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