International Journal of Philology

The article considers the possibilities of using the CLIL methodology for the development of oral speech of students of non-linguistic faculties during English classes. The main problems that students have when speaking are identified (insecurity, insufficient vocabulary and grammar knowledge, reluctance to be criticized by the teacher and other students, the use of native language during pair work). It is established that an effective tool for the development of students' oral skills and overcoming these difficulties is the introduction of CLIL elements in the educational process. The essence of this technique is highlighted. It is found out that pedagogical activity is aimed at forming students' communication skills, development of mental processes (cognition), providing new knowledge in the specialty (content), development of speech culture and communication (culture). The main characteristics of this technique are defined (study of educational material on the principle from "simple to complex"; use of demonstration materials and presentations; support of feedback with students; combination of learning a foreign language with mastering knowledge in the specialty, etc.). Students' own experience in the development of oral speech is presented . It is found out that the development of students’ oral skills can be both as warming up activities and as the main topic of the class. As a warming up activity, students can be asked what they studied at major subjects, what were the most difficult, incomprehensible or interesting moments. It can result in an interesting and informative discussion in English. However, such activities are effective if the level of English proficiency is not less than B1+, otherwise there can be some problems with the expression and understanding of explanation. In order to develop students’ oral skills such activities as work on presentations and cross-section exercises can be used as well. It is suggested that the defense of presentations by all students in a group during one lesson is not effective from the point of view of organizing oral speech and memorizing new information. This is due to a big number of students in academic groups. In the case when the defense of presentations is evenly distributed throughout the semester, students have the opportunity not only to give the presentation, but also to discuss the topic. Usually, after the presentation, the speakers ask questions to other classmates in order to get feedback. From the point of view of the development of oral speech, this activity is also useful, because students often have problems with building questions in English. Cross-sense activities can be considered as a part of CLIL methodology as well. They are aimed at the establishing logical connections with the help of images. These activities can be used both as a warming up activity and the main topic of the class

development of oral speech; CLIL; presentation; cross-sense