Menu: Home :: go to Journal :: switch to Russian :: switch to English
You are here: all Journals and Issues→ Journal→ Issue→ Article

Teaching course development of a professional foreign language in an agrarian university based on the model of content and language integrated learning

Annotation

Content and language integrated learning is a new innovative approach to professional foreign language teaching in an agrarian university. Its distinctive feature is the dual purpose of teaching – the simultaneous teaching students a foreign language and a profile specialty. Developed on the basis of actualizing reliance on intersubject connections, the course of a professional foreign language is aimed at intraprofile specialization of students and the development of a number of general professional and professional competencies in them. At the same time, the full-fledged implementation of content and language integrated learning requires appropriate changes both in the planning of a professional foreign language course and in the development of educational materials new in content and orientation. In the work, we consider the definition and main provisions of content and language integrated learning, analyze the works devoted to the courses development for English for specific purposes, offer the author’s stages of course development of a professional foreign language based on the model of content and language integrated learning. These stages include: 1) an assessment of the students’ needs; 2) determination of the goals and objectives of the course; 3) determination of course topics or content and thematic modules; 4) determination of subtopics of each content and thematic module; 5) selection of foreign texts of a professional orientation; 6) the development of problem tasks of a foreign speech and professional orientation; 7) course assessment. The work describes in detail all the stages.

Keywords

content and language integrated learning; English for specific purposes; stages of course development; educational materials

Full-text in one file

Download

DOI

10.20310/1810-0201-2019-25-185-83-93

UDC

378

Pages

83-93

References

1. Hutchinson T., Waters A. English for Specific Purposes. Cambridge, Cambridge University Press, 1987. 2. Marsh D. Bilingual Education and Content and Language Integrated Learning. Paris, International Association for Cross-cultural Communication, Language Teaching in the Member State of the European Union (Lingua), University of Sorbonne Publ., 1994. 3. Sysoyev P.V. Etapy razrabotki uchebnykh materialov dlya predmetno-yazykovogo integrirovannogo obucheniya [Stages of developing educational materials for content and language integrated learning]. Vestnik Moskovskogo universiteta. Seriya 19: Lingvistika i mezhkul’turnaya kommunikatsiya – The Bulletin of Moscow University. Series 19. Linguistics and Cross-Cultural Communication, 2020, no. 3. (In Russian). 4. Coyle D. Meaning-making, language learning and language using: an integrated approach. Inclusive pedagogy across the curriculum. International Perspectives on Inclusive Education, 2015, vol. 7, pp. 235-258. 5. 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). 6. Safonova V.V., Sysoyev P.V. Elektivnyy kurs po kul’turovedeniyu SSHA v sisteme profil’nogo obucheniya angliyskomu yazyku [Elective course on cultural studies of the USA in the system of profile teaching English language]. Inostrannyye yazyki v shkole – Foreign Language for Schools, 2005, no. 2, pp. 7-16. (In Russian). 7. Popova N.V., Kogan M.S., Vdovina E.K. Predmetno-yazykovoe integrirovannoe obuchenie (CLIL) kak metodologiya aktualizatsii mezhdistsiplinarnykh svyazey v tekhnicheskom vuze [Content and Language Integrated Learning (CLIL) as actualization methodology of interdisciplinary links in technical university]. Vestnik Tambovskogo universiteta. Seriya Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2018, vol. 23, no. 173, pp. 29-42. DOI 10.20310/1810-0201-2018-23-173-29-42. (In Russian). 8. 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 – The Bulletin of Moscow University. Series 19. Linguistics and Cross-Cultural Communication, 2019, no. 1, pp. 62-72. (In Russian). 9. Zavyalov V.V. Osobennosti otbora predmetnoy storony soderzhaniya obucheniya angliyskomu yazyku studentov napravleniya podgotovki «Yurisprudentsiya» [Selection features of the subject side of the content of English teaching to students of “Jurisprudence” programme]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2018, vol. 23, no. 177, pp. 30-38. DOI 10.20310/1810-0201-2018-23-177-30-38. (In Russian). 10. Zavyalov V.V. Modeli obucheniya inostrannomu yazyku dlya professional’nykh tseley studentov nelingvisticheskikh napravleniy podgotovki [Models of teaching students of non-linguistic majors a foreign language for the professional purposes]. Derzhavinskiy forum – Derzhavin Forum, 2018, vol. 2, no. 6, pp. 175-184. (In Russian). 11. 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. (In Russian). 12. Graves K. A framework of course development process. Teachers as Course Developers. Cambridge, Cambridge University Press, 1996, pp. 12-38. 13. Sysoyev P. Developing English for specific purposes course using a learner-centered approach: a Russian experience. The Internet TESL Journal, 2000, vol. 6, no. 3, pp. 1-8. 14. Serova T.S. Professional’no-oriyentirovannoye integrativnoye vzaimosvyazannoye obucheniye inostrannym yazykam i distsiplinam estestvenno-nauchnogo i obshchetekhnicheskogo tsiklov na pervom etape bakalavriata v politekhnicheskom universitete [Professionally-oriented integrative interconnected teaching of foreign languages and disciplines of the natural science and general technical cycles at the first stage of bachelor’s degree program at the polytechnic university]. Integrirovannoye obucheniye inostrannym yazykam i professional’nym distsiplinam: Opyt rossiyskikh vuzov [Integrated Teaching of Foreign Languages and Professional Disciplines: Experience of Russian Universities]. St. Petersburg, Peter the Great St. Petersburg Polytechnic University Publ., 2018, pp. 73-124. (In Russian). 15. Kapranchikova K.V. Osobennosti otbora predmetnogo soderzhaniya obucheniya inostrannomu yazyku v agrarnom vuze [Features of the selection of the subject content of teaching a foreign language in the agrarian university]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2018, vol. 23, no. 176, pp. 46-55. DOI 10.20310/1810-0201-2018-23-176-46-55. (In Russian). 16. Solomatina A.G. Obuchenie inostrannomu yazyku dlya professional'nykh tseley na osnove modeli integrirovannogo predmetno-yazykovogo obucheniya v agrarnom vuze [Teaching a foreign language for professional purposes course on the basis of the model of content and language integrated learning in an agricultural institution]. Vestnik Tambovskogo universiteta. Seriya Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2018, vol. 23, no. 173, pp. 49-57. DOI 10.20310/1810-0201-2018-23-173-49-57. (In Russian). 17. Tokmakova Y.V. Predmetnoye soderzhaniye obucheniya angliyskomu yazyku studentov napravleniya podgotovki «Tekhnologiya proizvodstva i pererabotki sel’skokhozyaystvennoy produktsii» [Subject content of teaching English language to students of “Technology of production and processing of agricultural products” programme]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2019, vol. 24, no. 183, pp. 35-44. DOI 10.20310/1810-0201-2019-24-183-35-44. (In Russian). 18. Baydikova T.V. Predmetnoye soderzhaniye obucheniya inostrannomu yazyku v professional’noy sfere studentov napravleniya podgotovki «Agroinzheneriya» na osnove integrirovannogo predmetno-yazykovogo obucheniya [Subject content of foreign language teaching in the professional sphere of students of “Agricultural Engineering” programme based on content and language integrated learning]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2020, vol. 25, no. 184, pp. 65-74. DOI 10.20310/1810-0201-2020-25-184-65-74 (In Russian). 19. Bloom B.S., Engelhart M.D., Furst E.J., Hill W.H., Krathwohl D.R. Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. New York, David McKay Company Publ., 1956. 20. Safonova V.V. Problemnyye zadaniya na urokakh angliyskogo yazyka [Problem Tasks on English Language Lessons]. Moscow, Evroshkola Publ., 2001. (In Russian).

Received

2020-01-15

Section of issue

Theory and methods of foreign language teaching in agrarian university

Для корректной работы сайта используйте один из современных браузеров. Например, Firefox 55, Chrome 60 или более новые.