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
MATERIAL
WEEK 1
Unit 1 Education Part A
Unit 1 Education Part B
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). |
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