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Ιωάννης
Γαλαντόμος & Γεωργία Ανδρέου
Αντιλήψεις των διδασκομένων την νέα ελληνική
ως δεύτερη/ξένη γλώσσα αναφορικά με τη διδασκαλία του μεταφορικού
τρόπου έκφρασης
This paper reports a study on Modern Greek learners’ notions
of metaphors and idioms. Both metaphors and idioms are pervasive in
everyday language and are deemed to be indicators of second language
proficiency. Keeping in mind that Modern Greek is full of figurative
language in everyday use, we conducted a large-scale survey in order
to investigate intermediate and advanced Modern Greek learners’
beliefs regarding the necessity of teaching metaphors and idioms and
incorporating them into the syllabus. Our findings are in line with
previous experimental data and indicate that our study participants
developed positive attitudes towards metaphors and metaphorically
motivated idiomatic phrases, due to their facilitative role in
everyday communication with native speakers and in overall
communicative competence.
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Polyxeni Manoli &
Maria Papadopoulou
Reading comprehension practices in Greek
elementary EFL classrooms
The present study probes into elementary
English as a Foreign Language (EFL) teachers’ reading comprehension
practices. It aims at gaining an insight into how they approach
reading comprehension and specifically whether they explicitly teach
students reading strategies, when interacting with written texts.
Five instructors, who work at public elementary schools in a
provincial city of central Greece, Trikala, participated in the
study. The data were collected through semi-structured interviews
and classroom observations. The results of this study indicated that
reading lessons mainly focused on oral reading of texts, vocabulary
instruction, assessment of text content through post-reading oral
questions and written tasks. Concurrently, there was lack of
strategy instruction, which means that teachers were not involved in
teaching students how to approach and comprehend written texts in
the English language. The pedagogical implications that result from
this study are further discussed and the need for further research
to verify these findings is accentuated.
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Evangélia Moussouri
Pratiques langagières en contexte plurilingue
: représentations et fonctions des langues en contact
Plurilingualism in today’s Europe is not a necessity but a reality,
a fact. The plurilingual communicative repertoire of modern speakers
evolves in accordance with the sociolinguistic conditions under
which the speaker acts. The study of this complex repertoire, which
is characterized by the presence of code-switching practices, is
performed by analyzing the sociolinguistic representations which are
considered constituent elements of the process of linguistic
appropriation. The paper aims at analyzing sociolinguistic
representations of plurilingual persons with regard to their
linguistic practices and functions performed by the languages of
their communications repertoire.
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Alexandra Prentza
On the problem of optionality in non-native
English subject extraction
This paper considers the acquisition of subject extraction
structures in the L2 grammar of Intermediate, Advanced and Very
Advanced Greek learners of English. The results of the study show
that these structures are associated with persistent acquisitional
problems and that Greek learners, even proficient ones, transfer the
corresponding L1 properties in their L2 grammars. The paper
discusses whether L2 acquisition theories based on the
interpretability status of features can adequately explain such
results and, generally, locate the areas that cause learnability
problems in L2 acquisition. It is argued that accounts which
associate learnability problems with syntactic, i.e. formal
uninterpretable feature, differences between languages can have
important implications not only for linguistic theory, but also for
linguistic practice and teaching.
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Argyro
Proscolli
Influence(s) translexicale(s) dans
l’interlangue de l’apprenant hellénophone du français L3 en
production écrite
Ce travail s’inscrit dans la lignée des
recherches concernant l’activation des langues première (L1) et
seconde(s) lors de l’acquisition/ apprentissage d’une nouvelle
langue. Nous avons essayé d’étudier les influences
translinguistiques dans le choix et la construction lexicale en
français L3 par des apprenants/utilisateurs hellénophones, de niveau
B1 et pour lesquels l’anglais est la langue seconde (L2). Il s’agit,
plus précisément, d’examiner les initiatives de recours à une langue
connue pour faire preuve de performance lexicale lors de la
production écrite, les langues activées (L1 ou L2 ?), la fréquence
et les types d’activation (transfert ou changement de code ?).
Le corpus de notre recherche a été dépouillé selon trois hypothèses:
– les cas d’influence translexicale se réaliseraient par activation
de la L2 ;
– les traces d’influence translexicale témoigneraient de changement
de code et transfert
– les unités de langue concernées par l’influence translexicale
seraient plutôt les mots de contenu
que les mots fonctionnels.
Les résultats obtenus concourent à la validation partielle de nos
hypothèses. Ils contribuent toutefois à la discussion sur les
facteurs qui déterminent les types d’influence translinguistique
dans l’interlangue franç aise de l’apprenant hellénophone et, de ce
fait, ils peuvent s’avérer utiles en matière d’enseignement du FLE.
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Wolfgang Steinig &
Diether Hopf
Evaluations of speech variations in bilinguals
Two types of oral text, produced in the L1 (Greek) and L2 (German)
during the course of a study of 75 bilingual Greek pupils aged
between 12 and 17 who had remigrated from Germany to Greece, are
evaluated by non-linguists from the German and Greek language
communities on the basis of three evaluation dimensions: Accent,
linguistic performance, and assumed length of time spent in Germany.
A correlation analysis and factor analysis of the data show that, on
the one hand, L1 and L2 as non-dependent variations elicit
independent evaluations from representatives of the respective
language community. On the other hand, they can also be
interdependent, albeit to a minor degree. The factors, which are
made up of language-specific evaluations, the evaluation dimensions
and the two types of oral text, have a specific relationship to
non-linguistic variables such as the length of time actually spent
in Germany and variables that indicate closeness to or distance from
the German and Greek language community and culture.
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Thomas
Zapounidis
Vocabulary size in English course books: The
case of Greek primary schools
This paper is part of an MA research and attempts to enrich the
literature in vocabulary issues with regard to English course books
in Greek state primary schools by investigating the size of
vocabulary in both the old and new English course books taught in
primary schools. The corpus-based analyses of these course books at
a variety of levels (unit, book, and series) render valuable data
concerning the actual size of vocabulary in terms of tokens and
types in both of these series. The findings are expected to be of
great value to practicing teachers and course book writers.
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