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

Аннотация

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. Keywords: CLIL, integration of language and content, natural sciences, teaching English, teacher education, psychological traits, characteristics. learning success. In CLIL contexts, the integration of Introduction: The effectiveness of CLIL, which language and subject content might initially heighten integrates content instruction with foreign language anxiety due to dual cognitive demands. Horwitz, learning, has prompted numerous educational Horwitz, and Cope (1986) described language anxiety institutions globally to adopt this innovative approach. as a distinct complex of self-perceptions, beliefs, and Despite its widespread acceptance, understanding the behaviors arising from the uniqueness of the language psychological factors that underpin student learning process. engagement and success in CLIL remains crucial. Exploring these dimensions enables educators to CLIL classrooms should proactively address anxiety by optimize methodologies and improve learning fostering a supportive environment. Techniques such outcomes. as peer collaboration, scaffolding, and continuous formative assessment help mitigate anxiety levels. Motivation is paramount in the context of CLIL, where Furthermore, a positive classroom climate where students encounter both linguistic and academic errors are seen as natural parts of the learning process challenges. According to Deci and Ryan’s Self- significantly reduces anxiety. Determination Theory (SDT), intrinsic motivation fosters deeper learning experiences. CLIL naturally Self-efficacy, defined by Bandura as belief in one's promotes intrinsic motivation by connecting language ability to execute behaviors necessary to produce use directly with meaningful academic content, thus specific outcomes, plays a critical role in the CLIL making language learning authentic and contextually classroom. Students with high self-efficacy are more rich. Research by Lasagabaster and Sierra (2009) likely to actively participate, persist in challenging indicates that students involved in CLIL exhibit higher tasks, and achieve better academic and linguistic motivation levels due to increased relevance and outcomes. In CLIL, teachers enhance self-efficacy immediate applicability of the language learned. through structured feedback and achievable learning Teachers utilizing CLIL must carefully design curriculum milestones. Research by Mehisto, Marsh, and Frigols content to maintain student interest and motivation, highlights that gradual content and language leveraging topics students find engaging and personally scaffolding positively impacts self-efficacy by helping relevant. students perceive language tasks as manageable. Foreign language anxiety significantly influences Cognitive flexibility, the ability to switch thinking American Journal Of Philological Sciences 396 https://theusajournals.com/index.php/ajps American Journal Of Philological Sciences (ISSN – 2771-2273) modes or adapt cognitive processing strategies, is applicability. crucial for successfully navigating CLIL instruction. Since CLIL learners initially may experience heightened students simultaneously process academic content and anxiety due to the simultaneous cognitive load of language, cognitive flexibility is extensively employed. mastering complex content in a foreign language. Studies by Coyle, Hood, and Marsh, 2010 suggest CLIL However, over time, structured CLIL programs often methodology significantly enhances cognitive lead to reduced anxiety levels as learners become flexibility, making students more adaptable learners. comfortable in authentic communicative scenarios. In Educators are encouraged to structure learning contrast, traditional language classes often trigger activities that explicitly target and develop cognitive anxiety associated specifically with language accuracy, flexibility, such as varied group dynamics, cross- testing situations, and isolated linguistic tasks, disciplinary tasks, and problem-based learning potentially hindering spontaneous language use. scenarios. Students in CLIL contexts tend to demonstrate higher