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FOREIGN LANGUAGE COMPETENCE DEVELOPMENT USING CLIL AMONG STUDENTS IN RUSSIAN UNIVERSITIES
Corresponding Author(s) : Endzhe Latypova
Humanities & Social Sciences Reviews,
Vol. 8 No. 4 (2020): July
Abstract
Purpose of the study: Justification of the factors of efficiency of implementing Krashen's theory on the basis of the implementation of the ideas of content and language integrated learning (CLIL) for the development of students' language competence in the study of English on the example of Russian universities.
Methodology: Questionnaire survey, a pedagogical experiment; correlation-regression analysis; the principal component method (Ð5).
Main findings: The linguistic competence in foreign language learning should be considered as a set of linguistic, communicative, and social competences consisting of a great variety of speech acts and communicative functions related to communicative behavior and social life. The most important component in the structure of linguistic competence is the linguistic competence proper that determines the level of foreign language proficiency. For students studying using the CLIL method, the learning material complexity level should be 2.5 times higher than the level of students' competence; for students studying in universities that do not use the CLIL method - 1.9 times higher. It is advisable to structure the training on principle from simple to complex content of the learning material, as well as training based on learning materials of higher complexity than the level of students' competence, using an individual approach.
Applications of this study: The results obtained will serve as the basis for methodological materials development and an algorithm for organizing the learning process in such a way as to ensure the maximum possible level of language competence development among students using the CLIL method not only in the process of learning English but also other foreign languages.
Novelty/Originality of this study: Empirical evaluation of factors of efficiency of practical implementation of the CLIL in the educational process and adaptation of Krashen's methodology in the process of forming students' language competence.
Keywords
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- Abdulrahman, N. C., & Abu-Ayyash, E. A. S. (2019). Linguistic competence, communicative competence, and interactional competence. Journal of Advances in Linguistics, 10, 1600-1616. https://doi.org/10.24297/jal.v10i0.8530 DOI: https://doi.org/10.24297/jal.v10i0.8530
- Abramova, I., & Shishmolina, E. (2017). Modeling a foreign-language environment when teaching non-linguistic students: Preliminary results. Educational Studies, 3, 132-151. https://doi.org/10.17323/1814-9545-2017-3-132-151 DOI: https://doi.org/10.17323/1814-9545-2017-3-132-151
- Agudo, J. de D. M. (2019). Which instructional programme (EFL or CLIL) results in better oral communicative competence? Updated empirical evidence from a monolingual context. Linguistics and Education, 51, 69-78. https://doi.org/10.1016/j.linged.2019.04.008 DOI: https://doi.org/10.1016/j.linged.2019.04.008
- Al-Ameedi, R. T., Ibrahim, E. R., & Nayef, K. J. (2019). Language laboratory and developing skills in an Iraqi secondary school. Journal of Southwest Jiaotong University, 54(5). https://doi.org/10.35741/issn.0258-2724.54.5.46 DOI: https://doi.org/10.35741/issn.0258-2724.54.5.46
- Al-Busaidi, F. Y. (2018). The socio-cultural factors influencing learners of Arabic in the Sultanate of Oman. International Education Studies, 12(8), 72-82. https://doi.org/10.5539/ies.v12n8p72 DOI: https://doi.org/10.5539/ies.v12n8p72
- Arnó-Macià , E., & Mancho-Barés, G. (2015). The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP. English for Specific Purposes, 37, 63-73. https://doi.org/10.1016/j.esp.2014.06.007 DOI: https://doi.org/10.1016/j.esp.2014.06.007
- Atamanova, I., & Bogomaz, S. (2014). Ambiguity tolerance as a psychological factor of foreign language communicative competence development. Procedia - Social and Behavioral Sciences, 154, 345-352. https://doi.org/10.1016/j.sbspro.2014.10.161 DOI: https://doi.org/10.1016/j.sbspro.2014.10.161
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- Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford University Press. https://books.google.ru/books?hl=ru&lr=&id=E0yH0NdySrQC&oi=fnd&pg=PP9&ots=CCEXlAPJyG&sig=uL0SE2xvtfosx6kOLsv7RjgzD_4&redir_esc=y#v=onepage&q&f=false
- Cañado, M. L. P. (2018). The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts. Learning and Instruction, 57, 18-33. https://doi.org/10.1016/j.learninstruc.2017.12.002 DOI: https://doi.org/10.1016/j.learninstruc.2017.12.002
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- Chomsky, N. (1986). Knowledge of language: Its nature, origins, and use. Praeger Publishers. https://books.google.ru/books?hl=ru&lr=&id=b0VZPtZDL8kC&oi=fnd&pg=PR11&ots=kdmiazZ74d&sig=r-rCZKsHtVPxfWPRkIs2RBW7KuA&redir_esc=y#v=onepage&q&f=false
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- Day, D., & Kristiansen, E. D. (2018). Demonstrating and claiming competence in language: Doing being better or worse than others. Journal of Pragmatics, 126, 90-105. https://doi.org/10.1016/j.pragma.2018.01.003 DOI: https://doi.org/10.1016/j.pragma.2018.01.003
- De Smet, A., Mettewie, L., Hiligsmann, P., Galand, B., & Van Mensel, L. (2019). Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1671308 DOI: https://doi.org/10.1080/13670050.2019.1671308
- Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42(2), 209-224. https://doi.org/10.1080/09571736.2014.889508 DOI: https://doi.org/10.1080/09571736.2014.889508
- Domahs, U., Truckenbrodt, H., & Wiese, R. (2015). Phonological and phonetic competence: between grammar, signal processing, and neural activity. Frontiers in Psychology, 6, 1-3. https://doi.org/10.3389/fpsyg.2015.01899 DOI: https://doi.org/10.3389/fpsyg.2015.01899
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- Gusti Nur, H., & Sofi, Y. (2019). Correlational study of students' speaking competence and writing competence and the impact in students' performance in English. Humanities & Social Sciences Reviews, 7(3), 362-373. https://doi.org/10.18510/hssr.2019.7354 DOI: https://doi.org/10.18510/hssr.2019.7354
- Hamza, A. A. (2018). The role of culture in teaching and learning English as a foreign language. Basic Education College Magazine for Educational and Humanities Sciences, 38, 797–807.
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- Kraft, K. (2019). Language policies and linguistic competence: New speakers in the Norwegian construction industry. Lang Policy, 18, 573-591. https://doi.org/10.1007/s10993-018-9502-6 DOI: https://doi.org/10.1007/s10993-018-9502-6
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- Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford University Press.
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References
Abdulrahman, N. C., & Abu-Ayyash, E. A. S. (2019). Linguistic competence, communicative competence, and interactional competence. Journal of Advances in Linguistics, 10, 1600-1616. https://doi.org/10.24297/jal.v10i0.8530 DOI: https://doi.org/10.24297/jal.v10i0.8530
Abramova, I., & Shishmolina, E. (2017). Modeling a foreign-language environment when teaching non-linguistic students: Preliminary results. Educational Studies, 3, 132-151. https://doi.org/10.17323/1814-9545-2017-3-132-151 DOI: https://doi.org/10.17323/1814-9545-2017-3-132-151
Agudo, J. de D. M. (2019). Which instructional programme (EFL or CLIL) results in better oral communicative competence? Updated empirical evidence from a monolingual context. Linguistics and Education, 51, 69-78. https://doi.org/10.1016/j.linged.2019.04.008 DOI: https://doi.org/10.1016/j.linged.2019.04.008
Al-Ameedi, R. T., Ibrahim, E. R., & Nayef, K. J. (2019). Language laboratory and developing skills in an Iraqi secondary school. Journal of Southwest Jiaotong University, 54(5). https://doi.org/10.35741/issn.0258-2724.54.5.46 DOI: https://doi.org/10.35741/issn.0258-2724.54.5.46
Al-Busaidi, F. Y. (2018). The socio-cultural factors influencing learners of Arabic in the Sultanate of Oman. International Education Studies, 12(8), 72-82. https://doi.org/10.5539/ies.v12n8p72 DOI: https://doi.org/10.5539/ies.v12n8p72
Arnó-Macià , E., & Mancho-Barés, G. (2015). The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP. English for Specific Purposes, 37, 63-73. https://doi.org/10.1016/j.esp.2014.06.007 DOI: https://doi.org/10.1016/j.esp.2014.06.007
Atamanova, I., & Bogomaz, S. (2014). Ambiguity tolerance as a psychological factor of foreign language communicative competence development. Procedia - Social and Behavioral Sciences, 154, 345-352. https://doi.org/10.1016/j.sbspro.2014.10.161 DOI: https://doi.org/10.1016/j.sbspro.2014.10.161
Bachman, L. (1990) Fundamental considerations in language testing. Oxford University Press. https://books.google.ru/books?hl=ru&lr=&id=5_KJCfkWgqcC&oi=fnd&pg=PR8&ots=WJoIhLLw8X&sig=2XPpnnYhb-QoNTuFE9puCrfHwJM&redir_esc=y#v=onepage&q&f=false
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Cañado, M. L. P. (2018). The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts. Learning and Instruction, 57, 18-33. https://doi.org/10.1016/j.learninstruc.2017.12.002 DOI: https://doi.org/10.1016/j.learninstruc.2017.12.002
Catalán, R. M. J., & Llach, M. P. A. (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 DOI: https://doi.org/10.1016/j.system.2017.03.016
Chomsky, N. (1986). Knowledge of language: Its nature, origins, and use. Praeger Publishers. https://books.google.ru/books?hl=ru&lr=&id=b0VZPtZDL8kC&oi=fnd&pg=PR11&ots=kdmiazZ74d&sig=r-rCZKsHtVPxfWPRkIs2RBW7KuA&redir_esc=y#v=onepage&q&f=false
Coccetta, F. (2018). Developing university students' multimodal communicative competence: Field research into multimodal text studies in English. System, 77, 19-27. https://doi.org/10.1016/j.system.2018.01.004 DOI: https://doi.org/10.1016/j.system.2018.01.004
Day, D., & Kristiansen, E. D. (2018). Demonstrating and claiming competence in language: Doing being better or worse than others. Journal of Pragmatics, 126, 90-105. https://doi.org/10.1016/j.pragma.2018.01.003 DOI: https://doi.org/10.1016/j.pragma.2018.01.003
De Smet, A., Mettewie, L., Hiligsmann, P., Galand, B., & Van Mensel, L. (2019). Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1671308 DOI: https://doi.org/10.1080/13670050.2019.1671308
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42(2), 209-224. https://doi.org/10.1080/09571736.2014.889508 DOI: https://doi.org/10.1080/09571736.2014.889508
Domahs, U., Truckenbrodt, H., & Wiese, R. (2015). Phonological and phonetic competence: between grammar, signal processing, and neural activity. Frontiers in Psychology, 6, 1-3. https://doi.org/10.3389/fpsyg.2015.01899 DOI: https://doi.org/10.3389/fpsyg.2015.01899
Evans, V., & Green, M. (2015). Cognitive linguistics: An introduction. Routledge.
Gali, G. V., Fakhrutdinova, A. V., & Gali, A. I. (2019). Foreign language teaching to linguistically gifted students: Communicative competence. Humanities & Social Sciences Reviews, 7(4), 394-398. https://doi.org/10.18510/hssr.2019.7452 DOI: https://doi.org/10.18510/hssr.2019.7452
Gusti Nur, H., & Sofi, Y. (2019). Correlational study of students' speaking competence and writing competence and the impact in students' performance in English. Humanities & Social Sciences Reviews, 7(3), 362-373. https://doi.org/10.18510/hssr.2019.7354 DOI: https://doi.org/10.18510/hssr.2019.7354
Hamza, A. A. (2018). The role of culture in teaching and learning English as a foreign language. Basic Education College Magazine for Educational and Humanities Sciences, 38, 797–807.
Ho, P. V. P., & Huyen, D. T. (2020). Impact of task-based vs. presentation-practice-production instructional methods on students' productivity skills. Journal of Southwest Jiaotong University, 55(3). DOI: https://doi.org/10.35741/issn.0258-2724.55.3.50
Kraft, K. (2019). Language policies and linguistic competence: New speakers in the Norwegian construction industry. Lang Policy, 18, 573-591. https://doi.org/10.1007/s10993-018-9502-6 DOI: https://doi.org/10.1007/s10993-018-9502-6
Krashen, S. (1985). The input hypothesis: Issues and implications. Longman.
Kuprieva, I. A., Smirnova, S. B., Pugach, V. S., Belkina, I. V., Yatsenko, Y. N., & Kazantsev, D. V. (2019). Non-language factors and language evolution. Humanities & Social Sciences Reviews, 7(4), 1329-1335. https://doi.org/10.18510/hssr.2019.74185 DOI: https://doi.org/10.18510/hssr.2019.74185
Lapteva, I., Projoga, A., & Pahmutova, E. (2019). Strategies of continuous foreign language training at higher school in professional interaction of non-linguistic specialists. Humanities & Social Sciences Reviews, 7(4), 103-110. https://doi.org/10.18510/hssr.2019.7415 DOI: https://doi.org/10.18510/hssr.2019.7415
Leeming, P. (2019). Emergent leadership and group interaction in the task-based language classroom. TESOL Quarterly, 53(3), 768-793. https://doi.org/10.1002/tesq.506 DOI: https://doi.org/10.1002/tesq.506
Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford University Press.
Lo, Y. Y., & Jeong, H. (2018). Impact of genre-based pedagogy on students' academic literacy development in content and language integrated learning (CLIL). Linguistics and Education, 47, 36-46. h https://doi.org/10.1016/j.linged.2018.08.001 DOI: https://doi.org/10.1016/j.linged.2018.08.001
Losada, C. A. C., Insuasty, E. A., & Osorio, M. F. J. (2017). The impact of authentic materials and tasks on students' communicative competence at a Colombian language school. Profile: Issues in Teachers' Professional Development, 19(1), 89-104. https://doi.org/10.15446/profile.v19n1.56763 DOI: https://doi.org/10.15446/profile.v19n1.56763
Mammadov, N., Sokolova, S., & Kholiavko, N. (2019). Development of students' foreign language communicative competence in context of internationalisation and informatisation of higher education. Advanced Education, 11, 22-29. https://doi.org/10.20535/2410-8286.155501 DOI: https://doi.org/10.20535/2410-8286.155501
Mart, C. T. (2017). From communicative competence to language development. International Journal of English Linguistics, 8(2), 163-167. https://doi.org/10.5539/ijel.v8n2p163 DOI: https://doi.org/10.5539/ijel.v8n2p163
McLaughlin, B. (1987). Theories of second-language learning. Edward Arnold.
Meyer, O., Coyle, D., Halbach, A., Schuck, K., & Ting, T. (2015). A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making. Language, Culture and Curriculum, 28(1), 41-57. https://doi.org/10.1080/07908318.2014.1000924 DOI: https://doi.org/10.1080/07908318.2014.1000924
Noels, K. A., Pelletier, L. G., Clement, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50, 57-85. https://doi.org/10.1111/0023-8333.00111 DOI: https://doi.org/10.1111/0023-8333.00111
Okuda, T., & Anderson, T. (2018). Second language graduate students' experiences at the writing center: A language socialization perspective. TESOL Quarterly, 52(2), 391-413. https://doi.org/10.1002/tesq.406 DOI: https://doi.org/10.1002/tesq.406
Otamurodova, S. A. (2019). Forming of students' foreign language communicative competence by means of media. The Bulletin of Science and Education, 7(61), 25–27. https://cyberleninka.ru/article/n/forming-of-students-foreign-language-communicative-competence-by-means-of-media/viewer
Pablo, M. N., & Jiménez, E. G. (2018). Are CLIL students more motivated? An analysis of affective factors and their relation to language attainment. Porta Linguarum, 29, 71–90. https://www.ugr.es/~portalin/articulos/PL_numero29/4_MACARENA%20NAVARRO.pdf
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