TIBBIYOT YO‘NALISHIDAGI TALABALARGA INGLIZ TILINI O‘QITISHDA CLIL METODINING SAMARADORLIGI.

KIRISH: mazkur maqolada tibbiyot talabalariga ingliz tilini o‘qitishda CLIL (mazmun va tilni integratsiyalashgan holda o‘qitish) metodining samaradorligi o‘rganiladi. Tadqiqotda CLIL metodining talabalar tomonidan professional terminologiyani o‘zlashtirishi, kommunikativ kompetensiya va fan hamda tilni integratsiyalashgan holda egallashdagi o‘rni tahlil qilindi. Tadqiqot natijalari shuni ko‘rsatdiki, CLIL metodi an’anaviy o‘qitish usullariga qaraganda samaraliroqdir. MAQSAD: tadqiqotning maqsadi — tibbiy ta’limda professional terminologiyani o‘zlashtirish, kommunikativ kompetensiyani rivojlantirish hamda fan mazmuni va til integratsiyasiga CLIL metodining ta’sirini baholashdan iborat. MATERIALLAR VA METODLAR: tadqiqot materiali tibbiyot oliy o‘quv yurtlarida CLIL metodi yordamida o‘tilgan ingliz tili mashg‘ulotlarini o‘z ichiga oladi. Tadqiqotda pedagogik kuzatuv, qiyosiy tahlil va talabalar o‘rtasida o‘tkazilgan so‘rovnoma metodlaridan foydalanilgan. NATIJALAR VA MUHOKAMA: natijalar shuni ko‘rsatdiki, CLIL metodi talabalarning professional terminologiyani o‘zlashtirish darajasini oshiradi, muloqot ko‘nikmalarini rivojlantiradi va motivatsiyani kuchaytiradi. An’anaviy o‘qitish metodlari bilan solishtirganda, CLIL til va fan mazmuni o‘rtasida yuqori darajadagi integratsiyani ta’minlaydi. XULOSA: xulosa qilib aytganda, CLIL metodi tibbiyot talabalariga ingliz tilini o‘qitishda samarali vosita hisoblanadi. Uni qo‘llash kasbiy kompetentlikni oshirishga xizmat qiladi hamda ta’lim jarayonida til va fan mazmuni integratsiyasini qo‘llabquvvatlaydi.

INTRODUCTION: this article studies the effectiveness of the CLIL (Content and Language Integrated Learning) method in teaching English to medical students. The research analyzed the role of the CLIL method in students' acquisition of professional terminology, communicative competence, and integrated mastery of science and language. The results of the study showed that the CLIL method is more effective than traditional teaching methods. AIM: the aim of the study is to assess the impact of the CLIL method on mastering professional terminology, developing communicative competence, and integrating subject content with language in medical education. MATERIALS AND METHODS: the research material consists of English language classes conducted using the CLIL method in medical universities. The study employs pedagogical observation, comparative analysis, and student surveys. RESULTS AND DISCUSSION: the results showed that the CLIL method enhances students’ mastery of professional terminology, develops communication skills, and increases motivation. Compared to traditional teaching methods, CLIL provides a higher level of integration between language and subject content. CONCLUSION: in conclusion, the CLIL method is an effective tool for teaching English to medical students. Its application fosters professional competence and supports the integration of language and subject content in the educational process.