THE ESSENCE OF THE CLIL APPROACH AND ITS ROLE IN TEACHING FOREIGN LANGUAGES, WITH SPECIAL REFERENCE TO JAPANESE
Keywords:
CLIL approach, content and language integration, foreign language education, teaching Japanese, communicative competence, interdisciplinary approach, higher education.Abstract
This article examines the theoretical foundations of the CLIL (Content and Language Integrated Learning) approach and its role in teaching foreign languages, particularly Japanese. The study explores the effectiveness of CLIL in developing students’ language competence through a pedagogical experimental method. The experiment was conducted with the participation of 56 students majoring in Japanese at Uzbekistan State World Languages University. The results demonstrate that CLIL-based instruction significantly contributes to the development of linguistic and communicative competences, increases learners’ motivation, and facilitates meaningful language acquisition through content integration. The findings confirm that the CLIL approach represents an effective pedagogical model for teaching Japanese in higher education institutions.
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