The study of the CLIL features in the formation of foreign language professional communicative competence of non-linguistic specialties’ students

Abstract

One of the most significant areas of activities of a modern pedagogical university is the
training of specialists who are able to effectively use a foreign language in their professional field. The
purpose of the study is to substantiate the effectiveness of the author’s model, developed with the aim
of forming a pedagogical university students’ foreign language professional communicative competence
(FLPCC) through Content-Language Integrated Learning (CLIL). In accordance with this, in the scientific
work the concept of communicative competence is considered and the importance of the formation of
FLPCC and the specifics of the CLIL technology are studied. In addition, the main components of the
foreign language speaking competence in professional communication are identified and, based on them,
the evaluation criteria are described. A model for organizing the educational process of CLIL students is
presented in order to form communication skills in English in the professional field. Content-Language
Integrated Learning models are one of the most effective and popular methods for implementing an
integrated approach to education. Here, a foreign language acts as a «means of professional education and
the formation of knowledge.»
Moreover, the article presents the results of the implementation of the author’s model aimed at the
formation of the university students’ foreign language professional and communicative competence
through subject-language integrated learning (CLIL). Data were obtained from written data on pre- and post-experiment outcomes, as well as from experimental learning studies with oral data during observation.
The effectiveness of CLIL teaching and learning in organic chemistry classes was compared and evaluated
by discussing some of the implications. The research paper concludes that CLIL teaching has led to positive
learning outcomes among intermediate English learners.