Άρθρα

Άννα Αναστασιάδη-Συμεωνίδη*, Μαρία Μητσιάκη**

Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης*
Δημοκρίτειο Πανεπιστήμιο Θράκης**

 The paper reports on morphological segmentation as a vocabulary learning strategy in teaching Greek as a second/foreign language. SLA literature regards segmenting a word into meaningful constituents as a strategy on its own (Nation 2001), as a memory strategy or as a metacognitive strategy (Oxford 1990). We claim that the morphological segmentation strategy supplies us with arguments for the utility of incidental and intentional learning as well as for the interaction of implicit and explicit teaching in vocabulary learning. In order to test the effectiveness of the strategy in learning vocabulary, we chose to teach three Greek morphemes to an advanced group of the School of Modern Greek: a) -ινος “made of” / -ένιος“material/attribute”, b) -ωμα “tumour”, c) -(ω)μα“deverbal nouns from verbs in -ώνω”. The application’s results confirm the strategy’s effectiveness in vocabulary retention as well as in guessing meaning from context and in learning the word’s spelling.

Α. Αναστασιάδη-Συμεωνίδη*, Β. Αποστολίδου, Α. Ιορδανίδου, Ε. Καραντζόλα, Χ. Κοσεγιάν, Μ. Μητσιάκη**, Μ. Παπαδοπούλου, Α. Φλιάτουρας**, Σ. Χατζησαββίδης & Ε. Χοντολίδου

Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης*
Δημοκρίτειο Πανεπιστήμιο Θράκης**

This paper presents the New Language Curriculum, which was recently introduced in Greek Compulsory Education. The new curriculum grew out of a project initi-ated by the Institute of Educational Policy and it has been inspired by the European policies and practices for outcome-oriented curricula. Our work is directed towards a twofold aim: (a) to provide general information on the curriculum design compo-nents and principles; and (b) to highlight the curriculum innovative/novel concepts for the subjects of Modern Greek, Literature, and Ancient Greek.

Ασημάκης Φλιάτουρας

Δημοκρίτειο Πανεπιστήμιο Θράκης

 Is paretymology (rather than folk etymology) mostly folk, phonological, sporadic, marginal, non-functional? In truth, this is a phenomenon with multi-layered systematicity and productivity, of a semantic origin and a psycholinguistic and sociolinguistic perspective. Although its study has so far focused on the role of phonology and semantics and the morphological function may be essentially secondary, that is the result of processes at other levels, it is nevertheless significant, rather systematic and relatively predictable; it is, furthermore, connected with both segmental and structural changes. Morphological interventions are mainly analogical and artificial and can lead to a continuum of variation in the morphosemantic and structural integration of paretymological bases. This distinguishes between natural-like formations, unsuitable for synchronic study due to segmental and structural failures and/or lexicalization, one the one hand, and recognizable ones, on the other, provided that the paretymological effect is clarified.

Μητσιάκη Μαρία, Φλιάτουρας Ασημάκης

Δημοκρίτειο Πανεπιστήμιο Θράκης

Είναι γεγονός ότι η γλωσσολογική θεωρία και η διδακτική της γλώσσας είναι δυο τομείς που λειτουργούν με ιη μέθοδο των συγκοινωνούντων δοχείων Η γλωσσολογική θεωρία τροφοδοτεί τη διδακτική με τις βασικές θεωρητικές αρχές μιας γλώσσας προκειμένου αυτές να διδαχθούν, ενώ η διδακτική μέσα από την πρακτική της λειτουργία συχνά επαναπροσδιορίζει αυτές τις θεωρητικές αρχές.
Με βάση αυτό το σκεπτικό, η παρούσα ανακοίνωση έχει διττό σκοπό, αφενός να ενημερώσει για την ύπαρξη των λεγάμενων π.σ./σ.κ.1 και αφετέρου να προτείνει μεθόδους και θεωρητικά εργαλεία που θα μπορούσαν να συντελέσουν στην αποτελεσματική διδασκαλία τους σε ξένους με βάση σύγχρονες θεωρίες της κατάκτησης και διδακτικής του λεξιλογίου

Άννα Αναστασιάδη-Συμεωνίδη*, Μαρία Μητσιάκη**

Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης*
Δημοκρίτειο Πανεπιστήμιο Θράκης**

This paper reports on a case of MG grammatical gender change in progress. Our basic claim is that the observed masculine gender assignment to [+learned] feminine nouns in -(o)s reveals the shifting boundaries of the inflection class and reflects the way in which linguistic use is imposed on structure through self-regulation. We investigate the motivation and the diffusion of the gender change in written electronic data. The data analysis suggests that gender change is motivated by prototypicality, strengthened by phonetic similarity, and consolidated by high frequency of use, whereas gender mobility is observed in text categories characterized by [-learned] style.