Zoe Gavriilidou and Alexandros Papanis
Democritus University of Thrace

The purpose of the present study was to identify the range of strategies reported to be used by university students learning English as foreign language and to determine whether the reported strategies vary, depending on the proficiency in foreign language, gender, knowledge of more than one foreign language and career orientation of the students. 117 students filled in a questionnaire. The results showed that university students use learning strategies to a high degree. No significant effects of gender, career orientation and knowledge of more than one language was found. On the contrary, there was a significant effect of language proficiency on the use of metacognitive strategies.

Zoe Gavriilidou & Lydia Mitits
Democritus University of Thrace

The purpose of the study was to develop an adaptation protocol for Oxford‟s Strategy Inventory for Language learning (SILL) from English into Greek to be administered to monolingual/multilingual students aged 12-15 in secondary schools in Thrace, Greece. This study focuses on following the appropriate adaptation protocol in order to maximize the questionnaire reliability and validity, both when used with the particular learners and when used to compare scores across cultures and languages. The original scale was translated into Greek, back-translated and reviewed. Cross-cultural adaptation included the experts‟ revision, followed by the instrument administration to 50 participants. Its internal consistency was .91. Test-retest reliability ranged from fair to good for the total scale and its six-subscales.

Edited by Angeliki Psaltou-Joycey, Eleni Agathopoulou and Marina Mattheoudakis
Aristotle University of Thessaloniki

The present volume consists of a selection of twenty-three papers on the theme of Cross-Curricular Approaches to Language Education and is based on papers presented at the 15th International Conference of Applied Linguistics, all of which relate to the above mentioned theme. The conference was held in Thessaloniki, Greece, from 23 to 25 November 2012 and was organised by the Greek Applied Linguistics Association, an affiliate of AILA (Association Internationale de Linguistique Appliquée). The papers reflect current applied linguistic research in the Greek but also in several other international, educational contexts. They cover a broad range of research areas which all share a common focus. Specifically, all papers approach language learning and teaching from an interdisciplinary perspective by crossing school-subject boundaries, and thus bring into focus integrated forms of learning and teaching (Committee of the European Communities, 2007; Council of Europe, 2006; Eurydice, 2008). They investigate language learning practices which promote holistic forms of knowledge; in those cases language is seen as a tool to acquire knowledge but also as a learning objective in its own right (Cummins, 2007; Harris and Grenfell, 2004; Long & Robinson, 1998; Lyster, 2007; McCarthy, 1997). Of the twenty-three papers, sixteen are written in English, six in Greek, and one is in French. To facilitate international readership, all abstracts are written in English.