Τμήμα Αγγλικής Γλώσσας και Φιλολογίας Α.Π.Θ.

Δαλπαναγιώτη Θώμη

Εργαστηριακό Διδακτικό Προσωπικό - Τομέας Θεωρητικής και Εφαρμοσμένης Γλωσσολογίας

Thomi Dalpanagioti is a full-time faculty member (Laboratory Teaching Fellow) at the Department of Theoretical and Applied Linguistics, School of English, Aristotle University of Thessaloniki. Thomi’s broad research interests are in the fields of cognitive semantics/pragmatics, corpus linguistics, lexicography, and vocabulary teaching/learning.

She holds a B.A. in English Language & Literature (Aristotle University of Thessaloniki), an M.A. in Lexicography: Theory and Applications (National and Kapodistrian University of Athens), and a Ph.D. in English Language & Linguistics with specialization in lexical semantics/pragmatics and bilingual lexicography (National and Kapodistrian University of Athens). She also conducted a postdoctoral research project that implemented a cognitive-pragmatic approach to teaching metaphor at the School of English, Aristotle University of Thessaloniki. This research project received the A.S. Hornby Dictionary Research Award 2022 for integrating frame-semantic lexicographic resources into EFL instruction. The teaching materials developed and piloted in this research are shared in a repository named Metaphor Task Bank.

Along with her current position, she participates in research projects on Greek as a second/foreign language at the Centre for the Greek Language. She also teaches as an adjunct instructor in postgraduate programmes in (Applied) Linguistics at the Hellenic Open University and the University of Nicosia.

Her work has been presented in international conferences and published in edited volumes (by De Gruyter and Routledge) and peer-reviewed journals (Constructions and Frames, International Journal of Lexicography, Languages in Contrast, Lexis–Journal in English Lexicology, TESOL Journal, etc.).

Selected publications:

Dalpanagioti, T. (forthcoming). Rethinking war metaphors in an EFL setting: An educational intervention about framing global issues. In C. Shei & D. Chao (Eds.) The Routledge handbook of the sociopolitical context of language learning. Routledge.

Dalpanagioti, T. (2024). Integrating frame semantic resources in EFL instruction with a focus on deliberate metaphor. In A. Klosa-Kückelhaus & M. Nied Curcio (Eds.) Dictionary use and dictionary teaching. Lexicographica. Series Maior.

Dalpanagioti, T. (2023). Developing productive metaphoric competence through a frame-inspired, task-based teaching model. Crossroads. A Journal of English Studies, 43, 33-56. https://doi.org/10.15290/CR.2023.43.4.03

Dalpanagioti, T. (2023). Fluidic motion patterns in English and Modern Greek: A contrastive analysis of run and τρέχω. Languages in Contrast. https://doi.org/10.1075/lic.22006.dal 

Dalpanagioti, T. (2023). What frame semantics can offer to task-based language teaching. TESOL Journal 14(2). https://doi.org/10.1002/tesj.692

Dalpanagioti, T. (2022). Motivated patterns of phrasal verbs and learner’s dictionaries, Lexis - Journal in English Lexicology 19. Special Issue: Phraseology and Paremiology in English. https://doi.org/10.4000/lexis.6186 

Dalpanagioti, T. (2021). A frame-inspired task-based approach to metaphor teaching, Lexis - Journal in English Lexicology 18. Special Issue: Lexical learning and teaching. https://doi.org/10.4000/lexis.5839

Dalpanagioti, T. (2021). The treatment of culture-bound vocabulary in Greek bilingual dictionaries. Lexicography: Journal of ASIALEX 8.1: 59-79. https://doi.org/10.1558/lexi.18912  

Dalpanagioti, T. (2019). From corpus usages to cognitively informed dictionary senses: reconstructing an MLD entry for the verb float. Lexicography: Journal of ASIALEX 6.2: 75-104. https://link.springer.com/article/10.1007/s40607-019-00059-5

Dalpanagioti, T. (2018). A frame-semantic approach to co-occurrence patterns: A lexicographic study of English and Greek motion verbs. International Journal of Lexicography 31.4: 420–451. https://academic.oup.com/ijl/article-abstract/31/4/420/5089141

ΔΙΔΑΣΚΑΛΙΑ (ΑΚ. ΕΤΟΣ 2024-2025)