Сударева Милана Владимировна

обучающаяся магистратуры,
Московский педагогический государственный университет,
e-mail: milanasudar@gmail.com

Григорян Асмк Валерьевна,

кандидат педагогических наук, доцент кафедры английского языка и
цифровых образовательных технологий,
Московский педагогический государственный университет,
e-mail: av.grigoryan@mpgu.su

Основные подходы для формирования иноязычной

коммуникативной компетенции.

Аннотация.
В статье проанализировано влияние методики CLIL, или предметно-
языкового интегрированного обучения на формирование
коммуникативной компетенции у студентов неязыковых факультетов.
Исследователи поставили своей целью показать, что использование
методики CLIL и ее четырех ключевых компонентов «4C’s»
(коммуникация, когнитивное развитие, причастность к сообществу и
культуре, а также предметное содержание) способствуют формированию
коммуникативной компетенции.
Среди методов исследования были использованы: сравнительный
анализ теории коммуникативной компетенции на основе публикаций
российских и зарубежных методистов, а также анализ специфики
методов CLIL, EMI (Английский как средство обучения) и CBLT
(обучение английскому языку с опорой на содержание).
Теоретические основы исследования были заложены учеными:
Марш Д., Койл Д., Худ П., Павон В., Щукин А. Н., Соловова Е. Н.,
Сысоев П. В. Теоретическая база CLIL, в свою очередь, относится к:
теории усвоения второго языка Крашена С., теории зоны ближайшего
развития (ЗПР) Выготского Л.С., конструктивистской теории Пиаже Ж.,.
Методологической основой данного исследования является
коммуникативный подход, компетентностный (Barr H., Burke J.W.), и
личностно-ориентированный подход (Пиаже Ж., Выготский Л.С.,
Роджерс К. Р., Армстронг Дж. С.).
Актуальные навыки 21 века как, критическое мышление и
способность к эффективному решению проблем, общение и
сотрудничество, творческий подход, являются основным направлением
обучения в рамках урока по принципам 4C’s в CLIL. Согласно
Федеральному государственному образовательному стандарту высшего
образования [ФГОС] на нескольких нелингвистических факультетах, на
которых в качестве ожидаемого результата указано формирование двух
компетенций: владение иностранным языком и иностранным языком для
профессионального общения.
Результаты исследования свидетельствуют о том, что методика CLIL
- эффективный способ развития коммуникативной компетенции. Так как
студенты усваивают язык, потому что они находятся в ситуации, когда
возникает необходимость коммуникации, а не потому, что это они
получили такое задание. Вклад в теорию исследования - взгляд на
применение CLIL для формирования коммуникативной компетенции
студентов, молодых специалистов и ученых.
Ключевые слова: иноязычная коммуникативная компетенция;
CLIL; предметно-языковое обучение, факультет неязыковых языков;

Sudareva Milana Vladimirovna.

Master's degree student,
Moscow State Pedagogical University,
e-mail: milanasudar@gmail.com

Grigoryan Asmk Valerievna,

Candidate of Pedagogical Sciences, Associate Professor of the Department of
English Language and Digital Educational Technologies,
Moscow State Pedagogical University,
e-mail: av.grigoryan@mpgu.su

Main Approaches for developing communicative competence in

English as a second language.
Abstract:
The article analyses the impact on the development of foreign language
communicative competence for students of non-linguistic faculties by
implementing the Content and Language Integrated Learning Method (CLIL).
The study demonstrates that using CLIL and its main components 4C’s
(communication, cognition, culture and content) enables learners to attain
better levels of communicative competence.
The methods of the research: a comparative analysis of
the communicative competence theory by Russian and foreign methodologists
and specifics of CLIL, EMI (English as a medium of instruction) and CBLT
(content based language teaching) methods.
The theoretical basis of the research was laid by scientists: Marsh D.,
Coyle D, Hood P., Pavón, Schukin A.N., Solovova E.N., and Sysoyev P.V. 
The methodological basis in this study is the competence-based (Barr
H.,Burke J.W.), learner-centered (Piaget J, Vygotsky L.S. , Rogers, C. R.,
Armstrong J.S.), and communicative approach. 
Foremost research results suggest that CLIL is an effective way of
development of communicative competence. It works this way –students learn
and use the language because they are in a situation where they have to, not
only because they are being taught to. As we mentioned earlier, CLIL is based
on language acquisition, not enforced learning, hence fluency is more
important than accuracy. Students are eager to speak because topics bring
learners to situations calling for meaningful communication. A contribution to
the theory of the research is a view on CLIL from the perspective of formation
communicative competence of young professionals and scientists.
Keywords: Foreign language communicative competence; CLIL; Non-
linguistic language faculty;
Introduction
The essential need of every researcher, as well as every teacher, is to
choose an appropriate way of teaching which fits learners’ needs and
expectations, hence it is beneficial for a teacher to be acknowledged to a large
number of popular methods.
To begin with, CLIL is a generalized umbrella term for content-based
approaches [2]:
––CBI – Content-based instruction;
––CBLI – Content-based language instruction;
––CBLT – Content-based language teaching;
––Dual–focused language education;
––LAC – Languages across the curriculum;
––Immersion;
––Bilingual education
CLIL is becoming more popular probably due to the fact that advanced
scientific publications and researches are in English. Consequently foreign
language communicative competence is necessary for students who would like
to have approach to world knowledge data base and contribute to global
progress with their own research and developments.
 As stated in the Federal State Educational Standard of Higher
Education in several nonlinguistic faculties, the formation of two
competencies is indicated as the expected result: proficiency in a foreign
language and a foreign language for professional communication. (Federal
state educational standard toward training "Jurisprudence" (bachelor's level).
M., 2016.) [6]
Methods
After analyzing specifics of CLIL, EMI and CBLT methods and
comparing the definition and components of the communicative competence
authors conclude how CLIL could be applied to develop the communicative
competence of students.
Results
There are some peculiarities in CBLT, CLIL and immersion.
The table№1 below specified some features of CLIL and CBLT from the
TKT Course [11]
Table №1 CLIL CBLT
How to use it • Lessons focus on the Language is presented
subject rather than on through topics related to
language. subjects or learning about
the world.
View of language Language and all it’s language is acquired best if
features help to express given to students through
meaning, e.g. discourse, engaging topics which
skills, grammar, lexis, encourage them expand
functions. their knowledge of the
world.
Focus of syllabus The syllabus is arranged The syllabus focuses on
around studying about the grammar, lexis, functions
subject and cognitive skills or skills.
linked to it. (learning and
thinking )
View of language learning Language is learnt mainly language is learnt best if
through acquisition and presented to learners
through using it. Language through
should not be obviously interesting topics which
focused on. help them increase their
• Language is learnt best knowledge of the world.
when you use language to
learn something else.

The teacher for CBLT is usually a foreign language teacher, whereas in

immersion classes – subject teachers. In soft CLIL program language teachers
are more appropriate, and in hard CLIL – subject teachers. Talking about
language work they do: In CBLT work on language through content takes
place. In soft CLIL classroom – work on general language, supporting subject-
related topics and language in their language lessons. In hard CLIL classroom
work on the language of their subject only occurs. Overall in CLIL classroom
should present the so-called “The Language Triptych” [4] – language for
learning, the language of learning and language through learning. In the EMI

context, through topics. In CLIL theory the main focus is on integration,

language and content are interdependent. In the EMI context –content is
learned without precise attention to language [5].
On this point let’s clarify the Communicative competence term.
Competence from Latin is the ability to act. For students of nonlinguistic
faculties as well as for any person the leading and key competence is
communicative competence, which underlies the development of most other

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classroom little or no attention is paid to language, and teaching is done in a
foreign language. The aim of learning in CBLT is to teach language, the aim in
CLIL classroom is to learn language, content, develop cognitive skills and
learn about culture or community.
There is also a difference in assessment. In CBLT language is being
marked, whereas in CLIL classroom both content and language are evaluated.
When in EMI programs content is generally assessed. As for the assumption
about the learning process, in CBLT it is believed that language is learned in

competencies since without it, no specialist is able to solve any professional

problem, or to convey the necessary information to colleagues.
In the Council of Europe documents, foreign language communication
competence consists of several competences, which are four main aspects:
strategic competence; linguistic competence; pragmatic competence
(comprising both discourse and functional/ actional competence) and socio-
cultural competence (including sociolinguistic competence). Those aspects are
not separate components and never can be isolated from one another.
Classification of the main aspects of communicative competence as
reported by “Common European Framework of Reference for languages”. [3]

Picture 1: Aspects of communication competence.

 Various components of communicative competence are generally
distinguished by Russian methodologists.
The idea to connect competencies and show the entire collection of
communicative competence in a more compact form, but without breaking the
logic and integrity of the whole understanding of this competence, goes to
Professor Safonova V.V. It was extended with compensatory competence, by
the idea of Bim I.L. [12]. Bim I.L. describes it as "the ability and real
readiness to communicate in foreign language with native speakers, as well as
acquainting students with the culture of the country/countries of the target
language, better knowledge of their own culture, the ability to introduce it. The
subsequent components of the foreign language communicative competence
are included by Bim I.L.
 linguistic competence (knowledge/mastery of linguistic means);
 conversation competence (the ability to conduct conversation);
 socio-cultural competence (mastery of background knowledge,
subjects of discourse);
 compensatory competence (the ability to deal with the situation in
the presence of a shortage of language resources);
 educational and cognitive competence (ability to learn).
Solovova E.N. (2003) considers communicative competence as linguistic,
sociolinguistic, strategic and discursive, socio-cultural, competence. Azimov
E.G. and Shukin A.N. (1999) decompose communicative competence. (1990)
– as linguistic, subject and pragmatic competencies, Soltanbekova O.T.
develops the approach of Izarenkov D.I., supplementing its textual competence
- the ability to form (reproduction and production itself) texts in various
spheres of communication according to established canons. Koreneva M.R.
(2003) distinguishes between linguistic, linguacultural, social, socio-cultural,
educational and compensatory competencies in the structure of communicative
competence [15].
Authors understand the 4C Framework of CLIL as it could be connected
and implemented in developing aspects of communicative competence as it is
the very aim of teaching foreign languages.
There are general parameters or 4C’s framework of CLIL represented in
picture 2 below.
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Picture 2: 4 C’s of CLIL [4]

Picture 3 – confluence of communicative competencies and 4 aspects of

CLIL.

The structure in picture 3 works as synergies of integrating learning

subject or content, skills and understanding related to thinking process
(cognition), and language learning, which is supplemented with authentic
communication and discovering information about cultures. In the soft CLIL
classroom of the foreign language course integration of content which could
be – knowledge about language with a focus on form and tasks with different
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cognitive difficulty according to Bloom’s taxonomy can serve to form
linguistic competence. Focus on content and exploring the culture of the target
language – could mould sociolinguistic competence. Then to work on
pragmatic competence learner should be acknowledged to culture and the
teacher should provide enough opportunities for meaningful communication.
Discourse competence requires developed cognitive and communicational
skills. What is fundamental to learning foreign languages is interaction.
Language is easier to learn in the context of the culture, by reconstructing it
through the cognitive process for example language intake/output [7].
Nevertheless in order to allow students to grasp the subject language demands
should be accessible and adequate to the level.
According to the analyzed literature, students should be supplied with the
opportunity to solve communication problems related to their subject area, so
that the attention is on the content of the statement, but the form of language is
not ignored either (with soft \ hard CLIL). In the CLIL classroom, students are
welcomed to clarify the target language by any means, including translation to
L1. When students work with authentic content, students get language support.
Students work with relevant, cognitively challenging content and language,
suitable tasks and what is very important- with authentic materials. Ability to
use language for a conversation, to read and write, to discuss the content is all
related to communicative competence.
Teaching is built on students' previous experience. As the subject content
is used for language teaching purposes, the learners understand the relevance
of their language use, thus they are more motivated to learn. Lexis is easier to
remember when there is context serving as a clue to conduct meaning.
Conclusion
Authors discussed questions related to communicative competence
development. CBLT, EMI and CLIL methods were analyzed in order to see
what method is more appropriate for communicative competence formation.
Content-language integrated learning has great didactic potential, allowing
forming the communicative competence of students of non-linguistic faculties.
Learning to interact in communication, through practice instead of preparing
to talk someday is a promising idea.
Discussion
Among limitations of the CLIL implementation professor Sysoyev P.V.
mentioned: Complexity of approaches, lack of student motivation, lack of
motivation for a foreign language teacher to teach on the basis of CLIL, and to
get a second degree in a particular subject, challenges in the selection of the
subject content by the language teacher. Difficulties in the selection of tasks
that reflect the specifics of the expected professional projects of students in a
particular field of study or training profile. Different levels of foreign language
proficiency among students. Lack of educational literature in many disciplines
written for content-language integrated teaching. Lack of coherence in the
content of the training is present. Analysis of programs in the discipline
"Foreign language for professional communication" of a number of
educational institutions indicates the lack of connection between the discipline
"Foreign language for professional communication” and specialized
disciplines [13].
As for directions for further development of the research the authors are
going to continue research and experiment with applying Content and
Language integrated learning in order to develop communicative competence
with students of non-linguistic faculties.

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