Шет тілінде сөйлеуді дамытуға арналған кіріктіре оқыту

Налекова Назым Сейсенбиевна

Жамбыл атындағы №5 мектеп гимназиясының

ағылшын тілі пәні мұғалімі

PECULIARITIES OF USING CLIL TECHNOLOGIES AT ENGLISH LESSONS FOR DEVELOPING LEARNERS' SPEAKING SKILLS

Abstract

Modern educational technologies, which are used to form students' speaking skills in the process of foreign language learning, are the most promising for creating an effective educational environment, ensuring cooperation of all members of the educational process. However, it should be noted that the introduction of any single educational technology, no matter how perfect it is, is not a guarantee for revealing and improving the abilities of students and the creative potential of the teacher. The aim of this article is to study the peculiarities of using CLIL in English classes in order to develop speaking skills. The object of the article is CLIL technology.

Key words: CLIL, speaking skill, technology, educational environment, material, English.

Аннотация

Современные образовательные технологии, которые применяются для формирования навыков говорения обучающихся в процессе иноязычного обучения, являются наиболее перспективными для создания эффективной образовательной среды, обеспечивающей сотрудничество всех членов образовательного процесса. Однако, следует отметить, что внедрение какой-либо одной технологии обучения, какой бы совершенной она ни была, еще не служит гарантией для раскрытия и улучшения способностей студентов и творческого потенциала преподавателя. Целью данной статьи является изучении особенностей использования CLIL на уроках английского языка для развития навыков говорения. Объектом статьи является технология CLIL.

Ключевые слова: CLIL, навык говорения, технология, образовательная среда, материал, английский язык.

Аңдатпа

Шет тілін оқыту процесінде білім алушылардың сөйлеу дағдыларын қалыптастыру үшін қолданылатын қазіргі заманғы білім беру технологиялары оқыту процесінің барлық мүшелерінің ынтымақтастығын қамтамасыз ететін тиімді білім беру ортасын құру үшін неғұрлым перспективалы болып CLIL табылады. Алайда, оқытудың қандай да бір технологиясын енгізу, қаншалықты жетілдірілсе де, оқушылардың қабілеттерін және оқытушының шығармашылық әлеуетін ашуға, жақсартуға кепілдік бермейтінін атап өткен жөн. Бұл мақаланың мақсаты сөйлеу дағдыларын дамыту үшін ағылшын тілі сабақтарында CLIL қолдану ерекшеліктерін зерттеу болып табылады. Мақаланың нысаны - CLIL технологиясы.

Кілт сөздер: CLIL, сөйлеу дағдысы, технология, білім беру ортасы, материал, ағылшын тілі.

In order to improve students' language proficiency and thus their future employability, educational organizations are developing foreign-language programs of various kinds. However, the implementation of such programs requires much more than the promotion of a foreign-language education policy within an organization or the goodwill of teachers interested in promoting them. Given the general English proficiency of teachers and trainees, it is necessary to design programs with clear goals and reasonable timelines that take into account the characteristics of the educational organization. In addition, it is important that the CLIL method is well organized and uses appropriate resources and support measures (methodology, language training). Most experts believe that the use of CLIL has great promise, but its implementation requires a revision of traditional concepts and attitudes towards teaching. At the moment, there are a number of circumstances that many researchers believe may have a negative impact on the introduction of CLIL into the teaching process. Subject teachers are not always willing to support innovations, because the use of this technology requires a lot of training on t

In the process of integration, methods of teaching subject content adequate to the methods of teaching English are also used. For example, if the teacher introduces a new concept by reinterpreting it, the same method of introducing the new concept is used to assimilate its meaning in English. Consequently, in the integrated learning process, subject knowledge and foreign language knowledge are acquired simultaneously - in other words, subject knowledge is acquired in English, and hence simultaneously develop appropriate subject and speech (speaking skill) skills, as the latter serve as a means of developing skills in the studied content.

The need to work more thoroughly with the lesson material contributes to a deeper understanding of subject knowledge. Subject-language integrated instruction promotes a more solid grasp of scientific terminology because its understanding and use occurs naturally. Regarding the influence of psychoaffective factors, it should also be noted that this new context of teaching and learning leads to a gradual decrease in the so-called «affective filter», that is, the development of a psychological incapacity that blocks English language learning [2]. This affective filter is responsible for prohibiting the use of language skills, especially oral skills. The need to understand complex content through English also improves students' attitudes toward their own learning of the language, which is considered one of the most important learning factors among adult learners in formal settings. The information gap or gap is used to stimulate the exchange of information, and therefore the skill of speaking. When learners have different information, the information gap creates a certain difference in information potentials and stimulates speaking. Formative support should be a continuous process that

- lexical and grammatical units and structures;

- all kinds of speech activities: speaking and listening.

According to A. Dincer, the list of basic strategies for practical implementation of the subject-linguistic integrated approach in the development of speaking includes the following:

- the strategy of «scaffolding learning», i.e., supporting the learner to help reduce cognitive and linguistic load;

- a strategy for developing higher-order and lower-order thinking skills, implemented through different types of questions, formed according to Bloom's taxonomy;

- the strategy of applying a multicultural component, providing an opportunity to acquaint the student with different views of the nature of all kinds of phenomena, as well as with the history of the development of various concepts or events;

- the strategy of using paired and group forms of work in the classroom, which promotes the involvement of students in active interaction. Moreover,…