On the language learning problems of learners of English as a foreign language and the use of content integrated language learning (CLIL)

Abstract

Research in English as a Foreign Language (EFL) education has revealed that students' beliefs about second language learning can vary based on individual characteristics, previous language learning experiences, and cultural backgrounds. Recognizing the significant impact of these variables on foreign language acquisition, it is important to understand the relationship between language learning priorities, goals, methods, and beliefs about language use among EFL learners at different proficiency levels. Considering this, in this research we analyze the relevance of different methods in teaching English as a Foreign Language. Content and Language Integrated Learning (CLIL) is proposed as an alternative to traditional bottom-up approaches that artificially separate language and content due to grammar-based instruction. The content-based model seeks to achieve two objectives simultaneously: meeting language goals and content goals within language education. By aligning these aims, the model strives to facilitate the simultaneous acquisition of language skills and subject-matter knowledge. Since this method not only strengthens language skills, but also enriches the educational process by integrating meaningful content and promoting key cognitive skills, preparing students for an increasingly interconnected and multilingual world, for some time we have promoted its use in Azerbaijani language teaching institutions. In this regard, we developed a project   of which we share some experiences in this work.

Keywords:

English as a foreign language (EFL), Content and Language Integrated Learning (CLIL), foreign language, learning method.