ABSTRACTS VOLUME 4 ISSUE 3

Selected Papers from the 2nd International Conference on Language Education and Research

TITLE: TECHNOLOGY DIFFERENTIATED INSTRUCTION: IMPACT OF TECHNOLOGICAL DEVICES AND INTERNET TIME ON EFL GREEK LEARNERS’ RECEPTIVE SKILLS PERFORMANCE

AUTHOR: CHRISTINA RAPTI

ARISTOTLE UNIVERSITY OF THESSALONIKI, UNIVERSITY CAMPUS, 54124, THESSALONIKI, GREECE EMAIL: CHRISTINA.RAPTI@HOTMAIL.COM

Citation:

Rapti, C. (2020) Technology Differentiated Instruction: Impact of Technological devices and Internet time on EFL Greek learners’ receptive skills performance, Journal of Applied languages and Linguistics, 4(2), ALS House Publications. Athens, Greece, pp. 6-15

Abstract

Every class we ever teach is mixed ability. In this regard, in a single class we may have an assortment of polar opposites. Technology differentiated instruction seems to be the answer. The integration of technological devices in language learning and time spent on the Internet are factors that determine the effectiveness of this innovative method. The current study presents the impact of these factors while conducting a research in a foreign language school in northern Greece. 100 students (A1-A2 level) , aged 9-11, participated in the research, half of whom received differentiated instruction assisted with technology and constituted the experimental group and the other half, called control group, received traditional, non–differentiated instruction without integrating technology. Students’ performance was determined through the receptive skills tests.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: Technological devices, Internet, listening comprehension, reading comprehension, Technology differentiated instruction.

TITLE: COMPUTER-ASSISTED LANGUAGE LEARNING TOOLS FOR PUNCTUATION IN DYSLEXIA: DEVELOPMENT AND EVALUATION

AUTHOR: CHARIKLEIA TRIANTAFYLLIDOU   

SCHOOL OF LINGUISTIC, SPEECH AND COMMUNICATION SCIENCES, TRINITY COLLEGE DUBLIN
EMAIL: TRIANTAC@TCD.IE

Citation:

Triantafyllidou, C. (2020) Computer-Assisted Language Learning Tools for Punctuation in Dyslexia: Development and Evaluation, Journal of Applied languages and Linguistics, 4(2), pp. 16-29

Abstract

The purpose of this paper is to discuss tools relevant to dyslexic students and language teachers with a focus on punctuation. First, the paper briefly discusses existing software in dyslexia. Following this short summary, the paper exemplifies the steps in Computer-Assisted Language Learning (CALL) development by presenting PunkBuddy, an original tool aiming at assisting students in post-primary education in Ireland with the use of punctuation. The tool development draws on Second Language Acquisition (SLA) theories and various available technologies, including Text-to-Speech (TTS) technologies, Natural Language Processing (NLP), and dialogue systems in the form of a chatbot. On the basis on this tool, the paper provides a set of desiderata for teachers and developers focusing on dyslexia and proposes a combination of relevant evaluation frameworks.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: Computer-assisted language learning, dyslexia, automatic writing evaluation

TITLE: EVALUATION OF MOBILE APPLICATIONS FOR LEARNERS WITH DYSLEXIA IN ENGLISH AS A FOREIGN LANGUAGE (EFL)

AUTHOR: GRIGORIA-EIRINI MOUSTAKA

ARISTOTLE UNIVERSITY OF THESSALONIKI, UNIVERSITY CAMPUS, 54124, THESSALONIKI, GREECE
EMAIL: RENIAMGE@GMAIL.COM

Citation:

Moustaka, G. (2020) Evaluation of Mobile Applications for Learners with Dyslexia in English as a Foreign Language (EFL), Journal of Applied Languages and Linguistics, 4(2), pp. 30-40

Abstract

Learners with dyslexia experience difficulties in learning English as a foreign language due to the complex phonology of the language in relation to orthography. Mobile applications are said to substantially help these learners overcome possible problems. There are numerous applications claiming to assist learners with dyslexia in English language learning and teachers in the teaching process. However, users should be critical regarding the extent to which these constitute appropriate means for managing dyslexia. The present paper investigates whether there are useful applications for dyslexia in the marketplace, sets the criteria for evaluating such tools and finally presents an evaluation of applications in order to reach a conclusion regarding their effectiveness and the appropriate characteristics they should feature. The results demonstrated that there is lack of suitable applications which cater for the needs of students with dyslexia and can actually generate positive outcomes.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: dyslexia, mobile applications, learners with dyslexia, evaluation, EFL

TITLE: EXPRESSIONISM THROUGH EMOJIS IN THE DOMAIN OF ELECTRONIC DISCOURSE  

AUTHOR: MAROOF MAHMOOD & SULAIMAN AHMAD

MAROOF MAHMOOD (TESOL INSTRUCTOR AT INTERNATIONAL ENGLISH TRAINING HUB)
EMAIL: MAROOFMEHMOOD921@GMAIL.COM
CO-AUTHOR: SULAIMAN AHMAD (LECTURER OF ENGLISH AT NATIONAL UNIVERSITY OF MODERN LANGUAGES)
EMAIL: SULAIMANAHMAD@NUML.EDU.PK

Citation:

Mahmood, M. & Ahmad, S. (2020). Expressionism through emojis in the domain of electronic discourse, Journal of Applied Languages and Linguistics, 4(2), pp. 41-48

Abstract

This research paper is an attempt to investigate the use of emojis in electronic discourse for the purpose of expressionism. The introduction of Emojis in electronic discourse has greatly impacted the language used by the communicators for communal purposes. Emojis came into use by people in computer mediated communication since 2011; helping people to communicate more effectively and expressively. The results of the research elaborated that emojis are a medium of expression for people while communicating through social media applications. In addition, keeping in view the results of the study, the researcher concludes that emojis have enabled humans to express themselves more explicitly. The emojis were also used by the participants to replace emotion-words such as happy, sad, angry etc. Thus, expressionism through emojis has filled the gap that was present due to the lack of presence of facial expressions in electronic discourse.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: emojis, electronic discourse, expressionism, computer mediated communication, social applications 

TITLE: IMPLEMENTING A WEBQUEST WITHIN THE PBL FRAMEWORK

AUTHOR: NIKOLAOS P. PAPADOPOULOS

INSTITUTION: PRIMARY EDUCATION, DRAMA, GREECE
EMAIL: NIKMYK0@GMAIL.COMDIPDRAM@SCH.GR

Citation:

Papadopoulos, N. (2020) Implementing a Webquest within the PBL framework, Journal of Applied Languages and Linguistics, 4(2), ALS House Publications. Athens, Greece, pp. 49-64

Abstract

The author of the present paper exploits the advantages of the PBL and the Webquest frameworks aiming at the learners’ creation of classroom posters. Based on the rationale for the use of the Webquest and the word processor, the teacher sets the aims and describes the teaching procedure of four sessions.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: TEFL, teaching methodology, webquest, ICT skills, writing skill

TITLE: FACTORS INFLUENCING EFL TEACHERS’ BELIEFS AND PRACTICES REGARDING THE IMPLEMENTATION OF MULTIMODAL TEXTS IN THE PRIMARY CLASSROOM

AUTHORS: AGLAIA MPISA

ARISTOTLE UNIVERSITY OF THESSALONIKI
FACULTY OF PHILOSOPHY, SCHOOL OF ENGLISH, 54124, THESSALONIKI, GREECE
POSTGRADUATE RESEARCHER
EMAIL:AIGLIBISA@GMAIL.COM

Citation:

Mpisa, A. (2020) Factors influencing EFL teachers’ beliefs and practices regarding the implementation of multimodal texts in the primary classroom, Journal of Applied Languages and Linguistics, 4(2), ALS House Publications. Athens, Greece,pp 65-73

Abstract

This research focuses on the importance of multimodal texts within the EFL books addressed to Greek young learners of English. More specifically, it aims to investigate the teachers’ beliefs and practices regarding the multimodal elements included in the EFL coursebooks used in the primary school classroom in Greece. The major research question is related to the factors that influence the teachers’ attitudes regarding multimodality. For this purpose, one hundred and twelve teachers (N= 112) were selected to share their perspectives with the help of a questionnaire. The statistical analysis of the data illustrated that the majority of the teachers are favorably predisposed towards multimodality, however, the variability among their beliefs is attributed to the individual factors such as age, teaching experience and academic qualifications. Based on the findings, it is suggested that the EFL teachers employed in the public Greek primary schools need to receive additional training on how to implement multimodal texts in an efficient way, and the EFL textbook- producers or the curriculum- designers should espouse the multimodal tendency in the ELT in order to create texts with a wide range of multimodal components.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: Multimodality, multiliteracies, ICT, multimodal texts, visual literacy, 21st century skills, mode

TITLE: ACADEMIC ENGLISH AND THE USE OF UNITED NATIONS AUTHENTIC TEXTS: MOTIVATING YOUNG ADULT LEARNERS TO BECOME GLOBAL CITIZENS

AUTHOR: ZOI ANTONOPOULOU

UNIVERSITY OF PIRAEUS
80 M. KARAOLI AND A. DIMITRIOU, 18534, PIRAEUS, GREECE
EMAIL: ZOI.ANTON@GMAIL.COM

Citation:

Antonopoulou, Z. (2020) Academic English and the use of United Nations authentic texts: Motivating young adult learners to become global citizens, Journal of Applied Languages and Linguistics, 4(2), ALS House Publications. Athens, Greece, pp. 74-77

Abstract

At higher education institutions, it is required that students familiarize themselves with the process of writing for academic purposes, its specific register and set of rules. While there is a plethora of texts, both online and in physical form, to be used as models for writing and as source texts, little is ever mentioned concerning the content of these texts and whether they can be used in a meaningful way. University students, usually young adults, are ‘digital natives’ with quick access to information and, in many cases, with experience of international travel. The concept of global citizenship involves awareness of diversity, of the multiple identities that constitute the individual and ability to navigate the plethora of resources available. Organizations of international standing, such as the United Nations, produce a lot of content which can be used in teaching Academic English, whilst promoting ideas such as peace, equal access to opportunity, security and sustainable development.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: writing for academic purposes, EAP, digital natives global citizenship

TITLE: SECOND LANGUAGE ACQUISITION AND SLA RESEARCH: A CASE STUDY

AUTHOR: ILIANA NATSI

HELLENIC OPEN UNIVERSITY, GREECE 18 ARISTOTELOUS, PATRA 263 35, GREECE EMAIL: ILIANATSI@GMAIL.COM

Citation:

Natsi, I. (2020) Second Language acquisition and SLA research: A case study, Journal of Applied Languages and Linguistics, 4(2), ALS House Publications. Athens, Greece, pp. 78-86.

Abstract

Focusing on a case study, this paper tries to gain insight into an EFL classroom in the Greek context, in an effort to investigate various parameters of the educational procedure as well as the relationship between the teacher’s beliefs and practices. Class observations together with the teacher’s interview and post-observation discussions led to the realization that the results of second language acquisition (SLA) research are not fully applied to teaching, mostly due to the structure of most textbooks, the syllabus followed, as well as insufficient teacher training . It is concluded that SLA research must provide suggestions to teachers to facilitate language learning. Moreover, language teaching should not be narrowed to linguistic features, but should take into account the sociocultural context involved and the learners’ individual features.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: EFL classroom, SLA research, language learning, sociocultural context, individual features

TITLE: DOGME: PAIN OR GAIN FOR LOW-TECH CLASSROOMS?

AUTHORS: LILIT BEKARYAN AND LUSINE HARUTYUNYAN

LILIT BEKARYAN

YEREVAN STATE UNIVERSITY, 1 ALEK MANUKYAN ST, YEREVAN 0025, ARMENIA
EMAIL: LILITELT@GMAIL.COM
LUSINE HARUTYUNYAN

ARMENIAN STATE UNIVERSITY OF ECONOMICS, 128 NALBANDYAN ST, YEREVAN 0025, ARMENIA
EMAIL: LUSINEHARUTYUNYAN100@YAHOO.COM

Citation:

Bekaryan, L. & Harutyunyan, L. (2020) Dogme: Pain or Gain for Low-tech Classrooms?, Journal of Applied Languages and Linguistics, 4(2), ALS House Publications. Athens, Greece, pp. 87-93.

Abstract

The present paper addresses ways of using Dogme, a communicative approach, not reliant on coursebooks and promoting conversation-driven communication in the contexts with limited resources. The value of Dogme is particularly maximized in such low-resource countries as Armenia, where teaching mostly focuses on local English language coursebooks full of archaisms and non-native English, and the use of learning technologies in the classroom is still a challenge.
Based on a research conducted in a university setting in Armenia, the paper identifies the outcomes of conducting light Dogme classes for university students. The research also discusses which group of English language educators in Armenia feels like building their lessons in Dogme format and how university students respond to light Dogme format in the classroom.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: Dogme, low-resource contexts, Armenian classrooms, Yerevan State University, Armenian State University of Economics.

TITLE: MAP YOUR TOWN WHILE MAPPING YOUR LANGUAGE KNOWLEDGE

AUTHOR: CARLA MARMO

FREELANCER, ITALY EMAIL: MCLARCA72@GMAIL.COM

Citation:

Marmo, C. (2020) Map Your Town while mapping your language knowledge , 4(2), ALS House Publications. Athens, Greece, pp. 94-96.

Abstract

Learning can be considered a process of acquiring information and consequently assign them a right place in your mind. Let’s think of a language as a town with its squares, streets, buildings, points of interests, restaurants, hotels. Languages as well as towns have a similar structure all over the world. Differences in the way various aspects are dealt with don’t alter the main fundamental corner stones. To find your way in a town it is necessary to keep in mind streets, squares, key points. To learn a language it is necessary to be aware of grammar, syntactical structures as well as to acquire vocabulary.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: Map, Process, Information, Structure, Corner stone, Town, Language learning

TITLE: A COMPARATIVE STUDY ON FCE AND ECCE AS STANDARDIZED SPEAKING TESTS: INVESTIGATING TASK AUTHENTICITY, SPEAKING COMPETENCE  AND WASHBACK

AUTHOR: FRANCESCA XENAKI

EFL TEACHER & TEACHER TRAINER
GLOSSOMATHEIA LANGUAGE LEARNING AND RESEARCH CENTRE, QUALIFY, GREECE
EMAIL: FRANCESCA.XEN@GMAIL.COM

Citation:

Xenaki (2020) A comparative study on FCE and ECCE as standardized speaking tests: Investigating task authenticity, speaking competence  and washback, Journal of Applied Languages and Linguistics, 4(2), ALS House Publications. Athens, Greece, pp. 97-108.

Abstract

This study focuses its research upon analyzing the authenticity of the existing speaking tasks of two-well established proficiency speaking tests and examining how they operationalize speaking competence. First, the authenticity of tasks was analyzed by a set of authenticity questions applied to each tests’ task individually, and finally suggesting which of the two speaking tests offers a more real-life simulation of spoken discourse to its candidates. Secondly, the operationalization of the tests’ speaking competence was broken down into more accessible and measurable components, such as speaking skills and sub skills. Particularly, a proposed list of oral production macro skills and micro skills was adopted and employed to explore whether each task and assessment grid included them as basic components of the speaking construct.
Finally, the results provide suggestions and assumption regarding the potential washback it may have on the teaching environment within the context of Greece. The conclusion points to the necessity of a wider study on the assessment of speaking in standardized tests and the washback it has in classrooms. It also probes some of the possible shortcomings of assessing and teaching speaking as a segregated, isolated skill.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: assessment, speaking, standardized testing, competence, task authenticity, washback

TITLE: LEXICAL DEVIATIONS AND GENDER IN UNIVERSITY STUDENTS’ TEXT MESSAGES: THE CASE OF ALGERIAN EFL STUDENTS OF THE ENGLISH DEPARTMENT OF M’HAMED BOUGERRA UNIVERSITY OF BOUMERDES, ALGERIA

AUTHOR: NORA ACHILI

DEPARTMENT OF ENGLISH, FACULTY OF LANGUAGES AND LETTERS
M’HAMED BOUGERRA UNIVERSITY OF BOUMERDES, ALGERIA
EMAIL: NORAACHILI@GMAIL.COM

Citation:

Achili, N. (2020) Lexical Deviations and Gender in University Students’ Text Messages: The case of Algerian EFL students of the English Department of M’hamed Bougerra University of Boumerdes, Algeria, Journal of Applied Languages and Linguistics, 4(2), ALS House Publications. Athens, Greece, pp. 109-127

Abstract

This study addressed the issue of SMS texting and gender by examining textual characteristics of 430 messages created in English by Algerian EFL students. A corpus-based methodology was implemented to account for differences regarding the use of Lyddy et al (2013) nonstandard spelling categories and gender effect of texting. Word frequency calculation and a series of non-parametric Chi-square tests were applied to account for the most categories used by each group and assess the possible correlation between the categories use and gender. The results showed a negligible variation in the employment of the categories among the two groups. In parallel, the tests statistically confirmed the absence of correlation between SMS texting use and texters’ gender. Male and female students texting almost similarly challenges the pre-established binary opposition that characterises the gendered use of language in both face-to-face and SMS communication literature. It is, therefore, necessary to reconsider the conventional view of the gender divide in linguistic and sociolinguistic terms in the light of the characteristics and variables of digital communication.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: Lexical deviations, Standard English, gender, SMS texting, Algerian EFL students.

TITLE: TEACHERS OF GREEK IN A DIGLOSSIA SITUATION: TO TEACH OR NOT TO TEACH THE CYPRIOT GREEK DIALECT TO FOREIGNERS?

AUTHOR: IOLI ORPHANIDE, ANNA CHATZIPANAGIOTIDOU & KOSTAS D. DINAS

IOLI ORPHANIDE
SCHOOL OF EDUCATION & SOCIAL SCIENCES, FREDERICK UNIVERSITY, NICOSIA, CYPRUS
7, Y. FREDERICKOU STR. PALLOURIOTISA, NICOSIA 1036, CYPRUS
EMAIL: IOLI_ORPHANIDES@YAHOO.COM
ANNA CHATZIPANAGIOTIDOU
SCHOOL OF EDUCATION & SOCIAL SCIENCES, FREDERICK UNIVERSITY, NICOSIA, CYPRUS
7, Y. FREDERICKOU STR. PALLOURIOTISA, NICOSIA 1036, CYPRUS
KOSTAS D. DINAS
PEDAGOGICAL SCHOOL, UNIVERSITY OF WESTERN MACEDONIA LEOF. MONASTIRIOU, FLORINA 531 00, GREECE

Citation:

Orphanide, I., Chatzipanagiotidou, A. & Dinas, K.D. (2020). Teachers of Greek in a diglossia situation: to teach or not to teach the Cypriot Greek dialect to foreigners?, Journal of Applied Languages and Linguistics, 4(2), ALS House Publications. Athens, Greece, pp. 128-141

Abstract

Ferguson’s (1959) definition of diglossia characterizes the current sociolinguistic situation in the island country of Cyprus. Standard Modern Greek (SMG) is the High Variety and Cypriot Greek (CG) is the Low Variety. Many immigrants come to Cyprus seeking a better life. The question of whether they need to be exposed to CG while learning SMG in order to improve their level of communicative competence in Cyprus is researched here through qualitative semi-structured interviews with seven experienced teachers of Greek as a Second language (GSL) to adults. The need to expose students to part of CG, for their level of communicative competence to improve, is recognized by all teachers. Teachers’ attitude towards CG was associated with the way they treat the diglossia issue when teaching GSL. A positive attitude towards CG was associated with higher likelihood of addressing the issue of diglossia in their teaching practice and feeling the need for the State to take a stance. Comparative methodology is used by all teachers, irrespective of their attitude. In conclusion, when teaching GSL to adults, the main linguistic variety used should be SMG, but partial exposure to CG can be adopted from the beginner level.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: Diglossia, dialect, teachers’ attitudes, second language (L2) learning, immigrants, communicative competence

TITLE: “TEACHERS’ PERSPECTIVES ON VOCABULARY TEACHING”EXPLORING GREEK TEACHERS’ BELIEFS ABOUT EFL VOCABULARY LEARNING

AUTHOR: ALEXANDRA ANASTASIA MILIATZIDOU

UNIVERSITY OF SOFIA, BULGARIA
EMAIL: MILIATZIDOU@HOTMAIL.COM

Citation:

Miliatzidou, A. (2020). “Teachers’ Perspectives on Vocabulary Teaching”Exploring Greek Teachers’ Beliefs about EFL Vocabulary Learning, Journal of Applied Languages and Linguistics, 4(2), ALS House Publications. Athens, Greece, pp. 142-150 

Abstract

The present study aims to explore the beliefs and reported practices of Greek EFL teachers who are working or have worked in private language institutions of mainland Greece. More precisely it examines teachers’ perspectives in terms of the degree of importance of vocabulary for EFL leaning, the preference of teaching style and whether or not they teach learning strategies to learners. The data were collected through face-to-face interviews with eight teachers with varying levels of experience. Findings of this study indicate that while all of the participants attribute great significance to vocabulary learning, their reported practices vary depending on their experience and preference of how to teach vocabulary in class. Additionally, while all of the teachers claimed that they teach some kind of learning strategy in class, their strategies focus mainly on helping learners understand the meaning of unknown words rather than on how to learn new vocabulary.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: teachers’ beliefs, EFL vocabulary learning, learning strategies

TITLE: GREEK AS SECOND LANGUAGE: PRAGMATIC AWARENESS ACTIVITIES FOR THE SPEECH ACT OF EMOTIONS

AUTHOR: FLORA VLACHOU

NATIONAL AND KAPODISTRIAN UNIVERSITY, ATHENS, GREECE
EMAIL: FLOVLACHOU@PHIL.UOA.GR

Citation:

Vlachou F. (2020) Greek as second language, Journal of Applied Languages and Linguistics, 4(2), ALS House Publications. Athens, Greece, pp. 151-160.

Abstract

It is widely documented that cultivating efficiently the pragmatic competence in a second language is the ultimate challenge on learners’ way to acquire it, which means equally represent themselves in interactions and express their needs and emotions properly. The bibliography has exhaustively shown studies and discussed the results upon various directive speech acts but little attention has been drawn to the expressive ones, particularly those connected with emotions and feelings. The current study presents an explicit didactic intervention for raising learners of Greek as a Second Language pragmatic awareness of expressing their emotions. This is accomplished by approaching grammar from a pragmatic perspective and by creating pragmatic awareness’ activities which would best assist the development of pragmatic competence in the target language. I discuss the instructional method presented and attempt to contribute in the establishment of a pedagogy in teaching Second language Pragmatics.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: applied pragmatics, contextualized grammar, L2 speech acts

TITLE: NARRATIVE. TEACHING IN SECONDARY EDUCATION

AUTHOR: ELENI LOGOTHETI

NATIONAL AND KAPODISTRIAN UNIVERSITY, ATHENS, GREECE
EMAIL: ELENI_LOGOTHETI@HOTMAIL.COM

Citation:

Logotheti, E. (2020) Narrative. Teaching in Secondary Education, Journal of Applied Languages and Linguistics, 4(2), ALS House Publications. Athens, Greece, pp. 161-177.

Abstract

A teaching approach is proposed for the genre of narrating in Secondary Education in Greece, based on the curriculum and in-service textbooks that are reviewed from a critical perspective. The purpose of the research is to propose an effective teaching method of Narrative that will engage the students, utilizing narrative theory and Swain's Hypothesis of Output as Auto-Input.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: narrative, teaching, mother tongue, written speech production, teaching method

TITLE: FUZZINESS AND SUBJECTIVITY WHILE INFERENCING THE WORD TYPES OF  NEOLOGICAL UNDICTIONARIED WORDS IN KAZANTZAKIS’S POETRY

AUTHOR: NIKOS MATHIOUDAKIS

UNIVERSIDAD DE GRANADA, SPAIN
EMAIL: NIKOSMATHIOUS@GMAIL.COM

Citation:

Mathioudakis, N. (2020). Fuzziness and Subjectivity while Inferencing the Word Types of  Neological Undictionaried Words in Kazantzakis’s Poetry, Journal of Applied Languages and Linguistics, 4(2), ALS House Publications. Athens, Greece, pp. 178-191.

Abstract

The present study is investigating whether and to what extent university students have the competence of decoding and comprehending the language of literature, the poetic grammar of individual authors. More specifically, we are interested in Kazantzakis’ language and his talent of creating new words or using dialectic/idiomatic words in his epic poem ΟΔΥΣΕΙΑ. Our research was conducted in the Departments of Greek Philology of Universities in Greece, with 1st and 4th year university students, as they are our target group. The students of Universities had to decode twenty-four words which were different types of words (derivatives, compounds etc.) and classified based on dominant POS (verbs, nouns, adjectives). After subjects had completed their guessing about word types and parts of speech, they had to specify their degree of confidence that they had guessed correctly, on a continuum/bar [0,1] – rather than the usual Likert’s scale – and show they had understood not only the specific word they were asked to decode, but also the underlying meaning of the whole sentence.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: Reading comprehension strategies, inferencing, guessing, accuracy, confidence, fuzziness, ΟΔΥΣΕΙΑ, Kazantzakis

TITLE: PERSONA DOLLS IN ACTION: THE CASE OF A REFUGEE CLASS IN GREECE

AUTHOR: DANIA AL-JUBEH & MAGDA VITSOU

LANGUAGE EDUCATION FOR REFUGEES AND MIGRANTS
HELLENIC OPEN UNIVERSITY, GREECE
DANIA AL-JUBEH
EMAIL: DANIA.JUBEH@GMAIL.COM
MADGA VITSOU
EMAIL: MAGVITS@GMAIL.COM

Citation:

Al-Jubeh, D. & Vitsou, M. (2020). Persona Dolls in Action: The case of a Refugee Class in Greece, Journal of Applied Languages and Linguistics, 4(2), ALS House Publications. Athens, Greece, pp. 192-206.

Abstract

This study focuses on Arabic-speaking children with a refugee or/and migrant background and its purpose is to explore if and how the Persona Doll method can influence this target group in terms of their attitudes and learning. The present study is a qualitative research in the form of action research. On the basis of data collection through participant observation, interviews and identity texts, a Persona Doll was designed that mirrored specific characteristics of the participant children and shared stories that reflected their personal experiences. The designed sessions with the Persona Doll were based on Brown’s methodology and were implemented in a non-formal education setting. In this paper, a detailed description is provided and after content analysis, the major findings are presented. Specifically, it was demonstrated that the Persona Doll generated positive attitudes, contributed to language education and empowered bicultural identity.


© Applied Language Studies House Publications 2020. All rights reserved.


Keywords: Persona Doll Method, Arabic-speaking children, refugees, identity affirmation, language education

 

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