Keywords
Abstract
Mazkur maqolada nofilologik yo‘nalish oliy ta’lim muassasalari talabalariga ingliz tilini o‘qitishda CLIL (Content and Language Integrated Learning – Fan mazmuni va tilni integratsiyalab o‘qitish) yondashuvining nazariy asoslari va amaliy samaradorligi tahlil qilingan. CLIL ning dual-maqsadli tabiati, ya’ni fan mazmuni va chet tilini parallel o‘zlashtirish imkoniyati tadqiq etilib, Coyle, Hood va Marsh tomonidan taklif etilgan "4C" modeli (Content, Communication, Cognition, Culture) asosida yondashuvning konseptual asosi yoritilgan. Shuningdek, muhandislik, tibbiyot va iqtisodiyot kabi yo‘nalishlar misolida CLIL metodikasining motivatsion, kognitiv va kommunikativ afzalliklari asoslab berilgan. Maqolada CLIL ni joriy etishda yuzaga keladigan muammolar, xususan, o‘qituvchilarning ikki tomonlama malakasi yetishmovchiligi va moslashtirilgan o‘quv materiallarining taqchilligi masalalari ko‘rib chiqilib, ularni bartaraf etish yo‘llari taklif etilgan. Tadqiqot natijalari shuni ko‘rsatadiki, CLIL yondashuvi nofilologik talabalarning kasbiy xorijiy til kompetensiyasini shakllantirishda an’anaviy metodlarga nisbatan yuqori samaradorlikka ega bo‘lib, ta’lim jarayoniga bosqichma-bosqich integratsiya qilinishi maqsadga muvofiqdir.
References
1. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press. – 173 b.
2. Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5(1), 3–18. – DOI: 10.1080/17501229.2010.519030
3. Marsh, D. (2002). CLIL/EMILE – The European Dimension: Actions, Trends and Foresight Potential. Brussels: European Commission. – 204 b.