{"title":"教学:教师和学生对高等教育实施教学的看法","authors":"Jaroslava Štefková, Zuzana Danihelova","doi":"10.20535/2410-8286.283210","DOIUrl":null,"url":null,"abstract":"These days, languages at non-philological universities are becoming an important tool of internationalization. However, language classes seem to be an additional subject to the obligatory technical subjects, and they are not given enough space in the technical study portfolios. Therefore, CLIL (Content and Language Integrated Learning), which focuses on technical content, can be applied to expand students' language exposure. CLIL activities might be carried out by content teachers and language teachers. The content teachers not achieving B2 level in English need some support introducing the foreign language into the instruction. The use of English during classes can be encouraged by Internet applications where the language input from the content teachers is limited, however, the application-based teaching activities still achieve the task of the target language learning. The paper deals with the perceptions of Internet applications tailored to teachers' needs, providing students with content and language practice. It discusses the role and use of CA-CLIL (Computer Assisted-CLIL) applied intensively after the COVID-19 pandemic. Internet applications used in the class include Learningapps, Kahoot, Mentimeter, and Youtube. The views are supported by action research based on the questionnaire survey of the 65-student sample and interviews with content teachers. The interviews with content teachers suggest that regardless of their foreign language mastery, they can manage to use English via applications. In addition, the students also praise such an instruction method. The results show that the CA-CLIL is perceived well and brings additional benefits such as perceptions of fun and competitiveness to university education.","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"CA-CLIL: TEACHERS' AND STUDENTS' PERCEPTIONS OF IMPLEMENTING CLIL IN TERTIARY EDUCATION\",\"authors\":\"Jaroslava Štefková, Zuzana Danihelova\",\"doi\":\"10.20535/2410-8286.283210\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"These days, languages at non-philological universities are becoming an important tool of internationalization. However, language classes seem to be an additional subject to the obligatory technical subjects, and they are not given enough space in the technical study portfolios. Therefore, CLIL (Content and Language Integrated Learning), which focuses on technical content, can be applied to expand students' language exposure. CLIL activities might be carried out by content teachers and language teachers. The content teachers not achieving B2 level in English need some support introducing the foreign language into the instruction. The use of English during classes can be encouraged by Internet applications where the language input from the content teachers is limited, however, the application-based teaching activities still achieve the task of the target language learning. The paper deals with the perceptions of Internet applications tailored to teachers' needs, providing students with content and language practice. It discusses the role and use of CA-CLIL (Computer Assisted-CLIL) applied intensively after the COVID-19 pandemic. Internet applications used in the class include Learningapps, Kahoot, Mentimeter, and Youtube. The views are supported by action research based on the questionnaire survey of the 65-student sample and interviews with content teachers. The interviews with content teachers suggest that regardless of their foreign language mastery, they can manage to use English via applications. In addition, the students also praise such an instruction method. The results show that the CA-CLIL is perceived well and brings additional benefits such as perceptions of fun and competitiveness to university education.\",\"PeriodicalId\":43037,\"journal\":{\"name\":\"Advanced Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2023-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Advanced Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.20535/2410-8286.283210\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advanced Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20535/2410-8286.283210","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
如今,非语言类大学的语言正成为国际化的重要工具。然而,语言课程似乎是必修的技术科目之外的一门附加科目,在技术学习组合中没有给予足够的空间。因此,以技术内容为重点的CLIL (Content and Language Integrated Learning)可以用来扩大学生的语言接触。CLIL活动可以由内容教师和语言教师共同开展。没有达到英语B2水平的内容教师需要一些支持,将外语引入教学。互联网应用程序可以鼓励学生在课堂上使用英语,而内容教师的语言输入是有限的,但基于应用程序的教学活动仍然达到了目标语言学习的目的。本文探讨了为教师量身定制的互联网应用程序的概念,为学生提供内容和语言练习。讨论了新冠肺炎疫情后计算机辅助clil的作用和应用。课程中使用的互联网应用包括Learningapps、Kahoot、Mentimeter和Youtube。基于对65名学生样本的问卷调查和对内容教师的访谈的行动研究支持了这些观点。对内容教师的采访表明,无论他们的外语水平如何,他们都可以通过应用程序使用英语。此外,这样的教学方法也受到了学生们的好评。结果表明,CA-CLIL被认为是良好的,并带来了额外的好处,如对大学教育的乐趣和竞争力的看法。
CA-CLIL: TEACHERS' AND STUDENTS' PERCEPTIONS OF IMPLEMENTING CLIL IN TERTIARY EDUCATION
These days, languages at non-philological universities are becoming an important tool of internationalization. However, language classes seem to be an additional subject to the obligatory technical subjects, and they are not given enough space in the technical study portfolios. Therefore, CLIL (Content and Language Integrated Learning), which focuses on technical content, can be applied to expand students' language exposure. CLIL activities might be carried out by content teachers and language teachers. The content teachers not achieving B2 level in English need some support introducing the foreign language into the instruction. The use of English during classes can be encouraged by Internet applications where the language input from the content teachers is limited, however, the application-based teaching activities still achieve the task of the target language learning. The paper deals with the perceptions of Internet applications tailored to teachers' needs, providing students with content and language practice. It discusses the role and use of CA-CLIL (Computer Assisted-CLIL) applied intensively after the COVID-19 pandemic. Internet applications used in the class include Learningapps, Kahoot, Mentimeter, and Youtube. The views are supported by action research based on the questionnaire survey of the 65-student sample and interviews with content teachers. The interviews with content teachers suggest that regardless of their foreign language mastery, they can manage to use English via applications. In addition, the students also praise such an instruction method. The results show that the CA-CLIL is perceived well and brings additional benefits such as perceptions of fun and competitiveness to university education.