Άρθρα

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.

Ifigeneia Dosi

Democritus University of Thrace

 In diesem Beitrag werden die verschiedenen Funktionen des Pronomens es untersucht, wobei der Schwerpunkt auf dessen Darstellung in einer Reihe von Grammatiken, in Lehr-Grammatiken und verschiedenen Lehrwerken für Deutsch als Fremdsprache (im Folgenden DaF) liegt. Die Bearbeitung erfolgt mit dem Ziel. Unterschiede und Gemeinsamkeiten in der Präsentation der Funktionen des es zu erörtern. Danach folgt ein Vergleich zwischen den Grammatiken, den Lehr-Grammatiken und den Lehrwerken, um zu untersuchen: (a) wie die Funktionen des Pronomens dargestellt werden, und (b) inwieweit sich die Lehr-Grammatiken und die Grammatikpräsentationen in Lehrwerken bezüglich der Darstellung der Funktionen von es unterscheiden. Schließlich wird ein Vorschlag für Lehrwerke unterbreitet, der einerseits das Pronomen es anhand seiner syntaktischen und semantischen Eigenschaften darstellt und der andererseits Möglichkeiten aufzeigt, die effektives Lernen in DaF bewirken.

Lydia Mitits*, Thomaϊ Alexiou** and James Milton***

Democritus University of Thrace, GR*
Aristotle University of Thessaloniki, GR**
Department of Applied Linguistics, Swansea University, UK*

Language learning strategies are not confined to the classroom but can be extended to cover the whole context of learning. Where learners are part of a minority language group within a much larger national language environment, this context can include the language used for everyday life in the home. It might be thought that enhanced exposure through speaking the L2 in the home would advantage these L2 learners. However, research suggests this may not be the case and in expatriate communities, the promotion of the L1 is a factor that appears to help learners in the development of the L2. The study reported in this paper examines the effect of the language of the home among a group of Muslim minority Turkish language speakers living in Greece and receiving education through the medium of Greek and Turkish. The results of this study suggest that these learners are likely to integrate poorly into their Greek national language environment because of the low level of Greek they attain. However, even here the benefits of promoting the growth and development of the Turkish L1 are apparent since the best developed L1 Turkish vocabularies also grow the largest L2 Greek vocabularies. There are statistically significant gender effects visible in the data where the girls in the study out-perform the boys and, while this appears to be related to the use of Turkish in the home, it is not fully understood.

Lydia Mitits and Zoe Gavriilidou

Democritus University of Thrace

Building upon previous research, the present large-scale study looks into the relationship between multilingualism and factors influencing language learning strategies by comparing 932 monolingual and 307 multilingual learners’ strategy use. The participants completed the Strategy Inventory for Language Learning (SILL) Version 7.0 (Oxford 1990). The collected data were computed and analyzed via t-test, oneway and two-way ANOVA with respect to overall strategy use and the six categories by monolingual and multilingual learners and the independent variables. Interactions tested among the independent variables were not statistically significant pointing to the variables’ discreteness. However, the main effect of each independent variable, without the interference of the other variables, was statistically significant for certain strategy categories.

Maria Mitsiaki*, Ioannis Lefkos**

Democritus University of Thrace*
University of Macedonia**

 This paper reports on the design and compilation of ELeFyS (Εικονογραφημένο Λεξικό Φυσικής για το Σχολείο, ΕΛεΦυΣ), a Greek specialized school dictionary of science. Since its conception ELeFyS has been intended as a reference tool for the parallel development of scientific and linguistic literacy in a school con-text. To fulfil such an objective, generic entries include scientific terms that fall within the school subject of physics and are likely to be encountered in the upper grades of primary and lower grades of secondary school; however, the dictionary coverage is not restricted to terminology, but is also expanded to the terms/headwords’ respective general sense(s) and use(s). Moreover, encyclopedic and cultural material is given as further stimuli for critical thinking. Under this scope, ELeFyS works both as a lexicographic product and a multi-functional teaching resource. In sum, it constitutes a novel endeavor of combining pedagogy and specialization in order to meet the complex linguistic and cognitive/scientific needs of school children in the late primary and the early secondary school grades. Such a complex aim of determining both communication- and knowledge-oriented lexicographic functions is being realized thanks to the enduring collaboration of a linguist and a science expert, well-rooted in long teaching experience. In what follows, we focus on the policy decisions made at the outset of the lexicographic project and the entry-building process.