APPLICATION OF CLIL METHODOLOGY IN TEACHING ECONOMIC DISCIPLINES AT UNIVERSITY
DOI:
https://doi.org/10.20535/2410-8286.167150Keywords:
CLIL, economic competence, Statistics, foreign language learning, motivation, assessmentAbstract
The article presents the experience of CLIL implementation in teaching students of economic specialities. The research shows that CLIL offers a solution to improving subject and foreign language knowledge. Students of Management and Marketing Faculty of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” (n=83) were involved in the experiment. 46 students of the experimental group studied the Statistic Course by applying the CLIL methodology. Before the experiment, the criteria and indicators for assessing the students’ economic competence and the methods of evaluation were determined. The quantitative and qualitative results of the experiment represent the effectiveness of the methodology. The results indicate that students improved understanding of principles and methods of processing statistical data, and the ability to use statistical research in practice that positively influences professional development. Integrated learning improves interdisciplinary connections, intensifies motivation to study a foreign language, develops cognitive and practical skills. The results prove that CLIL allows increasing students’ level of economic competence.
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Copyright (c) 2019 Natalia Kuzminska, Iryna Stavytska, Valentyna Lukianenko, Olga Lygina
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