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American Journal of Philological Sciences

Peer Reviewed | Open Access | E-ISSN: 2771-2273
Published Article

Psychological Characteristics of Students in Teaching Foreign Languages Using the CLIL Method

Psychological Characteristics of Students in Teaching Foreign Languages Using the CLIL Method

Authors

  • Xomidova Nargiza Nurahmad qizi
    Teacher of the Kokand State University, Uzbekistan

DOI:

https://doi.org/10.37547/ajps/Volume05Issue05-105

Keywords:

CLIL integration of language and content natural sciences

Abstract

Content and Language Integrated Learning (CLIL) is increasingly recognized as a powerful methodology for foreign language acquisition. This article explores psychological traits and characteristics that significantly impact students' outcomes when CLIL is implemented in language education. Key factors including motivation, anxiety, self-efficacy, and cognitive flexibility are examined, providing insights into enhancing language learning through tailored pedagogical strategies.

References

Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125–132.

Lasagabaster, D., & Sierra, J. M. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1(2), 4–17.

Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan Education.