Pedagogical approaches and models of integrated foreign languages and professional disciplines teaching in foreign and Russian linguodidactics

The article is devoted to the review of the main directions of modern researches on the problem of training in foreign languages at the higher school - professional focused, developed in domestic science and education, and integrated, popular in the European system. The basic principles and models of teaching based on the Russian system of professional focused teaching foreign languages which is developed on theoretical bases of teaching professionally oriented reading are considered. The analysis of modern researches of the problem of integrated language training which in the European scientific and educational environment received the conventional name Content and Language Integrated Learning (CLIL) the main objective of which is reorientation of the purposes and problems of teaching foreign languages from purely language tasks on subject and professional studies is submitted. Authors analyze similarities and distinctions of these directions and draw a conclusion about expediency of the independent choice in each concrete higher education institution. In the article the authors make an attempt to give the answer to a question why the ideas of content and language integrated learning, actively applied in a foreign education system, do not find broad application in the system of Russian education. To answer this question, authors suggest to cover the scientific basics of the professional focused training in foreign languages which are based on works of the Russian psychologists, linguists and methodologists. In the article also the problem of integration of cross-disciplinary communications in the system of higher education, and the models of the integrated training in foreign languages, beginning to be developed in the Russian science in education which at the same time are reflecting specific to the Russian reality tendencies, are analyzed. The methodology of a research is based on theoretical (the analysis, synthesis, comparison) methods. The main results consist in the reasoned scientific conclusions about similarities and differences in pedagogical approaches to the interconnected training in foreign languages and professional disciplines at the Russian and foreign schools of sciences.

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