The theoretical context of integrated subject and language teaching at the university /S. K. Gural, E. P. Komarova, S. A. Bakleneva, A. S. Fetisov

Электронный ресурс
Другой Автор
Komarova, E. P.
Bakleneva, S. A.
Fetisov, A. S.
Gural, Svetlana K. 1936-
Источник
Паралельное заглавие
Теоретический контекст интегрированного предметно-языкового обучения в вузе
Аннотация
A retrospective analysis of major domestic and foreign scientific works devoted to the problem of integrated, professionally oriented and subject-language learning that served as the basis for the development of the idea of integrated subject and language learning is represented. The authors analyze the similarities and differences of these types of learning, describe the purpose of the educational process, depending on the type of training selected as well as adequate tasks on the basis of not an isolated language learning, but a subject-based professional learning with interdisciplinary interaction. A review of modern psychological and pedagogical research on the problem of the implementation of integrated subject-language learning in domestic and foreign practice of teaching at a University is proposed. The scientific basis for the implementation of integrated subject-language teaching in non-linguistic universities, based on the research of Russian linguists, educators, psychologists and methodologists is considered. The problem of interdisciplinary integration in the system of higher education of the Russian Federation is examined and models of integrated teaching of foreign languages in the context of the future specialty in the scientific literature that reflect the main directions of development of modern Russian higher education are proposed. The methodology of the research is based on theoretical methods (analysis, comparison, synthesis, generalization). The main results of this study are the reasoned conclusions about similarities, differences, pedagogical approaches in the implementation of integrated subject-language learning in domestic and foreign scientific schools.
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$a A retrospective analysis of major domestic and foreign scientific works devoted to the problem of integrated, professionally oriented and subject-language learning that served as the basis for the development of the idea of integrated subject and language learning is represented. The authors analyze the similarities and differences of these types of learning, describe the purpose of the educational process, depending on the type of training selected as well as adequate tasks on the basis of not an isolated language learning, but a subject-based professional learning with interdisciplinary interaction. A review of modern psychological and pedagogical research on the problem of the implementation of integrated subject-language learning in domestic and foreign practice of teaching at a University is proposed. The scientific basis for the implementation of integrated subject-language teaching in non-linguistic universities, based on the research of Russian linguists, educators, psychologists and methodologists is considered. The problem of interdisciplinary integration in the system of higher education of the Russian Federation is examined and models of integrated teaching of foreign languages in the context of the future specialty in the scientific literature that reflect the main directions of development of modern Russian higher education are proposed. The methodology of the research is based on theoretical methods (analysis, comparison, synthesis, generalization). The main results of this study are the reasoned conclusions about similarities, differences, pedagogical approaches in the implementation of integrated subject-language learning in domestic and foreign scientific schools.
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Резюме
A retrospective analysis of major domestic and foreign scientific works devoted to the problem of integrated, professionally oriented and subject-language learning that served as the basis for the development of the idea of integrated subject and language learning is represented. The authors analyze the similarities and differences of these types of learning, describe the purpose of the educational process, depending on the type of training selected as well as adequate tasks on the basis of not an isolated language learning, but a subject-based professional learning with interdisciplinary interaction. A review of modern psychological and pedagogical research on the problem of the implementation of integrated subject-language learning in domestic and foreign practice of teaching at a University is proposed. The scientific basis for the implementation of integrated subject-language teaching in non-linguistic universities, based on the research of Russian linguists, educators, psychologists and methodologists is considered. The problem of interdisciplinary integration in the system of higher education of the Russian Federation is examined and models of integrated teaching of foreign languages in the context of the future specialty in the scientific literature that reflect the main directions of development of modern Russian higher education are proposed. The methodology of the research is based on theoretical methods (analysis, comparison, synthesis, generalization). The main results of this study are the reasoned conclusions about similarities, differences, pedagogical approaches in the implementation of integrated subject-language learning in domestic and foreign scientific schools.