Based tasks in CLIL settings
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Abstract
The article is devoted to advanced learners’ motivation within content and language integrated learning (CLIL) settings. The author analyses students’ motivation and anxiety for a task from the point of the dopamine and the opioid systems, the input–output aspect, heuristic and algorithmic procedures. Considering scientific publications reviewed, the author demonstrates a novel idea for CLIL settings—professionally-oriented incident-based tasks. An example of an incident-based task for Master’s students majoring in management is given. Being based on the same principles, the novel tasks proposed are relevant to CLIL. The author concludes that the incident-based tasks not only stimulate experienced students’ motivation, but also contribute to their personal qualities and professional skills development.
Keywords: CLIL, professionally-oriented, professional discourse, internet-based, foreign language competence.
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