Lia Efstathiadi

Lia Efstathiadi is a Senior Teaching Fellow at the Department of Theoretical & Applied Linguistics, School of English, Aristotle University of Thessaloniki, Greece. She holds an M.A. in Theoretical & Applied Linguistics and a Ph.D. in Applied Linguistics (Second/Foreign Language Learning). She currently teaches courses offered to 1st- and 4th-year students.

E-mail: economid@enl.auth.gr
Tel.: +30 2310 997457 – Fax: +30 2310 997432

ACADEMIC QUALIFICATIONS

1988

B.A. in English Language and Literature Aristotle University of Thessaloniki, Greece. School of English, Department of Theoretical & Applied Linguistics.

2009

M.A. (Theoretical & Applied Linguistics), Aristotle University of Thessaloniki, School of English, Department of Theoretical & Applied Linguistics, Greece.
Thesis title: The use of epistemic modality markers as a means of hedging and boosting by L1 and L2 speakers of Modern Greek: A corpus-based study in informal letter-writing.

2013

Ph.D. (Linguistics), Aristotle University of Thessaloniki, School of English, Department of Theoretical & Applied Linguistics, Greece.
Dissertation title: The role of FL Aptitude and the Executive Functions of Working Memory and Inhibition in Fl vocabulary acquisition by young Greek learners of English.

PUBLICATIONS

Book - Edited Volume

2017


Selected papers on Theoretical and Applied Linguistics from ISTAL 22 (International Symposium on Theoretical and Applied Linguistics, 24-26 April 2015)
.
Thessaloniki: School of English, Aristotle University of Thessaloniki. (With Eleni Agathopoulou & Terpsi Danavassi). PROTHIKI, Aristotle University of Thessaloniki.
https://ejournals.lib.auth.gr/thal

Paper presentations

2018 Does degree of exposure to the FL make a difference? Narrative production, intensive L2 exposure and executive functioning: A study of children attending the 3rd model experimental school in Evosmos. University of Reading, UK. (Poster presentation).
2018 The notions of epistemic modality, hedging, boosting and the preservation of people’s ‘face’. A corpus-based study on informal letter-writing by L2 speakers of Greek. 39th Annual meeting of the Department of Linguistics, School of Philology, Aristotle University of Thessaloniki (AUTH) (with K. Bardhollari).
2017 Narrative production in L1 Greek and L2 English and the cognitive gains witnessed in young learners of English receiving varied exposure to CLIL. 16th International Conference of the Greek Applied Linguistics Association (GALA), Thessaloniki.
2017 Investigating the relation between working memory, updating and the written narrative ability in L1 Greek and L2 English of primary school students exposed to intensive CLIL classes. 3rd International conference ‘Thinking, Doing, Learning’ (TDL 2017), Ludwig Maximilians Universität (LMU).
2017 Executive control in Proactive Interference: Evidence from young Greek learners receiving varied exposure to CLIL. 23rd International Symposium (23 ISTAL) on Theoretical & Applied Linguistics, School of English, AUTH, Thessaloniki.
2013 Does the early introduction of English as an L2 boost children’s cognitive skills? The case of the 3rd experimental school in Evosmos, Thessaloniki. 7th Athens Postgraduate Conference, Faculty of Philology, University of Athens.
2013 Vocabulary acquisition by young Greek learners of L2 English. The predictive role of complex Working Memory in Early Foreign Language Learning. 21st International Symposium (21 ISTAL) on Theoretical & Applied Linguistics, School of English, AUTH, Thessaloniki.
2010 Markers of Epistemic Modality in the discourse of L1 and L2 speakers of Modern Greek: A corpus-based study. 31st Annual meeting of the Department of Linguistics, School of Philology, AUTH, Thessaloniki.

Published work – Electronic uploads

2017 Efstathiadi, L. (accepted). Executive control in Proactive Interference: Evidence from young Greek learners receiving varied exposure to CLIL. Selected Papers of the 23rd International Symposium on Theoretical & Applied Linguistics (ISTAL 23), School of English, AUTH, Thessaloniki.
2016 Efstathiadi, L. (2016). Vocabulary acquisition by young Greek learners of L2 English. The predictive role of complex Working Memory in Early Foreign Language Learning. In M. Mattheoudakis & K. Nicolaidis (eds), Selected papers on Theoretical and Applied Linguistics from ISTAL 2013 (International Symposium on Theoretical and Applied Linguistics, 5-7 April 2013). Thessaloniki: School of English, AUTH, (pp. 527-547).
2015 Ευσταθιάδη, Λ. (electronic upload: 30-3-2015). Epistemic modality markers in the written discourse of people learning Greek as a foreign language: A corpus-based study. Supplementary material for the teaching of Greek as a second/foreign language: http://elearning.greek-language.gr of the educational e-learning programme “Routes in teaching Modern Greek”, The Center for the Greek language, financed by the National Strategic Reference Framework (NSRF) for development (Act 54). DOI: 10.13140/RG.2.1.2570.9284.
2014 Efstathiadi, L. (2014). Does the early introduction of English as an L2 boost children's cognitive skills? The case of the 3rd experimental school in Evosmos, Thessaloniki. Proceedings of the 7th Athens Postgraduate Conference, Faculty of Philology, University of Athens, pp. 120-129, Volume Α.
2014 Efstathiadi, L. (2014). The role of FL aptitude and the Executive Functions of Working Memory and Inhibition, in FL vocabulary acquisition by young Greek learners of English. Unpublished PhD thesis. Aristotle University of Thessaloniki.
2011 Ευσταθιάδη, Λ. (2011). Epistemic modality markers in the discourse of L1 and L2 speakers of Modern Greek: A corpus-based study. Studies for the Greek Language, 31, (pp. 138-156). Aristotle University of Thessaloniki: Ζiti Publications.
2010 Efstathiadi, L. (2010). The use of epistemic markers as a means of hedging and boosting in the discourse of L1 and L2 speakers of Modern Greek: A corpus-based study in informal letter-writing. In G.R.S. Weir & S. Ishikawa (eds.), Themes in Science and Technology Education: Special issue on ICT in Language Learning. Computer-aided language analysis, teaching and learning: Αpproaches, perspectives and applications, 3 (1-2), (pp. 181-206). Athens: Kleidarithmos Bookstore.

Round Table

2017 Research on Bilingualism and education: Matching the needs of educators and researchers, International Linguistic Summer School, University of Cologne (UoC) – AUTH. (‘Me 2 glosses’: Co-presentation with G. Fotiadou).