content and language integrated learning (clil) and technology enhanced language learning

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samarkand state institute of foreign languages faculty of english philology and translation studies department of english filology subject: language teaching methodology and educational technology course work theme:content and language integrated learning (clil)and technology enhanced language learning scientific supervisor:giyasova d.x. head of the chair: performed by:eshmurodova mahzuna group 3.21 samarkand-2023 contents introduction…………………………………...…………………….3 chapter i. clil background…………………………………….. 1.1. the meaning and history of the clil……………………………. 6 1.2 the clil amis and benefits……………………………………10 conclusion on chapter i…………………………………………..16 chapter ii. clil as a theoretical concept……………….. 2.1theoretical provisions and methodological principles of implementation pedagogical technology clil ................................................................17 2.2. types and models of using clil pedagogical technology in practice of the educational process .........................................................24 conclusion on chapter ii…………………………………………...27 conclusion………………………………………………………………28 list of used literature……………………………………………..30 introduction worldwide english dialect instruction is growing quickly. as a result, numerous approaches and techniques have been created to make strides the way to educate and learn dialects. the reason of this paper …

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mon scholarly information. the writing moreover pointed out a few obstructions to broadly executing the clil strategy which are need of qualified instructors and significant assets. as a result, it is suggested that school directors and policymakers ought to center on instructors and assets advancement. learning english as a remote dialect depends on learning the four dialect aptitudes additionally the learning of lexicon in setting. in expansion, students who point to memorize subject substance completely different majors ought to be competent in dialect abilities in order to be able to get it what is to be studied. in this way, learning both dialect and subject content is generally associated together. ready to say they must be coordinates for superior comes about. in writing, the term clil alludes to the method of coordination both dialect and substance and in a few nations, instructors are required to utilize clil in their classrooms. …

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m of the given course paper is working out of the importance of content and language integrated learning(clil)and technology enhanced language learning to achieve the aim we have to execute the following tasks: -analysing content and language integrated learning(clil)and technology enhanced language learning -studying content and language integrated learning(clil)and technology enhanced language learning theorically substantiate the meaning of the communicative approach as awhole of informations of content and language integrated learning(clil)and technology enhanced language learning the object of the course paper is a speech act as a educational action that learners perform by learning things in a certain way in a certain context. the subject of the course paper is importance of content and language integrated learning(clil)and technology enhanced language learning theoretical value for this work is methodological course paper on the work of content and language integrated learning(clil)and technology enhanced language learning practical value of this paper is determined …

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e and not as it were on dialect. coyle, hood and bog (2010, p.1) clil isn't a unused shape of considering dialect and it isn't a modern form of subject instruction. clil is an instructive approach in which different language supportive techniques are utilized which lead to a dual-focused frame of instruction where consideration is given both to the language and the content: accomplishing this twofold point calls for the improvement of a special approach to instructing in that the non-language subject isn't taught in a outside dialect but with and trough a outside dialect. it opens up entryways on an instructive encounter which can be exceptionally hard to realize in a language-learning classroom. but clil is an approach which is not one or the other dialect learning nor subject, but an amalgam of both and is connected to the forms of merging. convergence includes the combination of components which …

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ssess. so we have two components to see at here: the subject: this may be anything from scholastic subjects like material science and history, to indeed life skills taught in a classroom context. the medium of instruction: usually the dialect utilized interior the classroom to clarify the subject. fair as “integrated” proposes, a clil lesson hits two feathered creatures with one stone: the subject matter and the target language. but let’s be clear, clil isn't a dialect lesson. it’s a subject lesson instructed in a certain tongue. whereas understudies are learning almost the subject matter, they’re moreover learning a unused dialect nearby it. since a remote dialect is utilized, understudies might have a disorienting involvement at first, which is to be anticipated. for all bury and purposes, it’s truly fair a subset of the learning encounter. there will be times when understudies may embrace a outside dialect lexicon like their …

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samarkand state institute of foreign languages faculty of english philology and translation studies department of english filology subject: language teaching methodology and educational technology course work theme:content and language integrated learning (clil)and technology enhanced language learning scientific supervisor:giyasova d.x. head of the chair: performed by:eshmurodova mahzuna group 3.21 samarkand-2023 contents introduction…………………………………...…………………….3 chapter i. clil background…………………………………….. 1.1. the meaning and history of the clil……………………………. 6 1.2 the clil amis and benefits……………………………………10 conclusion on chapter i…………………………………………..16 chapter ii. clil as a theoretical concept……………….. 2.1theoretical provisions and methodological principles of implementation pedagogical technolog...

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