This study investigates three models of content-based instruction in teaching concepts and terms of natural sciences in order to increase the efficiency of teaching these kinds of concepts in realization and to prove that the content-based instruction is a teaching strategy that helps students understand concepts of natural sciences. Content-based education is considered effective not only in acquiring the skills of language, but also grasping and mastering the content knowledge of academic subjects that are required for students' achievements in learning the terms related to natural sciences. In analysis of three models of content-based instruction, the Adjunct Model was explained and mentioned to be quite reliable for the teaching content of any subject along with foreign language methods and techniques. It has been proved to be convenient for both content and language teaching through pedagogical experiment. Participants were undergraduate students from the Engineering and Natural Sciences Faculty of a university at intermediate level. The achievement test was applied to 48 students who were English and Turkish speaking students as foreign languages. Two working groups as experimental and control were formed by language teachers. The collected data was analyzed. The results, mentioned in experiment part, and conclusion show that concepts or terms of natural sciences could be taught efficiently through content-based teaching in schools and universities.Keywords: content based instruction, second foreign language teaching, teaching concepts of natural sciences and adjunct model

Achieving the maximum efficiency in teaching a second language (L2) has always been an important issue for educators. Current globalization processes, development of international business relations, political integrations among the various countries throughout the world, and the abilities of latest information and communications technologies (ICT) dictate the more significance of knowledge of foreign languages. All living conditions should be constructed according to the mentioned surrounding changes during the ICT era. Correspondingly, teaching methodologies are also being adapted in order to teach people more efficiently. This paper studies how cellular phones (cell phones) can be used in learning English phrases. In order to examine the impact of cell phones on learning a language an experiment was run among the college and university students in Kazakhstan, supported by GSM Network of KCell (Kazakhstan). Certainly, the use of smartphone apps in educational purposes have been already introduced among the users, however, this approach intends professionally developed classes with the participation of language teachers and a cellular network. This paper discusses the experiment results, in which 126 college and university students participated, and makes some suggestions based on the experimental mobile learning. Study reveals that users could make noticeable improvements learning through their cell phones after the conducted experiment. Positive improvements were noticed on the results of general tests of English language those conducted among all participants of the research.