Edited by:
Angeliki Psaltou-Joycey

Supervised by:
Zoe Gavriilidou

The present guide is the collaborative work of university teachers, and EFL primary and secondary school teachers who have completed postgraduate studies, all specialising in applied linguistics and language learning strategy research. It is the fruition of the inspiration and initiative of Prof. Zoe Gavriilidou, who is academically responsible for the THALES project, a major project currently in progress in Greece that is co-financed by Greece and the European Union. The project is run collaboratively by four university Departments, and aims primarily at investigating the strategic profiles of learners of primary and lower secondary schools in Greece learning English as a foreign language (EFL), as well as the strategic profiles of Muslim learners attending minority schools in Thrace, North-Eastern Greece, learning both Greek as a second language and EFL. Besides having this primary aim, the project’s additional aim is to explore the strategic profiles of EFL teachers in Greece, given these are formed through the general teaching practices they promote and depict the degree of adoption of language strategy instruction and its integration in their EFL classes.

Monolingual EFL and Multilingual EFL/L2 Greek Learners in Greek Secondary Education

Series Editor:
Zoe Gavriilidou, Professor at Democritus University of Thrace

Research into strategies that language learners use was originally aimed at identifying what it is that they do to learn a language, followed by the studies that recognized the relationship between language learning strategy use and success in language learning (Rubin, 1975; Stern, 1975). With the development of concepts of learner-centeredness (Rogers, 1951), learner autonomy (Holec, 1980) and self-regulated language learning (Pintrich, 2000), the role of language learning strategies as a tool for successful learning and a crucial element in the learning process became even more prominent as it was noted that language learning strategies enabled learners to become more efficient in learning and using a language.

Edited by:
Gavriilidou Zoe and
Petrogiannis Konstadinos

Proof reading:
Lydia Mitits and Anna Sarafianou

The papers selected for this volume explore Language Learning Strategy (LLS) use by upper elementary and junior secondary students attending public schools in Greece. More specifically, they provide evidence of the exploratory phase of a large-scale project entitled “Adaptation of the SILL in Greek and Turkish and strategic profiling of primary and secondary school learners and teachers-S.I.L.L.G.T.", under the Thales grant scheme and within the National Strategic Reference Frame 2007-2013.

Edited by:
Zoe Gavriilidou
Konstandinos Petrogiannis
Maria Platsidou
Angeliki Psaltou-Joycey

Volume overview
Language Learning Strategies: Theoretical issues and applied perspectives is divided into two parts: Part I consists of papers dealing with the discussion of theoretical and methodological issues that are central to current debates on LLS; the discussion is supported by empirical data. Part II focuses on LLS practice and includes the description of four teacher training workshops.

Lexicography for Inclusion
 4 KB

Edited by Zoe Gavriilidou, Maria Mitsiaki, Asimakis Fliatouras

7-11 September 2021
Alexandroupolis, Greece
Ramada Plaza Thraki