on mathematical content learning: A longitudinal study. Studies in Second Language Learning and Teaching, 6 (2), 319-337. https://doi.org/10.14746/ssllt.2016.6.2.7
Urban, P., Martin, D., Haese, R., Haese, S., Haese, M. (2008). Mathematics for the International Student: IB Diploma HL Core. 2nd еdition. Publisher: Haese & Harris.
Velázquez Guerrero, H. (2013). Theoretical foundations for a better learning of the English language since oral and written texts to third year secondary school students. Year I, No 2, September 2013.
Vlasenko, К. (2018). Preparing for the teaching of mathematical disciplines at the department of higher mathematics of DSEA. Problems of Higher Mathematical Education: Challenges of the Present. https://conferences.vntu.edu.ua/index.php/pmovc/pmovc/paper/view/5472
Vollmer, G., Johannes, H., Heine, L., Troschke, R., Coetzee, D., Kuttel, V. (2006). Subject-specific competence and language use of CLIL learners: The case of geography in grade 10 of secondary schools in Germany. Paper presented at the ESSE8 Conference in London. 22-25, 2006.
Wenhsien, Y. (2017). Tuning university undergraduates for high mobility and employability under the content and language integrated learning approach. International Journal of Bilingual Education and Bilingualism, 20(6), 607–624. https://doi.org/10.1080/13670050.2015.1061474
