Abstract In Slovakia, modern Cultural Studies of English-speaking countries have been integrated into university curricula since the 1990s. However, there is a fundamental difference in the role CLIL plays in teaching “realia” (alternatively: cultural studies, country studies and area studies) for philological students and for business students of non-philological faculties. While philological students study realia with primary linguistic and cultural goals (i.e. to learn new words, terminology, context and comparative cultural aspects), non-philological students’ goals are business oriented (i.e. allow a successful graduate to function effectively in a new business environment). That affects the methodology, teaching procedure and assessment of both disciplines in debate.

中文翻译：

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CLIL：在向语言和非语言学生教授“ realia”时的概念差异

摘要在斯洛伐克，自1990年代以来，英语国家的现代文化研究已纳入大学课程。但是，CLIL在为语言学生和非语言学院的商科学生教授“ realia”（或者说：文化研究，国家研究和地区研究）方面扮演着根本性的角色。语言学生学习具有主要语言和文化目标（例如学习新单词，术语，语境和比较文化方面）的现实时，非语言学生的目标是以商业为导向的（即让成功的毕业生在新的商业环境中有效发挥作用） ）。这影响了辩论中这两个学科的方法论，教学程序和评估。