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Тусельбаева Ж. А., Шахпутова З. Х., Нуркенова С. С. Elements of CLIL approach in teaching English for professional purposes at University/ Электронный научно-методический журнал Омского ГАУ. - 2019. - № 3 (18) июль - сентябрь. - URL http://e-journal.omgau.ru/images/issues/2019/3/00769.pdf. - ISSN 2413-4066
УДК 371.38
Тусельбаева Жанар Аскертаевна
кандидат педагогических наук,
ЕНУ им.Л.Н.Гумилева, г. Нур-Султан, Казахстан
tiiselhaevaamail. ru
Шахпутова Зухра Хаджимуратовна
магистр педагогики,
ЕНУ им.Л.Н.Гумилева, г. Нур-Султан, Казахстан zukhrakhad@,mail. ru
Нуркенова Сауле Слямбековна
кандидат филологических наук,
ЕНУ им.Л.Н.Гумилева, г. Нур-Султан, Казахстан
nurkenova sammail.ru
Elements of CLIL approach in teaching English for professional purposes at University
Аннотация: В статье рассматриваются особенности обучения иностранному языку студентов неязыковых специальностей с применением элементов предметно-языкового интегрированного подхода. На примере опыта обучения студентов ЕНУ им.Л.Н.Гумилева демонстрируются возможности развития у обучающихся иноязычной профессиональной коммуникативной компетенции.
Ключевые слова: предметно-языковое интегрированное обучение, профессионально-ориентированное обучение, аудирование.
The term CLIL was initially proposed by David Marsh from University of Jyvaskyla, Finland, in 1994: "CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language." [1]
During teaching of all four types of speech activities the integration of content and language is to be under consideration. In this article we will focus on one of them-teaching listening through CLIL.
The role of listening for professional purposes has been increasing year after year. Professional listening can become the ground for foreign language learning and enhance students to interact in future professional interaction. The skill of listening in Professionally Oriented Foreign Language (POFL) differs from the listening for general purposes, even though they have a lot of characteristics in common. One of the main factors is that students who follow an POFL course have actually a level of language knowledge, usually an intermediate level, which allows them to communicate in L2. Besides this, teaching materials require this category of students to focus on the development of specific vocabulary in their specialty area. For example, in the construction industry, engineering, ecology it is supposed to use and to recognize the specific expressions of
their own field, in this way they will be able to communicate in an effective way with their coworkers.
Effective language instructions serve as a kind of 'scaffolding' for students as they can adjust their listening behavior to deal with different professional situations, types of support, and listening purposes. Those who teach listening comprehension focus on description of requirements and methodological techniques as well as the content of audio materials and a variety of listening used in the process of training.
The experience in developing students' listening skills with the examples of activities for practicing and developing listening skills will be described further. Profession-oriented listening is analyzed as both the aim and the technique.
POFL is a 1-semester course. The course lasts for 15 weeks including with 2 hours each and two weeks for mid-term and final exams. The course is designed as a content-based syllabus with a rationale to meet both communicative and linguistic needs of the students. Given that the course encouraged students' performance in demonstrating their English listening, and speaking skills applicable to their professional areas
Case Fragment
Overview
Course name: Professionally Oriented Foreign Language (POFL)
Target students: Ecology sophomores who have completed 45 fifty minute periods at General English
Presumed time allotment for the course is 30 fifty-minute periods for the four language skills Target skill: listening in the POFL course for second year students of Ecology at ENU
Goals
The main goal of listening for specific purposes consists in developing skills of listening comprehension of authentic texts in the specialty area
Learning process
A student of POFL has to clarify the comprehension processes of listening and in order to achieve this he has to take into consideration the understanding skills that are used by the effective listener. These understanding skills can be used singly or integrated with other ones to fulfill the defined objective. So, according to Vandergrift and Goh there are some micro-skills related to listening:
- Listen for details understand and identify specific information
- Listen for main ideas understand and summarize key points in a text
- Listen for global understanding understand the gist of the message
- Listen and infer fill in the gaps in one's understanding by using knowledge about the language forms and use, and relevant prior knowledge
- Listen and predict anticipate what one will hear
- Listen selectively pay attention to specific parts of the message by ignoring other parts. [2]
Situations for POFL listening are of different kinds: instructions, lectures, speeches, presentations, briefings, official meetings, trainings, international conferences, reports, formal/ informal discussions, phone conversations, TV programs.
One of the most frequent challenges of POFL teachers is that they can't find appropriate authentic science materials for their classes. In this connection Career Paths series by Virginia Evans, Jenny Dooley, Dr Ellen Blum are of great contribution because they are organized into three levels of difficulty and for various fields of study. For instance, Career Paths: Environmental science is a resource which incorporates career-specific vocabulary and contexts, addresses topics including the parts of the environment, natural resources management, biodiversity, pollution and climate change, each unit is aimed at developing student's reading, listening, speaking and writing sills. [3]
It goes without saying that a teacher him/herself is an important source of practice of listening comprehension, better than an audio , because a teacher is interactive. That means students can learn real-life strategies for dealing with communication issues (e.g. "Sorry, could you repeat your name, please?) and many other. [4]
The information technology with the internet plays a vital role for providing material for POFL listening. The Internet offers ample of free educational video materials. For instance, "Deforestation and saving rainforests: an interview with a popular singer Sting" (See Table 1)[5]
Table1. The possible ways of training listening professional purposes
Stages Activities Strategies Practice
Pre- listening Predicting Setting the context Teacher gives an idea about who is speaking (can show the photo of Sting, so Students guess), where and why. In everyday situations we normally have some idea of the context of what we are listening to.
Generating interest A pair-work discussion about the rainforests will bring students into the topic, and make them more willing to listen.
Activating current knowledge - what do you know about...? 'You are going to listen to an ecological campaigner talk about the destruction of the rainforest'. This sets the context, but if you go straight in to the listening, the students have had no time to transfer or activate their knowledge (which may have been learnt in their first language) in the second language. What do they know about rainforests? - Where are they? What are they? What problems do they face? Why are they important? What might an ecological campaigner do?
Acquiring knowledge Students may have scarce basic knowledge about the topic. Providing knowledge input will build their confidence for coping with a listening. This could be done by giving a related text to read, or, a some funny stories or a quiz.
word association Activating vocabulary / language If students are going to listen to a dialogue between two environmental scientists who discuss causes of forest fires, why not get your students to role play the situation before listening. They can brainstorm language before hand, and then perform the scene. By having the time to think about the language needs of a situation, they will be quite
prepared to tackle with the listening tasks.
Pre-learning vocabulary Teacher selects some vocabulary for the students to study before listening, foe example matching words to definitions, followed by a simple practice activity such as filling the gaps in sentences.(deforestation, rain forests, selective cutting)
while-listening Checking comprehensio n Getting details Students listen to a conversation and choose the correct answers in a multiple choice test
Listen again and complete the conversation
Feeling and emotions Listen to the conversation and talk about non-verbal aspects (emotions of speakers, jesters, intonations, etc)
post /after-listening review of the content Reaction to the text This could be discussion as a response to what students heard - do they agree or disagree or even believe what they have heard? - or it could be some kind of repetition of the information they have heard
Analysis of language This is a good time to do form focused work as the students have already developed an understanding of the text and so will find dealing with the forms that express those meanings much easier.
discussions 'a line of inquiry' Evaluate and discuss the ideas presented Extend the ideas into situations in your country Discuss ideas for further listening.
Possible learning outcomes for listening for professional purposes:
-identifying the purpose and scope of monologue or dialogue on subject area; -identify the topic of the text and follow topic development;
-recognizing the discourse category, the role of discourse markers within the professional area; -recognizing key lexical items related to subject/topic; -deducting meanings of words from context;
-recognizing function of intonation to signal information structure (for example pitch, volume, pace, key);
- supporting or disputing the ideas mentioned in listening. Conclusion
In POFL courses, listening in most cases is not given the necessary attention. It is more easy to conduct text-based lessons- to search some texts and prepare a lesson. Speaking is also not very difficult to initiate- as long as the teacher is a good moderator of group discussions. As for the writing, it depends greatly on the topic. But listening is essential. Listening skill and application of
various listening strategies will help students to perform well in both academic and non-academic situations. It also helps the students to improve their English language proficiency.
Ссылки на источники:
1. Marsh D. Bilingual Education & Content and Language Integrated Learning. Paris: International Association for Cross-cultural Communication, Language Teaching in the Member States of the European Union (Lingua), University of Sorbonne, 1994. Available at: https://www.unifg.it/sites/default/files/allegatiparagrafo/20-01 -2014/ball_p._what_is_clil_onestopenglish.pdf (accessed 27 May 2019)
2. Goh C. C. M. Teaching Listening in the Language Classroom, Singapore, SEAMEO Regional Language Centre, 2002. Available at: file:///C:/Documents%20and%20Settings/Anuar/%D0%9C%D0%BE%D0%B8%20%D0%B4°/oD0 %BE%D0%BA%D1%83%D0%BC%D0%B5%D0%BD%D1%82°/oD1°/o8B/Downloads/Teachinga ndlearningSL.pdf (accessed 28 May 2019)
3. Evans V., Dooley J., Dr Blum E.. Career Paths: Environmental science, Express Publishing, 2013. 102p.
4. Day J., Krzanowski M., (2011) Teaching English for Specific Purposes: Introduction, Cambridge University Press
5. Campaign To Save Rainforests-Sting on BBC - YouTube Available at: https://www.youtube.com/watch?v=nzzJqB-jvmE (accessed 28 May 2019)
Zhanar Tusselbayeva
Candidate of Pedagogical Sciences, L.N.GumilyovENU, Nur-Sultan city, Kazakhstan tuselbaeva@,mail. ru Zukhra Shakhputova
Master of Pedagogy,
L.N.Gumilyov ENU, Nur-Sultan city, Kazakhstan
zukhrakhad@,mail. ru
Saule Nurkenova
Candidate of Philological Sciences,
L.N.Gumilyov ENU, Nur-Sultan city, Kazakhstan
nurkenova samail.ru
Elements of CLIL Approach in Teaching English for Professional Purposes at University
Abstract: The article covers specific features of teaching foreign language to students of non-language specialties incorporating the elements of the content and language integrated learning approach. On the example of teaching of listening for professional purposes at L.N.Gumilyov Eurasian national university possibilities for development of foreign language communicative competence in subject area is presented.
Key words: the content and language integrated learning, professionally oriented foreign language, listening comprehension.
