PRE-READING TASKS IN LMS FROM THEORY TO PRACTICE

  • The authors:
    Irina I. Lushnikova
    Ekaterina A. Drozdova
  • Pages: 463-473
  • Section: DIGITAL TECHNOLOGIES IN TEACHING / LEARNING FRENCH AS A FOREIGN LANGUAGE: FROM THEORY TO PRACTICE
  • URL: http://conferences-ifl.rudn.ru/2712-7974-2019-6-463-473/
  • DOI: 10.22363/2712-7974-2019-6-463-473

Abstract. The article represents some examples of pre-reading exercises of the Content and Language Integrated Learning (CLIL) worked out in the Modular Object-Oriented Dynamic Learning Environment (MOODLE). The role of reading and its initial stage – pre-reading part – is underlined. Reading has always been a key part in teaching and learning foreign languages practice. Development of all types of speech is traditionally based on practices of texts analysis. The essential role of pre-reading is expressed by many authors: E.G. Azimov, C.V. Doren, A. Jacobs, D. Rasinski, A. Michael, E.I. Passov, A.N. Tshukin and other. Being classified into a number of categories pre-reading activities, including prediction by a headline, prediction by pictures, prioritizing, ranking frequencies, mastering headlines and others, arise learners’ interest and boost motivation in further work with the text.

In modern teaching and learning foreign language practice two tendencies in working with reading show steady development. The first is content customization, the second is shifting textual information from face-to-face format to e-learning platforms. Speaking about the first tendency, the choice of a text as a source of information predetermines the field of possible teaching and learning perspectives. Matching the learning process objectives, learners’ expectations and current learning level to the content

included opens wide field for language acquisition practices. Not accidentally CLIL becomes one of the major tools for teaching foreign languages in high school practices. The complexity of CLIL approach allows to achieve several goals in the educational process and it can be expressed in the principle “using language to learn, learning to use language”, what in other words means – using a foreign language to master the subject and studying the subject to master the language. However, the focus of CLIL is not limited by some specific subject and language knowledge. The purpose of CLIL is to involve all meaningful capability of available resources in order to develop intercultural, professional, linguistic, and educational competences of students.

The other tendency – implementation of textual information into e-learning format, in our example it’s MOODLE Learning Management System (LMS). Pre-reading activities based on CLIL approach together with MOODLE open broad opportunities for integrative approach in content and the language learning. Activation of the variety of synchronous and asynchronous learning activities provided by MOODLE enriches the range of activities in learning and teaching process.

Keywords: pre-reading, content, CLIL, e-learning, MOODLE, learning foreign languages.

Irina I. Lushnikova 1 , Ekaterina A. Drozdova2

1٬2 Peoples’ Friendship University of Russia, Moscow, Russia
¹e-mail: i.i.lushnikova@mail.ru
²e-mail: katrin104@yandex.ru

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Rice W. H. 2009. Moodle 1.9 E-Learning Course Development. Packt Publishing, Birmingham-Mumbai, 364 pp.