DOCSLIB.ORG

Major Trends in Theoretical and Applied Linguistics Volume 3 Versita Discipline: Language, Literature

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Edited by: Nikolaos Lavidas Thomaï Alexiou Areti-Maria Sougari Major Trends in Theoretical and Applied Linguistics Volume 3 Versita Discipline: Language, Literature Managing Editor: Anna Borowska Language Editor: Edgar Joycey Major Trends in Theoretical and Applied Linguistics: Selected Papers from the 20th International Symposium on Theoretical and Applied Linguistics (April 1-3, 2011) / Edited by: Nikolaos Lavidas, Thomaï Alexiou & Areti-Maria Sougari. Published by Versita, Versita Ltd, 78 York Street, London W1H 1DP, Great Britain. This work is licensed under the Creative Commons Attribution-NonCommercial- NoDerivs 3.0 license, which means that the text may be used for non-commercial purposes, provided credit is given to the author. Copyright © 2013 Selection and editorial matter: Nikolaos Lavidas, ThomaÏ Alexiou, Areti-Maria Sougari; individual contributors, their contributions. ISBN (paperback): 978-83-7656-089-2 ISBN (hardcover): 978-83-7656-090-8 ISBN (for electronic copy): 978-83-7656-091-5 Managing Editor: Anna Borowska Language Editor: Edgar Joycey www.versita.com Cover illustration: © Istockphoto.com/skvoor Major Trends in Theoretical and Applied Linguistics contains 80 papers on Theoretical and Applied Linguistics by prominent and young researchers, representing a large variety of topics, dealing with virtually all domains and frameworks of modern Linguistics. These papers were originally presented at the 20th International Symposium on Theoretical and Applied Linguistics at the Aristotle University of Thessaloniki in April 2011. The third volume includes the section Language Teaching/ Learning – Education. Contents Part II Selected Conference Papers Section 6: Language Learning/Teaching - Education Alexandra Anastasiadou The Impact of the Application of a Process Writing Component on the Students’ Writing Output in English as a Foreign Language ..............................................................11 Alejandro García Aragón An Etymo-Cognitive Approach to Modern Greek Vocabulary Learning .................33 Βασιλική Γιαννακού Η λαϊκή, η ταβέρνα, τα Χριστούγεννα και… ο Σεφέρης ή η θεματολογία των κειμένων στα εγχειρίδια διδασκαλίας της Νέας Ελληνικής ως ξένης γλώσσας .....51 Carol J. Everhard Is Autonomy in Language Learning Attainable through Assessment? ....................77 Athina Geladari and Konstantinos Mastrothanasis The Employment of Cognitive and Metacognitive Strategies in Bilingual Pupils’ Creative Writing...................................................................................................................................97 Konstantina Iliopoulou and Areti-Maria Sougari Motivation-Related Issues to Learn Different Languages in an Intercultural School ....................................................................................................................................................115 Μαρία Καρακύργιου, Βικτωρία Παναγιωτίδου και Νιόβη Αντωνοπούλου Τα νέα επίπεδα και η νέα δομή του πιστοποιητικού ελληνομάθειας του Κέντρου Ελληνικής Γλώσσας .................................................................................................. 131 Eirene C. Katsarou Grasping the Nettle of L2 Idiomaticity Puzzle: The Case of Idiom Identification and Comprehension during L2 Reading by Greek Learners of English ...............143 Άννα Κοκκινίδου, Βασιλική Μάρκου, Θωμαή Ρουσουλιώτη και Νιόβη Αντωνοπούλου Η συμβολή του Κοινού Ευρωπαϊκού Πλαισίου Αναφοράς για τις Γλώσσες στη διδασκαλία και στην αξιολόγηση ............................................................................ 163 Stergiani Kostopoulou Analysing the Lexical Demands of Subject Textbooks Used in Irish Post-Primary Education to Facilitate Immigrant Students’ Curriculum Access .............................183 Maria Kotsiomyti Teacher Observation and Greek State Teachers of English: Current Practices and Suggestions for Improvement ...................................................................................................197 Marina Mattheoudakis, Thomaï Alexiou and Chryssa Laskaridou To CLIL or Not to CLIL? The Case of the 3rd Experimental Primary School in Evosmos ...............................................................................................................................................215 Elena Meletiadou and Dina Tsagari An Exploration of the Reliability and Validity of Peer Assessment of Writing in Secondary Education .....................................................................................................................235 Evangelia Michail Raising Pragmatic Awareness through Teacher Illocutionary Acts .........................251 Σπυριδούλα Μπέλλα Καθάρισε αμέσως την κουζίνα παρακαλώ!: Αιτήματα μαθητών της Ελληνικής ως ξένης γλώσσας ........................................................................................................... 267 Ελισσάβετ Νουχουτίδου Δείκτες εισαγωγής συμπληρωματικών προτάσεων στη Νέα Ελληνική ως Γ2: Πειραματική προσέγγιση με ρωσόφωνους μαθητές .............................................. 285 Liliana Piasecka The Effects of Working on Multi-Word Expressions on the Development of Lexical Competence: A Case of 25 Students Enrolled in One Course ..................301 Ewa Piechurska-Kuciel Proximal Predictors of L2 Willingness to Communicate in Polish Adolescents ........................................................................................................................................315 Evangelia V. Soulioti Implementing CLIL in a Tertiary Setting: Research on Learners’ Attitudes and Perceptions .........................................................................................................................................329 Maria Stathopoulou The Linguistic Characteristics of KPG Written Mediation Tasks across Proficiency Levels .....................................................................................................................................................349 Δημήτριος Τζιμώκας και Μαρίνα Ματθαιουδάκη Δείκτες αναγνωσιμότητας: Ζητήματα εφαρμογής και αξιοπιστίας ............................ 367 Dina Tsagari Contact Sessions in Distance Education: Students’ Perspective .............................385 Athina Vrettou Language Learning Strategy Use by Elementary School Students of English in Greece ...................................................................................................................................................407 George J. Xydopoulos, Anastasios Tsangalidis and Athena Prountzou Linguistics Textbooks in Greek: Publication Practices in the Last Three Decades ..................................................................................................................................431 Thomas Zapounidis Breadth of Vocabulary, and Frequency and Recycling of Vocabulary Items in Primary Schools’ English Course Books ...............................................................................455 Major Trends in Theoretical and Applied Linguistics 8 Section 6: Language Learning/Teaching - Education 9 Major Trends in Theoretical and Applied Linguistics 1 0 Language Learning/Teaching - Education The Impact of the Application of a Process Writing Component on the Students’ Writing Output in English as a Foreign Language Alexandra Anastasiadou State School Advisor- Regional Directorate of Education for Central Macedonia Greece & Hellenic Open University [email protected] Abstract Various theories concerning the teaching of writing in both an L1 and an L2 have been burgeoning since 1945, given the importance of mastering the ability to write legibly, fluently and coherently for the students’ academic success. The aim of this paper is to delve into young learners’ performance influenced by the applicability of the “process writing” approach in learning English as a foreign language and at the same time to trace any gender differences. More specifically, a study was conducted at the sixth grade of two Greek state primary schools. The findings presented in this paper are part of a greater study which involved two experimental (44 students) and two control (46 students) groups. The two experimental groups of the study attended seven specially designed writing lessons, whereas the control group members followed the materials of the coursebook. Both groups were given similar written assignments in order to receive comparable results. Entry and exit writing tests were administered to the participants of the study in order to explore their performance in the beginning and the end of the research and trace any differences due to the intervention, regarding both group and gender. The analysis of the group and gender parameters shows that there is change of performance between the two groups and genders. 1. Introduction Eminent linguists and researchers (Kroll, 1990; Brookes & Grundy, 1990; Grabe & Kaplan, 1996; Tribble, 1996; O’Brien, 1999; Hyland, 2002) argue that the teaching of writing has always gathered momentum in all educational systems, and many, Language Learning/Teaching - Education 1 1 Major Trends in Theoretical and Applied Linguistics mostly contradictory, suggestions have been worded about the best methods of teaching it. The first model concerning teaching writing, which surfaced in 1945 and prevailed until 1965, was controlled or guided writing (Pincas, 1962). Following the behaviourist approach, this model regarded writing in second language as a habit formation leading to a decontextualised text consisting of a series of sentences without any consideration for
Recommended publications
  • Narratives of Educational and Social Endeavour W RIGHT EDITED by HAZEL R

    Narratives of Educational and Social Endeavour W RIGHT EDITED by HAZEL R

    Discourses We Live By Narratives of Educational and Social Endeavour W RIGHT EDITED BY HAZEL R. WRIGHT AND MARIANNE HØYEN Discourses We Live By AND What are the infl uences that govern how people view their worlds? What are the embedded Narratives of Educational values and prac� ces that underpin the ways people think and act? H ØYEN and Social Endeavour Discourses We Live By approaches these ques� ons through narra� ve research, in a process that uses words, images, ac� vi� es or artefacts to ask people – either individually or collec� vely within social groupings – to examine, discuss, portray or otherwise make public their place in the world, their sense of belonging to (and iden� ty within) the physical and cultural space they inhabit. DITED BY AZEL RIGHT E H R. W This book is a rich and mul� faceted collec� on of twenty-eight chapters that use varied lenses to examine the discourses that shape people’s lives. The contributors are themselves from many AND MARIANNE HØYEN backgrounds – diff erent academic disciplines within the humani� es and social sciences, diverse professional prac� ces and a range of countries and cultures. They represent a broad spectrum of age, status and outlook, and variously apply their research methods – but share a common interest in people, their lives, thoughts and ac� ons. Gathering such eclec� c experiences as those of student-teachers in Kenya, a released prisoner in Denmark, academics in Colombia, a group of migrants learning English, and gambling addic� on support-workers in Italy, alongside D more mainstream educa� onal themes, the book presents a fascina� ng array of insights.
  • Dialectology

    Dialectology

    CTIA01 08/12/1998 12:34 PM Page iii DIALECTOLOGY J. K. CHAMBERS AND PETER TRUDGILL SECOND EDITION CTIA01 08/12/1998 12:34 PM Page iv published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge cb2 1rp, United Kingdom cambridge university press The Edinburgh Building, Cambridge cb2 2ru, United Kingdom 40 West 20th Street, New York, ny 10011–4211, USA 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1980 © Jack Chambers and Peter Trudgill 1998 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1980 Reprinted 1984 1986 1988 1990 1993 1994 Second edition 1998 Printed in the United Kingdom at the University Press, Cambridge Typeset in Times 9/13 [gc] A catalogue record for this book is available from the British Library First edition isbn 0 521 22401 2 hardback isbn 0 521 29473 8 paperback Second edition isbn 0 521 59378 6 hardback isbn 0 521 59646 7 paperback CTIA01 08/12/1998 12:34 PM Page v CONTENTS Maps page ix Figures xi Tables xii Preface to the second edition xiii The international phonetic alphabet xiv background 1 Dialect and language 3 1.1 Mutual intelligibility 3 1.2 Language, dialect and accent 4 1.3 Geographical dialect continua 5 1.4 Social dialect continua 7 1.5 Autonomy and heteronomy 9 1.6 Discreteness and continuity 12 Further information 12 2 Dialect
  • On Dialect Continuum

    On Dialect Continuum

    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Repository of the Faculty of Humanities and Social Sciences Osijek Sveučilište J.J. Strossmayera u Osijeku Filozofski fakultet Preddiplomski studij engleskog jezika i književnosti i njemačkog jezika i književnosti Stana Pavić On Dialect Continuum Završni rad doc. dr. sc. Gabrijela Buljan Osijek, 2011. 1. Summary and key-words This paper deals with the issue of dialect continuum, which is a range of dialects spoken in some geographical area that are only slightly different between neighbouring areas. A dialect is not superior to another one, and certain dialects are considered languages mostly because of historical, political, and geographical reasons. We cannot discuss dialect continuum without mentioning the cumulative, Levenshtein, geographic, and phonological distances. Those are “tools” used to study and explore dialect. Lines marking the boundaries between two regions which differ with respect to some linguistic feature are called isoglosses, and they can cause a number of problems because they are not always “perfect”, they do not always coincide. Certain political and cultural factors created boundaries between different varieties of a dialect because a shared language is seen as something very important in the shared culture and economy, and a distinct language is important in demarcation one state of another. Some of the most important dialect continua in Europe are the Western Romance, the West Germanic, and the North Slavic dialect continuum. Also the 27 Dutch dialects that lie on a straight line are a good example of how a dialect continuum looks like.
  • Dialectology

    Dialectology

    DIALECTOLOGY J. K. CHAMBERS AND PETER TRUDGILL SECOND EDITION 1 Dialect and language Dialectology, obviously, is the study of dialect and dialects. But what exactly is a dialect? In common usage, of course, a dialect is a substandard, low-status, often rustic form of language, generally associated with the peasantry, the working class, or other groups lacking in prestige. dialect is also a term which is often applied to forms of lan- guage, particularly those spoken in more isolated parts of the world, which have no written form. And dialects are also often regarded as some kind of (often erroneous) deviation from a norm – as aberrations of a correct or standard form of language. In this book we shall not be adopting any of these points of view. We will, on the contrary, accept the notion that all speakers are speakers of at least one dialect – that standard English, for example, is just as much a dialect as any other form of English – and that it does not make any kind of sense to suppose that any one dialect is in any way linguistically superior to any other. 1.1 Mutual intelligibility It is very often useful to regard dialects as dialects of a language. Dialects, that is, can be regarded as subdivisions of a particular language. In this way we may talk of the Parisian dialect of French, the Lancashire dialect of English, the Bavarian dialect of German, and so on. This distinction, however, presents us with a number of difficulties. In particular, we are faced with the problem of how we can distinguish between a language and a dialect, and the related problem of how we can decide what a language is.
  • Varietiesofenglish.Pdf

    Varietiesofenglish.Pdf

    Variety studies In present-day linguistics the term variety is used to refer to any variant of a language which can be sufficiently delimited from another variant. The grounds for such differentiation may be social, historical, spatial or a combination of these. The necessity for a neutral term such as variety arose from the loaded use of the term dialect: this was not only used in the neutral sense of a regionally bound form of a language, but also with the implication that the linguistically most interesting varieties of a language are those spoken by the older rural population. This view is understandable given the origin of dialectology in the nineteenth century, that is in the heyday of historical linguistics. Nowadays, sociolinguistic attitudes are prevalent and the need for a term which can include the investigation of the urban population of a language from a social point of view became evident. The neutrality of the term variety must be stressed. It simply refers to a distinguishable variant of a language. This means that there are a large number of varieties of any given language, indeed the number is theoretically infinite. The sole criterion to be fulfilled by a particular variety is delimitation vis à vis other varieties. Dialects within a variety framework are frequently referred to as regional varieties and sociolects as social varieties, though the label dialect can be retained if used objectively. The notion of ‘dialect’ 1) Dialect Strictly speaking the term dialect refers to a geographical variant of a language. However, it is used loosely, not only by non-linguists, to talk about any variety of language.
  • A PRELIMINARY SURVEY of the REGIONAL ENGLISH of SASKATCHEWAN BASED on a STUDY of SOME ARCHIVAL DOCUMENTS a Thesis

    A PRELIMINARY SURVEY of the REGIONAL ENGLISH of SASKATCHEWAN BASED on a STUDY of SOME ARCHIVAL DOCUMENTS a Thesis

    A PRELIMINARY SURVEY OF THE REGIONAL ENGLISH OF SASKATCHEWAN BASED ON A STUDY OF SOME ARCHIVAL DOCUMENTS A Thesis Submitted to the College of Graduate Studies and Research in Partial Fullftlment of the Requirements for the Degree of Master of Arts in the Department of English University of Saskatchewan by Soheil Ahmed Saskatoon, Saskatchewan June 1989 The author claims copyright. Use shall not be made of the material contained herein without proper acknowledgement, as indicated on the copyright page. b02.0006f~950 COPYRIGHT In presenting this thesis in partial fulftllment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this thesis in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis, or in their absence, by the Head of the Department or the Dean of the College in which my thesis work was done. It is un­ derstood that any copying or publication or use of this thesis or parts thereof for financial gain is prohibited without my written permission. It is also understood that due recog­ nition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis. Requests for pennission to copy or to make other use of material in this thesis in whole or in part should be addressed to: Head of the Department of English University of Saskatchewan Saskatoon, Saskatchewan S7N OWO ii ACKNOWLEDGEMENTS I wish to express my gratitude to Dr.
  • An Introduction to Modern Scots

    An Introduction to Modern Scots

    An Introduction to Modern Scots Andy Eagle 2020 v.02.1 Thanks for ideas, inspiration and advice to Gavin Falconer, Sandy Fleming, John M. Kirk, Ian Parsley and John M. Tait. COPYRICHT Aw richts is pitten by. Nae pairt o this quair shoud be doobelt, hained in ony kin o seestem, or be setten furth in ony shape or by onygate whitsomiver, ’ithoot haein leave frae the writer aforehaund. Thare's nae pleens whan the abuin is duin for tae fordle the Scots leed in eddication, sae lang's naebody is makkin siller oot o't. COPYRIGHT All rights reserved. No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission of the author. There are no objections if the above is done in order to further the Scots language in education, as long as no one is making money from it. © Andy Eagle 2020 An introduction to Modern Scots Contents Contents ................................................................................................................. v Foreword ................................................................................................................ 1 What is Scots? ........................................................................................................ 2 The Emergence of Scots ......................................................................................... 2 The Relationship of Scots to Other Germanic Languages ............................ 3 The Development of (Standard)
  • Early English Dialects

    Early English Dialects

    Jurnal Magistra, nomor 78/XXIII/Des 2011: 79–93 ISSN 0215-9511 AN EMPIRICAL EXPERIENCE OF ENGLISH DIALECTOLOGY Didik Rinan Sumekto1 Rifqi Aulia Erlangga2 Abstrak Perkembangan penggunaan bahasa Inggris selama ini tidak dapat dilepaskan dari aspek dialektogi dan dialek yang berlaku di beberapa kelompok masyarakat yang tinggal di wilayah tertentu. Beberapa kajian terkait dengan dialektogi dan linguistik baik secara sinkronik dan diakronik inipun dipengaruhi oleh perkembangan penggunaan bahasa Inggris di suatu wilayah. Meskipun sampai saat ini beberapa dialek masih dianggap sebagai sebuah kesalahan berkaitan dengan tidak benar dan standarnya penggunaan fungsi bahasa. Artikel ini lebih lanjut membahas masalah dialektologi yang berkaitan dengan dialektologi struktural dan generatif. Sedangkan dialek dalam pembahasan ini berkaitan dengan dialek yang pergunakan oleh masyarakat yang tinggal di wilayah pinggiran (rural dialect), dialek masyarakat urban (urban dialect), dialek berdasarkan wilayah atau geografi (geographical dialect continua), dan dialek sosial yang berkembang di masyarakat (social dialect continua). Kata kunci: dialektologi, dialek, sinkronik, diakronik 1 Dosen Program Studi Pendidikan Bahasa Inggris, Universitas Widya Dharma, Klaten; e-mail: [email protected], [email protected] 2 Dosen Program Studi Tadris Bahasa Inggris, Sekolah Tinggi Agama Islam (STAIN) Salatiga; e-mail: [email protected] 79 © Diterbitkan oleh Pusat Penerbitan Unwidha, 2011 Jl. Ki Hajar Dewantara, Klaten 57401 Jawa Tengah Indonesia. INTRODUCTION Dialectology, obviously, is the Chambers and Trudgill (2004) study of dialect and dialects. In common continue that in the relationship between usage, a dialect is a substandard, low- geographical space, language variation, status, often rustic form of language, and the (European) nation-state, space and generally associated with the peasantry, language appear to be trivially linked; in the working class, or other groups lacking fact, a whole sub-discipline of linguistics in prestige.
  • Developing Identity for Lawyers: Towards Sustainable Lawyering

    Developing Identity for Lawyers: Towards Sustainable Lawyering

    A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Høedt-Rasmussen, Inger Doctoral Thesis Developing Identity for Lawyers: Towards Sustainable Lawyering PhD Series, No. 8.2014 Provided in Cooperation with: Copenhagen Business School (CBS) Suggested Citation: Høedt-Rasmussen, Inger (2014) : Developing Identity for Lawyers: Towards Sustainable Lawyering, PhD Series, No. 8.2014, ISBN 9788793155176, Copenhagen Business School (CBS), Frederiksberg, http://hdl.handle.net/10398/8908 This Version is available at: http://hdl.handle.net/10419/208886 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative