Modelling of teaching Korean as a second foreign language in higher education using CLIL (An example of educational program disciplines)
Larionova I.Yu. Kapysheva G.K. Chzhan Y.E. Fedossova S.A. Rovnyakova I.V.
Summer-Autumn 2021Lulu Press Inc
International Journal of Society, Culture and Language
2021#9Issue 298 - 113 pp.
The need to address the problem of the sociocultural and national-cultural component in the content is caused by the new goal of teaching a foreign language understood as developing students’ ability of intercultural communication. The problem of creating an image of Korea as a native Korean speaker’s country, as well as that of Kazakhstan, has a political sound. In this study, the authors defined the strategic goal of the designed model as well as its tactical goal and determined the criteria and indicators of subject foreign language competence. The cultural component, which is one of the basic strategies of CLIL, was studied. The authors dwelt upon the term linguistic and cultural studies as an aspect of the methodology of teaching foreign languages, which uses methods of familiarizing language learners with the culture which is new for them. Korean textbooks for university students that are used for teaching Korean were analyzed. With their help, the students develop their professional, communicative competence.
Content and language , Culture component , Integrated learning , Textbooks , University students
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East-Kazakhstan University named after S. Amanzholov, Kazakhstan
East-Kazakhstan University named after S. Amanzholov
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