Άννα Αναστασιάδη-Συμεωνίδη*, Ελένη Βλέτση, Μαρία Μητσιάκη**, Βασίλης Μποζονέλος, Βαλεντίνα Χούμα
Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης*
Δημοκρίτειο Πανεπιστήμιο Θράκης**
Our study aims at presenting and explaining some of the most frequent errors that expatriot and foreign students make in Greek as a second language. The research was based on written data from students who participated in language courses in the frame of the project ‘Inclusion of expatriot and foreign students in Greek Secondary School'. In these courses language was taught in an intercultural context, since recent research has shown that bringing the student in touch with the cultural information the language bears results in increasing his/her motivation to learn the language and get acquainted with the civilization it expresses. We have examined written language tokens from 77 students who differ in their LI, the level of acquisition of Greek language and the period of their stay in Greece. The methodology we followed is based on the theory of learner corpus-based error analysis. Errors have been detected and registered in terms of linguistic categorization. We have tested then-frequency by means of quantitative analysis. In order to offer reliable explanations on the occurrence of these errors, we have adopted the contrastive analysis principles as well as theories that have arisen under the influence of interlanguage.