The effect of implementing CLIL on subject learning in the context of business English
DOI:
https://doi.org/10.33919/flcy.20-21.3.6Keywords:
content, subject, specific, vocabulary, communicative competence, CLILAbstract
This paper aims to outline the effect of implementing Content and Language Integrated Learning (CLIL) approach in teaching Business English through task-based practice. This includes gap-filling exercises, words in context activities, reading comprehension of ESP texts, translation of specialized terms, and oral presentation rubric. Students were divided into a CLIL and a Non-CLIL group. The aim was to assess students’ speaking skills in terms of acquisition of subject-specific profession-related terms depending on the used approach. The obtained qualitative data revealed higher progress of the students in the CLIL group. The results support the importance of CLIL methodology as a relatively new and more effective approach for an overall improvement of language skills and more specifically for the development of communicative competence in terms of teaching Business English terminology and ESP as an important part of preparation for problem solving in real-life situations enhancing future career opportunities.
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