Suleimenova A.E., Zhuparkhan A.
THE COGNITIVE INTEREST OF STUDENTS AND WAYS TO ENHANCE IN THE APPLICATION OF CLIL TECHNOLOGIES IN BIOLOGY LESSONS *
Аннотация:
The article presents the results of a study on the formation of cognitive interest of schoolchildren in biology lessons according to the method of O.V. Bulatova “Levels of formation of cognitive interest of schoolchildren in biology class” 2012, on the application of the CLIL method (Content and Language Integrated Learning) with teaching general biology in English in 7 grades of high school. The levels of formation of cognitive interest of schoolchildren are revealed. According to the results of research, a transition of the formation of cognitive interest among 7th grade students in biology lessons from a low inactive - reproductive and productive-search level, respectively III and II, to a high I subjective-search level of cognitive interest was identified. Consequently, the hypothesis of the study, namely, the use of English in the process of teaching biology, will increase the level of cognitive activity of schoolchildren, was confirmed
Ключевые слова:
multilingual, integrated learning, cognitive interest, cognitive activity, CLIL
Introduction: The head of state set before the education system the task of training specialists fluent in several languages. Polylingualism in relation to the language situation of modern Kazakhstan is reflected in the Message of the President of the Republic of Kazakhstan N.Nazarbayev “New Kazakhstan in the New World”, where in order to ensure the competitiveness of the country and its citizens, a phased implementation of the cultural project “Trinity of Languages” is proposed, according to which Languages: Kazakh as a state language, Russian as a language of international communication and English as a language of successful integration into the global economy. There is a growing need for a multilingual personality in society, but there is no system for multilingual education. It is necessary to improve the regulatory and scientific-methodological base of multilingual education [1]. The goal of multilingual education: - the formation of a multilingual personality. - personal self-realization in modern conditions of social relations. - professional competitiveness. - social mobility. The multilingual education program introduced in Kazakhstan is unique and implies, in parallel with its Western counterparts, parallel and simultaneous instruction in three languages. The goal of this program is to prepare highly qualified competitive specialists with language competence based on parallel mastering of Kazakh, Russian and English languages, mobile in the international educational space and on the labor market, capable of intercultural communication. The system of principles of learning in the system of multilingualism: - Kazakh language - Russian language - English; - learning of languages goes in parallel, languages do not intersect, the support is the native language; - learning a foreign language is learning speech thinking, mastering new means of expressing thoughts and the world of the language being studied [2,3]. In modern society, the issues of socialization of a modern person in the interethnic and intercultural space become priorities, while the knowledge of a foreign language is considered as one of the tools for expanding professional knowledge and capabilities. In this regard, there are new educational technologies for teaching foreign languages. One of such technologies is CLIL (Content and Language Integrated Learning) subject-language integrated learning [4]. The term CLIL was first proposed in 1994 by David Marsh and Anna Maullers (Finland) as a methodology for teaching non-language subjects in a foreign language. This approach includes various forms of using a foreign language as a means of learning, provides an effective opportunity for students to use their new language skills in practice now, rather than wait for the right moment in the future. Thus, learning English has an interdisciplinary character and is closely related to other subjects from the school curriculum. The specificity of the CLIL-method is that knowledge of the language becomes a tool for studying the content of the subject. At the same time, attention is focused both on the content of the texts and on the necessary subject terminology. At the same time, the language is integrated into the curriculum, and the need to dive into the language environment to allow discussion of thematic material significantly increases the motivation for using the language in the context of the topic being studied. This is facilitated by carefully selected teaching materials not only for studying a specific subject, but also for learning the language: lexical and grammatical units and structures, all types of speech activity (reading, speaking, writing and listening) [5]. Types of tasks should be developed according to the level of complexity, constructed with an emphasis on the subject content, its understanding, verification and subsequent discussion. At various stages of working with text, attention is focused on the vocabulary, on the content of the text, and then on the specific grammatical material. Communication: Teaching to use the language and use the language to teach. Cognition / Cognition: Developing thinking skills that connect concepts (abstract and concrete), understanding and language. Culture: Exposure to alternative perspectives and the sharing of insights that deepens awareness about others and yourself. Elements of the CLIL methodology are being introduced incredibly successfully, in a lesson where CLIL methods are used, the language is no longer the goal, but a means of studying another subject, that is, students see that with the help of English
Номер журнала Вестник науки №5 (14) том 3
Ссылка для цитирования:
Suleimenova A.E., Zhuparkhan A. THE COGNITIVE INTEREST OF STUDENTS AND WAYS TO ENHANCE IN THE APPLICATION OF CLIL TECHNOLOGIES IN BIOLOGY LESSONS // Вестник науки №5 (14) том 3. С. 14 - 25. 2019 г. ISSN 2712-8849 // Электронный ресурс: https://www.вестник-науки.рф/article/1272 (дата обращения: 25.04.2024 г.)
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