Άρθρα

Ελευθερία Ζάγκα, Μαρία Μητσιάκη*, Μαρία Τζεβελέκου

Δημοκρίτειο Πανεπιστήμιο Θράκης*

 The aim of this paper is to provide an outline of the Guide to Teaching Greek as a Second Language. This Guide is issued as a supplement to the New Curriculum for Language Education, that was recently introduced (2011) in Primary and Junior High School. Its aim is to assist teachers in designing, organizing and conducting Greek language courses in the mainstream multicultural classrooms. Therefore, the Guide's goal is twofold: (a) to provide the necessary conceptual framework for teaching Greek as a second language, and (b) to support differentiated instruction by suggesting appropriate methods, tools and educational materials for the design of learning scenarios.

Χρυσούλα Δούρου
Δημοκρίτειο Πανεπιστήμιο Θράκης

 The present study is concerned with the ability to define words produced by students of high school and lyceum. In particular, the preferred type of definition per step is studied, as well as the influence of variables such as the part of speech (noun, adjective, verb), the way of morphological structure of words (simple and compound words), the semantic features (specific and abstract nouns) and age. The sample consisted of 85 students who were asked to define orally 16 words. Marinellie & Johnson’s (2002· 2004) Protocol was adopted for the coding and grading of the answers. Definitions were scored on a five-point scale along a continuum consistent that reflects the developmental path of the definitions. The highest score possible is 80 points. The results of the research highlight the complex parameters that determine the ability to define words. The findings can be used in teaching (teaching vocabulary, designing intervention programs to improve the ability to define words, including specific categories of words in school textbooks depending on age or other variables), or in lexicography (improvement of word’s definitions in the interpretations of the entries so that dictionaries become more useful).

Χρυσούλα Δούρου
Δημοκρίτειο Πανεπιστήμιο Θράκης

The aim of this study is to investigate prescholer’s skills to express tongue twisters, to reproduce them, to evaluate themselves based on their own reproductions and to assess their peers.Initially, the importance of using tongue twisters and alternative forms of assessment in preschool education is presented. This is necessary for the comprehension of the theoretical as well as the research context of this study. Following this, the methodology and the Plan of Alternative Forms of Assessment in Early Childhood (SEMAPI) designed to conduct the research is outlined.

Άννα Αναστασιάδη-Συμεωνίδη*, Μαρία Μητσιάκη**

Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης*
Δημοκρίτειο Πανεπιστήμιο Θράκης**

 The present study reports on monolingual dictionary use as a vocabulary learning strategy. Despite the fact that monolingual dictionaries are basic reference books for acquiring both first and second language in many European countries (Anastassiadis-Symeonidis, 1997: 150), in Greece only a few years ago some preliminary attempts of adopting dictionary use in classroom have taken place. After conducting a questionnaire-based research in order to investigate the students’ needs in vocabulary learning (School of Modern Greek, Aristotle University of Thessaloniki, July 2009), we present vocabulary teaching tasks and scenarios to students of Greek as a foreign language through monolingual dictionary use.

Ζ. Γαβριηλίδου & Σ. Μαυρομματίδου

Δημοκρίτειο Πανεπιστήμιο Θράκης

 The purpose of this paper is to investigate how proverbial expressions have been recorded and presented in three dictionaries of Modern Greek (Λεξικό της Κοινής Νεοελληνικής compiled by the Foundation of M. Triantaphyllides, Λεξικό της Νέας Ελληνικής Γλώσσας compiled by G. Babiniotis and Χρηστικό Λεξικό compiled by the Academy of Athens). To identify the most common proverbs, the technique of brainstorming was adopted. Fifty-three students of the Department of Greek of the Democritus University of Thrace were asked to write down on paper, in the limited time of 10 minutes, the proverbs they could easily recall. Proverbs were then classi-fied according to their frequency and the first choice of students and they were looked up in the three dictionaries mentioned above. It was found that there is no consistency neither in the presentation of proverbs in the three dictionaries – some-times even within the same dictionary – nor in the metalanguage used, since some-times proverbs are marked as mottos, in other cases as proverbial expressions or as proverbs. In addition, differentiation has been observed in the ways fixed expres-sions are presented, as well as the number of synonyms or examples relating to the use and registration of their variants.