CLIL IN THE CONTEXT OF TEACHING A FOREIGN LANGUAGE IN A MODERN UNIVERSITY

Abstract

The article analyzes problematic issues of using different approaches in teaching a foreign language at the present stage. In particular, the article analyzes the features of CLIL training, which is implemented in most advanced European universities. The author analyzes distinctive features of the two main approaches used in modern universities-ESP and CLIL. The article defines positive characteristics of each approach and difficulties that arise when implementing CLIL at the present time. The definition of CLIL as a subject-language integrated training characterizes the shift of the learning process towards equally important training in the subject content of the discipline and linguistic aspects that are peculiarities of a specific professional field of activity. The dualistic feature of the CLIL approach makes it possible to strengthen the growth opportunities of both professional and foreign language communicative competencies.