UDC: 
378
Kuznetsova Ekaterina Borisovna
Master of Linguistics, Senior Lecturer, Department of Foreign Languages, Yaroslavl State Medical University, kuropatka-@mail.ru, Yaroslavl

Use of Subject-Language Integrated Training in the Medical University

Abstract: 
Problem and purpose. The presented article describes the difficult situation in the teaching of a foreign language in medical universities. Modern FSES oblige future physicians to be communicatively competent, except that medical documents often have to communicate with foreign colleagues. The purpose of the article is to describe the subject-language integrated learning or CLIL and the advantages of CLIL integration in the study of professional disciplines of a medical student. Methodology. The study was conducted on the basis of such methods as practical, descriptive and others. Results and discussion: this section describes the principles of CLIL training, one of them is the study of the content of the subject (specialty). When choosing the content of educational material, preference should be given to a genuine medical text. The conclusion provides evidence of the effectiveness of the use of CLIL: students can achieve a higher level of a foreign language than when teaching according to the traditional method of teaching foreign languages. Research results also show that they are studied.
Keywords: 
integrated training, foreign language, subject-language training, doctor, medical worker, competence, professional communication, English, university, medicine.
References: 

1. Kuznecova, E. B., 2019. Subject-language integrated training in teaching the future doctors English language. Prospects for science and education, no. 12-1(28), pp. 79–80. (In Russ., abstract in Eng.)
2. Llinares, A., Morton, T., Whittaker, R., 2012. The roles of language in CLIL. Cambridge: Cambridge University Press Publ., 354 p. (In Eng.).
3. Glendinning Eric, H., Howard, R., 2010, eds. Professional English in use. Medicine. 4th edition. Cambridge: Cambridge Univ. Press Publ., 176 p. (In Eng.).
4. Johnson, R. K., Swain, M., 1997. Immersion education: International perspectives. Cambridge: Cambridge University Press Publ., 331 p. (In Eng.).
5. European Commission (EC), 1995. White Paper on Education and Training and Learning – Towards the Learning Society [online]. Available at: http://europa.eu/documents/comm/white_papers/pdf/com95_590_en.pdf (accessed: 27.01.2020). (In Eng.).
6. European Commission (EC), 2003. Promoting Language Learning and Linguistic Diversity: An Action Plan 2004 – 2006. Communication from the Commission to the Council, the European Parliament, the Economic and Social Committee of the Regions [online]. Available at: http://europa.eu.
int/comm/ education/doc/official/keydoc/actlang/act_lang_en.pdf (accessed: 27.01.2020). (In Eng.).
7. European Commission (EC), 2012. Content and Language Integrated Learning [online]. Available at: http://ec.europa.eu/languages/language-teaching/content-and-languageinte... (accessed: 27.01.2020). (In Eng.).
8. Armstrong, Patricia, 2009. Bloom’s Taxonomy [online]. Available at: http://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy (accessed: 7.01.2020). (In Eng.).
9. Istituto Nazionale Documentazione Innovazione Ricerca Educativa (2006) Content and Language Integrated Learning (CLIL) at School in Europe. Available at: http://www.indire.it/lucabas/lkmw_file/eurydice/CLIL_EN.pdf (accessed: 27.01.2020). (In Eng.).
10. Ter-Minasova, S. G., 2000. Language and Intercultural Communication. Moscow: SLOVO Publ., 624 p. (In Russ.).
11. Teaching English For Professional Purposes (EPP) vs Content And Langauge Integrated Learning (CLIL): The Case of Plekhanov Russian University of Economics (PRUE). European Scientific Journal, 2014 [online]. Available at: http://eujournal.org/index.php/esj/article/viewFile/3686/3485 (accessed: 27.01.2020). (In Eng.).
12. Ministry of Education and Science of the Russian Federation (2009) Foreign Language for non-linguistic universities and faculties [online]. Available at: http://www.vgsa.ru/facult/eco/kaf_cgd/doc/language_pr1.pdf (accessed: 27.01.2020). (In Russ.).
13. Marsh, D., 2019. Quality interfaces. Examining evidence & exploring solutions in CLIL. New York: Eichstaett Academic Press, Publ., 286 p.
(In Eng.).
14. Cambridge Assessment English (2020) About international language standards [online]. Available at: http://www.cambridgeenglish.org.ru/exams-and-tests/cefr/ (accessed: 27.01.2020). (In Eng.).
15. European Centre for Modern Languages (2020) Using Languages to Learn and Learning to Use Languages [online]. Available at: http://archive.ecml.at/index.html (accessed: 27.01.2020). (In Eng.).
16. Odlin, T., 1989. Language Transfer. Cross-linguistic influence in language learning. Cambridge: Cambridge University Press, Publ., 210 p. (In Eng.).
17. Van Ek, J. A., 1986. Objectives for foreign language learning, Volume: I, Scope. Strasbourg: Council of Europe Publications, Publ., 87 p. (In Eng.).
18. Coyle, D., Hood, P. Marsh, D., 2010. CLIL: Content and language integrated learning. Cambridge: Cambridge University Press, Publ., 184 p.
19. The European Conference on Machine Learning and Principles and Practice of Knowledge Discovery in Databases (2019) CLIL/EMILE – The European dimension: Actions, trends and foresight potential [online]. Available at: http://clilcd. ecml.at/LinkClick.aspx? fileticket=ekwp4udVLfQ%3D&tabid=947&la, nguage=en-GB, (accessed: 27.01.2020). (In Eng.).
20. Dalton-Puffer, C., 2010. Language Use and Language Learning in CLIL Classrooms. Amsterdam: John Benjamins, Publ., 308 p. (In Eng.).