The issue concerning popularisation and relevance of foreign language learning and teaching has provoked a deep interest to analyse and study the world experience of modern methods and approaches to teaching a foreign language which provide positive results. The article considers the approach of content and language integrated learning (CLIL) and peculiarities of its implementation in different countries. A brief analysis of the CLIL approach formation, the preconditions and sources of its establishments are represented. Moreover, the basic difference between CLIL and previous communicative approaches is illustrated. The article illuminates the varieties of CLIL implementation round the world. Scientific and methodological literature on the topic is reviewed. In the article, theoretical research methods are used: literature study, analysis, synthesis, and generalisation. The article points out the core principles and key requirements needed to implement the approach of content and language integrated learning successfully. The idea of a dual focus is explained: both professional and linguistic competences are developed at the same time. One of the core obstacles is knowledge evaluation, as there is no singular criterion in this concern. Scholars agree with the idea to separate marks. Therefore, a learner gets his/her mark (grade) for profession-oriented skills and linguistic ones separately. Both native and foreign languages learned within the course are correlated, the variations of their interconnection are analysed. Besides positive features, the articles analyses the main problems which a teacher may face during the lessons based on the content and language integrated learning approach. The main obstacles are as follows: lack of qualified and experienced teachers, methodological support, dissemination among social communities. The approach of content and language integrated learning is flexible and can be easily adapted to any teaching/learning/educational environment. Its variability and flexibility make it extremely popular with students. Furthermore, it tends to create a positive attitude to education and makes students more motivated.

The article analyzes and explains the influence of content and language integrated leaning (CLIL) on students motivation within the course “Listening comprehension and note-taking”. Basic CLIL features and core principles are analyzed. Special attention is drawn to David Marsh, Sylvén, Coyle whose works are devoted to CLIL and its foundation and implementation. Moreover, the comparison of content and language integrated learning with integrated education is made. Chronological stages of CLIL formation are highlighted. The authors show three models of CLIL implementation. They are hard (subject-led), soft (Language-led) and partial immersion (both the subject and language are equally important). Due to the features of language specialties soft CLIL model (language-led) is considered to be the most appropriate model within the course “Listening comprehension and note-taking”. Besides the content and language integrated learning approach, learners’ motivation and encouragement into the educational process are analyzed. In the conducted research the significant role of positive motivation is studied. Such features as authentic material, variety of assessment, task gradation (from simple to more complex and vice versa), the studied material are comsidered in the article. In addition, there is a comparison of L1 (native language) and L2 (foreign language) and how their use affect encouragement into educational process. It should be taken into account that the negotiation between L1 and L2 is different depending on content and language integrated learning or integrated education. As a practical part an introduction to a lesson (within the course “Listening comprehension and note-taking”) is taken. The lesson is based on the topic which has strong cross subject connections with Practical Phonetics. So, as students need to use their background knowledge and are supposed to develop not only communicative skills, the soft CLIL model is applied. Thus, the authors propose the introduction based on key principles of soft (language-led) content and language integrated learning. The final part of the article presents the results of the conducted research and future stages and strategies which may be conducted based on the conclusion. Moreover, it can be inferred that the use of content and language integrated learning has a positive impact on learners motivation and provides the formation of more sustainable skills.