This paper presents an e-learning project using the Moodle platform (Modular Object- Oriented Dynamic Learning Environment) to integrate Italian as a foreign language les- sons with a course on Pharmacology – Italian for specific purposes... for foreign students enrolled at the University of Calabria – and discusses how the system was managed for optimizing learning. Instruction was provided through the concepts underpinning Content and Language Integrated Learning (CLIL). The teaching units focused on cultivating stu- dents’ lexical competence and the learning of syntactic structures necessary to convey in- formation in the text. Using activities which taught work procedures (i.e. text manipula- tion) and adopted practical operative schemes (e.g. semantic, sysntactic and textual), the Learning Object promoted language learning by sensitizing learners to not only “foreign” linguistic components but also their own learning processes. Students could easily access the regular elements of the linguistic system through inferential work. The Work Unit is divided into three phases: 1) Observation and analyses of the language model (language decomposition and analysis; comparison of the observation and the text data in asynch- rony (wiki) and semi-asynchrony, chat and forum; 2) Collaborative writing (through wiki) by small groups in the forum in order to create the learning object through a given mo- del; 3) Comparison of the construed objects: each group assessed the work carried out by the other groups (workshop) based on an evaluation grid prepared by the teacher and the students. Students were therefore able to develop their own language competence by learning from others, both as positive examples and through errors made by peers. Stu- dents became more self-confident and fluent in L2 and were able to cope with and ma- nage novel linguistic structures and texts more rapidly.
Insegnare l’italiano a stranieri per scopi specifici: una proposta didattica in ambiente virtuale
DE MARCO, Anna;
2011-01-01
Abstract
This paper presents an e-learning project using the Moodle platform (Modular Object- Oriented Dynamic Learning Environment) to integrate Italian as a foreign language les- sons with a course on Pharmacology – Italian for specific purposes... for foreign students enrolled at the University of Calabria – and discusses how the system was managed for optimizing learning. Instruction was provided through the concepts underpinning Content and Language Integrated Learning (CLIL). The teaching units focused on cultivating stu- dents’ lexical competence and the learning of syntactic structures necessary to convey in- formation in the text. Using activities which taught work procedures (i.e. text manipula- tion) and adopted practical operative schemes (e.g. semantic, sysntactic and textual), the Learning Object promoted language learning by sensitizing learners to not only “foreign” linguistic components but also their own learning processes. Students could easily access the regular elements of the linguistic system through inferential work. The Work Unit is divided into three phases: 1) Observation and analyses of the language model (language decomposition and analysis; comparison of the observation and the text data in asynch- rony (wiki) and semi-asynchrony, chat and forum; 2) Collaborative writing (through wiki) by small groups in the forum in order to create the learning object through a given mo- del; 3) Comparison of the construed objects: each group assessed the work carried out by the other groups (workshop) based on an evaluation grid prepared by the teacher and the students. Students were therefore able to develop their own language competence by learning from others, both as positive examples and through errors made by peers. Stu- dents became more self-confident and fluent in L2 and were able to cope with and ma- nage novel linguistic structures and texts more rapidly.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
