CONTENT AND LANGUAGE INTEGRATED LEARNING AT BIOLOGY AND ECOLOGY LESSONS AS A METHOD OF INCREASING MOTIVATION TO LEARN A FOREIGN LANGUAGE

• Тамара Максимчук

  Відокремлений структурний підрозділ «Технічний фаховий коледж Луцького національного технічного університету»

• Владислав Пантєлєєв

  Separated Structural Subdivision ‘‘Technical Applied College of Lutsk National Technical University’’

The article highlights the main issues of introducing the methodology of the Content and Language Integrated Learning (CLIL) in the study of biology and ecology. The main types and ways of implementation and use of this methodology are analyzed. The Ukrainian education system, despite some reforms, remains in a rather difficult state. In the modern conditions of globalization, digitalization, intensive study of foreign languages is of particular relevance.

The formation of linguistic and socio-cultural competences is to involve a person learning a foreign language in the spiritual and cultural values of another ethno-cultural reality, which are the basic content of the language. Since the ecological situation in the world requires a rapid restructuring of the thinking of mankind and each individual, the formation of ecological and biological consciousness and culture through a foreign language should be given special attention. Significant success and effectiveness in the formation of the basics of ecological culture among students in the process of teaching a foreign language can be achieved through the formation of interdisciplinary links of theoretical and practical content, the use of authentic texts, video and audio materials, software and pedagogical support and informative Internet resources of environmental orientation, didactic and role-playing games, implementation of creative individual and collective projects, organization of effective extracurricular work in a foreign language on environmental topics.

Among the most progressive forms of learning a foreign language, in particular English, we distinguish the methodology of subject and language integrated teaching. Teaching by this method allows the most effective formation of key subject competencies of students. The article describes the method of studying biology and ecology using the CLIL method. The main task of the teacher when using this method is to focus students' attention on learning not the language itself, but directly the educational material. Although this cannot diminish the importance of the general level of language and speech training of the teacher.

This form of subject and language teaching develops integrative communication skills. Allows you to instill communication skills with a focus on professions or special fields of knowledge, expands opportunities for professional and business communication with representatives of other cultures. Enables students to participate in cultural and professional discussions in a foreign language.

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