Email this article Teaching course development of a professional foreign language in an agrarian university based on the model of content and language integrated learning
- Authors: Kapranchikova K.V.1, Zavgorodnyaya E.L.1, Belyanskiy R.G.1
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Affiliations:
- Voronezh State Agrarian University named after Emperor Peter the Great
- Issue: Vol 25, No 185 (2020)
- Pages: 83-93
- Section: ТЕОРИЯ И МЕТОДИКА ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ В АГРАРНОМ ВУЗЕ
- URL: https://journals.rcsi.science/1810-0201/article/view/298602
- DOI: https://doi.org/10.20310/1810-0201-2019-25-185-83-93
- ID: 298602
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Abstract
Content and language integrated learning is a new innovative approach to professional foreign language teaching in an agrarian university. Its distinctive feature is the dual purpose of teaching – the simultaneous teaching students a foreign language and a profile specialty. Developed on the basis of actualizing reliance on intersubject connections, the course of a professional foreign language is aimed at intraprofile specialization of students and the development of a number of general professional and professional competencies in them. At the same time, the full-fledged implementation of content and language integrated learning requires appropriate changes both in the planning of a professional foreign language course and in the development of educational materials new in content and orientation. In the work, we consider the definition and main provisions of content and language integrated learning, analyze the works devoted to the courses development for English for specific purposes, offer the author’s stages of course development of a professional foreign language based on the model of content and language integrated learning. These stages include: 1) an assessment of the students’ needs; 2) determination of the goals and objectives of the course; 3) determination of course topics or content and thematic modules; 4) determination of subtopics of each content and thematic module; 5) selection of foreign texts of a professional orientation; 6) the development of problem tasks of a foreign speech and professional orientation; 7) course assessment. The work describes in detail all the stages.
About the authors
K. V. Kapranchikova
Voronezh State Agrarian University named after Emperor Peter the Great
Email: kseniakapranchikova@gmail.com
ORCID iD: 0000-0003-4308-012X
Candidate of Pedagogy, Associate Professor, Associate Professor of Russian and Foreign Languages Department
1 Michurina St., Voronezh 394087, Russian FederationE. L. Zavgorodnyaya
Voronezh State Agrarian University named after Emperor Peter the Great
Email: lenok2611@mail.ru
ORCID iD: 0000-0003-1192-9950
Candidate of Pedagogy, Associate Professor, Associate Professor of Russian and Foreign Languages Department
1 Michurina St., Voronezh 394087, Russian FederationR. G. Belyanskiy
Voronezh State Agrarian University named after Emperor Peter the Great
Author for correspondence.
Email: beljanski@mail.ru
ORCID iD: 0000-0002-1385-5257
Candidate of Pedagogy, Associate Professor, Associate Professor of Russian and Foreign Languages Department
1 Michurina St., Voronezh 394087, Russian FederationReferences
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