Descubriendo vocabulario y estrategias de inferencia léxica: uso de palabras desconocidas en la lectura en segunda lengua

Vocabulary learning strategies constitute a subclass of language learning strategies which can be applied to the four language skills. The aim of the present study is to explore the vocabulary strategies adopted by adult learners of Greek as a second/foreign language when dealing with unknown words in L2 reading. To this end, the learners answered a questionnaire and so did their teachers. The results indicated that context and the general knowledge the learner of a second or foreign language brings with him/her about the topic—which is mainly supported by the other words in the sentence—play the most important role in understanding vocabulary. This conclusion probably confirms the power of the syntagmatic axis in the sentence, reinforcing mainly the holistic approach to be adopted in the classroom for the teaching of vocabulary. The process of triangulation has partially supported the research results.Las estrategias de aprendizaje de vocabulario constituyen una subclase de las estrategias de aprendizaje que se pueden aplicar a las cuatro habilidades lingüísticas. El objetivo del presente estudio es explorar las estrategias de vocabulario adoptadas por los estudiantes adultos de griego como segunda lengua/ lengua extranjera cuando se trata de palabras desconocidas en la lectura del L2. Con este fin, los estudiantes y los maestros respondieron a un cuestionario. Los resultados indicaron que el contexto y los conocimientos generales del estudiante de una segunda lengua/ lengua extranjera sobre un tema —el cual es apoyado principalmente por el resto de las palabras en la frase—desempeñan el papel mas importante en la comprensión del vocabulario. Esta conclusión, probablemente, confirma el poder del eje sintagmático en la oración, sobre todo reforzando el enfoque holístico que debe adoptarse en el aula para la enseñanza del vocabulario. El proceso de triangulación ha apoyado parcialmente los resultados de esta investigación

Modern Greek language e-diagnostic tests

The Centre for the Greek Language (CGL) has designed the Modern Greek Language e-Diagnostic tests (MOGEDs). MOGEDs are online testing applications, available for teachers of Modern Greek as a second or foreign language (L2). They are mainly addressed to adult potential candidates for CGL’s language exams, willing to assess their language competence level. MOGEDs are compliant with the standard levels (A1-C2) of the Common European Framework of Reference for Languages (CEFR) (Council of Europe 2001) as adapted for Modern Greek. In this paper, the structure of MOGEDs will be analysed and compared to equivalent e-diagnostic tests in terms of the technical architecture adopted. MOGEDs have been developed within the framework of educational technology, taking into account (a) the CGL’s technical expertise in that field in relation with (b) state-of-the-art content design principles and (c) current trends in Information and Communication Technology

Dealing with Unknown Words in L2 Reading: Vocabulary and Lexical Inferencing Strategies

Abstract Vocabulary learning strategies constitute a subclass of language learning strategies which can be applied to the four language skills. The aim of the present study is to explore the vocabulary strategies adopted by adult learners of Greek as a second/ foreign language, when dealing with unknown words in  L2 reading. To this end, the learners answered a questionnaire and so did their teachers. The results indicated that context and the general knowledge the learner of a second or foreign language brings with him/her about the topic -which is mainly supported by the other words in the sentence- play the most important role in understanding vocabulary. This conclusion probably confirms the power of the syntagmatic axis in the sentence, reinforcing mainly the holistic approach to be adopted in the classroom for the teaching of vocabulary. The process of triangulation has partially supported the research results

Vocabulary Learning Strategies in a Multilingual Academic Environment: Ιs Morphological Segmentation Quite Sustainable?

Τhis article contributes to the ongoing research on the importance of the strategy of morphological segmentation to vocabulary growth in foreign language learning. A total of 45 students of the department of Italian Language and Literature at Aristotle University of Thessaloniki (Greece) were to segment 21 Italian words—among which there were 6 pseudo-words—and write their meaning with the use of an e-questionnaire. In turn, 10 out of 45 students participated in a focus group discussion. Results reveal no correlation between morphological segmentation and understanding of the meaning of words, except in the case of pseudo-words that were completely unknown to the participants. During the focus group, students attempted to recognize the productive and transparent suffixes of the words and discover their contribution to the building and the meaning of them. Other languages, such as English—L2/first foreign language for the majority of the interviewed students—assisted multilingual students in retrieving the meaning of the words implementing translanguaging practices. The students’ responses show that they managed to segment the words correctly at a rate of 49.3%, while they understand their meaning due to their frequent use at a rate of 57.8%, without having been taught the morphology of L2

Dealing with Unknown Words in L2 Reading: Vocabulary and Lexical Inferencing Strategies

AbstractVocabulary learning strategies constitute a subclass of language learning strategies which can be applied to the four language skills. The aim of the present study is to explore the vocabulary strategies adopted by adult learners of Greek as a second/ foreign language, when dealing with unknown words in  L2 reading. To this end, the learners answered a questionnaire and so did their teachers. The results indicated that context and the general knowledge the learner of a second or foreign language brings with him/her about the topic -which is mainly supported by the other words in the sentence- play the most important role in understanding vocabulary. This conclusion probably confirms the power of the syntagmatic axis in the sentence, reinforcing mainly the holistic approach to be adopted in the classroom for the teaching of vocabulary. The process of triangulation has partially supported the research results

Vocabulary Learning Strategies in a Multilingual Academic Environment: Ιs Morphological Segmentation Quite Sustainable?

Τhis article contributes to the ongoing research on the importance of the strategy of morphological segmentation to vocabulary growth in foreign language learning. A total of 45 students of the department of Italian Language and Literature at Aristotle University of Thessaloniki (Greece) were to segment 21 Italian words—among which there were 6 pseudo-words—and write their meaning with the use of an e-questionnaire. In turn, 10 out of 45 students participated in a focus group discussion. Results reveal no correlation between morphological segmentation and understanding of the meaning of words, except in the case of pseudo-words that were completely unknown to the participants. During the focus group, students attempted to recognize the productive and transparent suffixes of the words and discover their contribution to the building and the meaning of them. Other languages, such as English—L2/first foreign language for the majority of the interviewed students—assisted multilingual students in retrieving the meaning of the words implementing translanguaging practices. The students’ responses show that they managed to segment the words correctly at a rate of 49.3%, while they understand their meaning due to their frequent use at a rate of 57.8%, without having been taught the morphology of L2

Multicultural approaches to non-intercultural schools:Greek language teachers’ views and attitudes in mixed classes in the center of Athens

The increasing influx of migrant and refugee waves in Greece in recent decades has shifted the country’s educational policy towards intercultural education even more strongly in recent years. The present study attempts to present secondary school teachers’ views and attitudes towards students of diverse cultural backgrounds in mixed classes in the center of Athens. Given the new multicultural reality, one would assume that teachers have the appropriate intercultural readiness and competence to effectively manage multiculturism in class (Ζάγκα et al. 2015). Research results show the particular difficulties faced by teachers of Greek language and literature in teaching mixed classes and the teaching practices they apply