Philology and linguistic

Effectiveness of integrative and comparative approaches. 
The purpose of combining the integral and comparative approaches will be: 
Cognitive (content-informational). To teach how to look for connections between 
facts, events, and phenomena and draw conclusions. 
Development (information and activities). To teach how to analyse, compare, contrast 
and generalize. 
So, using an integrated approach we establish the relationship between intra 
subjects and inter subjects and with a comparative approach we compare these 
subjects and draft conclusions which of them are most effective in integration.
For 
instance, in English lesson, students study the topic "The pyramids were closed", so 
here can be taken any lesson as a basis, such as history, literature, geography, art or 
music. However, it is necessary to select which of these subjects is suitable or in what 
order they are integrated into the lesson, by comparative approach we can establish 
structure and logic of conducting, the content of which will include a group of 
concepts related to this subject.
In this regard, a group of concepts: “hot“, “cold”, 
“rainy”, “cold”, “snowstorm” form the main direction in the integration of subjects.
At this point, we have many integrative tools, models to teach effective English 
learning to EFL learners such as: CLIL(content and language integrated 
learning),CLT(Communicative 
Language 
Teaching);CBI(content 
based 
instruction);TBI(task-based instruction);TLC( teaching and learning cycle).
So let's consider one of these models: teaching and learning cycle
. 
This model was first introduced by Hammond, Joyce, Brosnan and Geroth in 
1992, which consists of four stages of «Building knowledge of the field»; «Formation 
in this field»; «Joint construction of the genre»; «An independent construction of the 
genre».[5;2003] 
1.
«Building knowledge of the field»-the main purpose is to give a complete 
understanding of the students the themes in the introduction of fundamental 
knowledge in various ways. 
2.
«Formation in this field»- context is to give model language structures as a set 
of phrases, vocabulary, and dialogues. Schematic structures are outlined. 

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SCIENTIFIC COLLECTION «INTERCONF»
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Students can observe genres that are once used, determine the goals of the 
genres and analyze their schematic structure. 
3.
«Joint construction of the genre» -This implies a conversion of the spoken 
language to the written language. Teachers and students work together to create 
a text that provides opportunities for students to learn the structure of genres, 
and then grammar. It also serves to further strengthen the concept and 
vocabulary. 
4.
«An independent construction of the genre»-Students work on a genuine 
challenge to apply what they have learned. This includes knowledge of content, 
genres, and grammatical models in their language space. This is the final stage 
of the editing process. 
Consequently, TLC builds a framework for developing 4 listening, writing, 
speaking, and listening skills through collaboration between students (whole group, 
small group, and couple, individual). Here we can mark interdisciplinary or 
intradisciplinary lessons. In this way, it is possible to achieve integrated teaching of 
language and scaffold meaning in various texts to students. As a result, the teaching-
learning cycle is an example of a learning model that allows students learn the rules 
in a meaningful context. Its educational subtext supports theoretical foundations of 
the integrative approach that helps to develop communicative competence, 
metacognition and communication skills. 
Hence, effectiveness of integrative and comparative approaches provides an 
opportunity for self-realization, self-expression, creativity of the teacher, explorer of 
the abilities of his students. It is a source of finding new facts that confirm or expand 
certain conclusions, observations of students in various subjects. Integrated lessons 
give the student the picture of the world in which they live, of mutual assistance, and 
of the existence of a diverse world with special background and culture.