 |
Aspassia
Chatzidaki & Ioanna Xenikaki
BILINGUAL DEVELOPMENT OF IMMIGRANT
ADOLESCENTS IN GREECE
Τhe present paper presents the results of a questionnaire survey
conducted among 118 adolescents of immigrant origin in the town of
Ierapetra, Crete, with a view to examining their bilingual
development and patterns of language use. In particular, we discuss
findings related to (a) the mastery of both Greek and their ethnic
languages and (b) potential correlations between degree of develo
pment and other variables. Results indicate that Greek appears to be
the informants' dominant language, while its development is related
to a younger age at arrival and a longer period of stay. However,
the ethnic languages are reportedly developed to satisfactory
levels. They are also used quite extensively with members of family
and peer networks, although Greek gains ground among younger
speakers. Ethnic language development correlates mostly with (i)
frequency of use in a number of activities and (ii) plans to
repatriate or stay in the host country, but not with frequency of
visits to the country of origin.
|
|
|
Ermioni Christopoulou
SHOULD EFL TEXTBOOK WRITERS CHANGE THEIR MIND?
A CORPUS-BASED STUDY ON THE USE OF IDIOMS IN EFL TEXTBOOKS AT C2
LEVEL
Research has paid special attention to idiomatic multi-word units (MWUs)
or pre-fabricated patterns used by English speakers, and various
criteria have been proposed for an elaborate classification of these
patterns. Idiomatic MWUs comprise an integrative part of EFL
textbooks and it is interesting to investigate their frequency.
Thus, the present paper addresses the issue of frequency of
idiomatic MWUs in a small pedagogic corpus which consists of two EFL
textbooks for Greek learners of English at C2 level of language
proficiency. Ad - ditionally, comparisons are drawn between the
occurrence of MWUs in the two EFL textbooks and their occurrence in
the Bank of English. The data demonstrate important discrepancies
between the two corpora, which indicates that EFL textbook designers
should be informed by corpus findings. Last, serious implications
come to light regarding the issue of recycling MWUs in EFL
textbooks.
|
|
|
Anna-Maria Hatzitheodorou
GENRE IN LEGAL
ENGLISH INSTRUCTION
This paper argues for raising genre awareness in academic classrooms
in order to enhance academic literacy. Analyzing research article
abstracts can lead towards that goal. An adapted framework of moves
for the analysis of abstracts is suggested and then applied to
abstracts of three journals of the discipline of Law. It is found
that the frequency of occurrence of moves is determined by the
journal and certain moves are more central than others. It is
contended that the approach adopted in this paper highlights the
connection of purpose in writing with content and style, and,
therefore, sensitizes students to the discursive practices of their
disciplines. The analysis of abstracts reported here can generate
further research on abstract writing and be implemented in EAP/ESP
classrooms with the ultimate goal of more effectively understanding
how different disciplines construct research article abstracts.
|
|
|
Μαρία Παραδιά,
Σωτήριος Γκλαβάς,
Ναπολέων Μήτσης,
Δημήτριος Τζιμώκας
ΕIΔΗ ΔΙΔΑΚΤΙΚΟY ΥΛΙΚΟY ΚΑΙ ΤYΠΟΙ ΑΞΙΟΛOΓΗΣΗΣ
ΤΟΥ ΛΕΞΙΛΟΓIΟΥ ΣΤΟ ΠΛΑIΣΙΟ ΤΗΣ ΓΛΩΣΣΙΚHΣ ΔΙΔΑΣΚΑΛIΑΣ ΓΥΜΝΑΣIΟΥ
The present paper focuses on the instruction materials and
assessment techniques currently used for vocabulary teaching as part
of Modern Greek Language courses in Greek junior high schools and
investigates the extend that these materials and techniques conform
with the principle of vocabulary-grammar equality. More
specifically, the main aim of the study is to examine whether there
is a correlation between the vocabulary status preferred by the
instructor and the teaching materials and assessment techniques
being applied. In addition, the relevant proposals made by the
instructors concerning the improvement of students’ textbooks, are
presented. For these aims to be accomplished, a special
questionnaire was developed, which was filled in by philologists of
both sexes and of different teaching experience, from all three
grades of junior high schools, both provincial and urban. The
results of the sampling reveal that the instructors are divided in
two almost equivalent groups: those who regard both vocabulary and
grammar as equally important and those who consider vocabulary of
secondary importance. However, as far as the general teaching method
of vocabulary is concerned, almost all instructors prefer working on
vocabulary in a systematic way and within a communicative model.
Contrary to that, as far as the teaching materials are concerned,
instructors rely on typically traditional solutions such as the use
of language material and vocabulary activities exclusively from the
textbook where vocabulary has been approached separately from the
other language levels. In addition, there was a proportionate
tendency to the above in the instructors’ proposals concerning the
improvement of students’ textbooks. Finally, yet in opposition to
the above teaching practices, instructors appear to particularly
promote the integrated vocabulary assessment method.
|
|
|
Erifili
Roubou
CRITICAL REFLECTION IN EDUCATION: A TRAINING
PROGRAMME FOR FOREIGN LANGUAGE TEACHERS
The focus of this paper is on reflective teaching, the latest
approach to teacher education programs. It begins with an overview
of prior approaches that eventually led to its emergence and
outlines the basic principles that underlie it. This article also
links theory to practice by offering a practical and easy to
implement model for teacher education programs. The model and the
extra activities provided are applicable to various teaching
contexts and can prove a valuable aid both for pre-service and
in-service teachers who want to reflect on their current teaching
practices and beliefs they bring into the language classroom. Due to
the number of different activities involved in each stage, it can
also be implemented by academic institutions as part of students’
teaching practice as well as by teacher education institutions
offering courses and hands-on experience to prospective
professionals in the field of foreign language teaching.
|
|
|
Dina Tsagari
CLASSROOM EVALUATION IN EFL STATE-SCHOOLS IN
GREECE AND CYPRUS: TOWARDS ‘ASSESSMENT LITERACY’
The measurement of language skills is a widespread, if not integral
practice of most language teaching programs around the world. This
has resulted in the introduction of various assessment procedures
carried out by teachers and used as a basis for measuring progress
in a foreign language (Brindley 1997). However, we know very little
about how teachers deal with assessment demands in their daily
practice and the types of skills they need to cope with these
demands (‘assessment literacy’).
This paper discusses the nature of ‘assessment literacy’ and
presents results of investigations carried out to date in the field.
It also presents further research findings which illustrate the
nature and practices of classroom assessment and opportunities from
in-service teachers of English in public schools in Greece and
Cyprus. The paper concludes by making suggestions on how teachers
can successfully develop their ‘assessment literacy’. |
|
