Unit:
Department of PhilologyLibrary of the School of Philosophy
Author:
Panteloglou Evangelia
Dissertation committee:
Σπυριδούλα Μπέλλα, Αναπληρώτρια Καθηγήτρια Γλωσσολογίας, Τμήμα Φιλολογίας, Φιλοσοφική Σχολή ΕΚΠΑ
Ελένη Παναρέτου, Αναπληρώτρια Καθηγήτρια Γλωσσολογίας, Τμήμα Φιλολογίας, Φιλοσοφική Σχολή ΕΚΠΑ
Μαρία Ιακώβου, Επίκουρη Καθηγήτρια Γλωσσολογίας, Τμήμα Φιλολογίας, Φιλοσοφική Σχολή ΕΚΠΑ
Αμαλία Μόζερ, Καθηγήτρια Γλωσσολογίας, Τμήμα Φιλολογίας, Φιλοσοφική Σχολή ΕΚΠΑ
Σταματία Κουτσουλέλου-Μίχου, Αναπληρώτρια Καθηγήτρια Γλωσσολογίας, Τμήμα Φιλολογίας, Φιλοσοφική Σχολή ΕΚΠΑ
Γιώργος Μαρκόπουλος, Επίκουρος Καθηγητής Γλωσσολογίας, Τμήμα Φιλολογίας, Φιλοσοφική Σχολή ΕΚΠΑ
Σπύρος Α. Μοσχονάς, Αναπληρωτής Καθηγητής Γλωσσολογίας, Τμήμα Επικοινωνίας και Μ.Μ.Ε., ΕΚΠΑ
Original Title:
Η δεξιότητα της κατανόησης προφορικού λόγου στη διδασκαλία της νέας ελληνικής ως δεύτερης γλώσσας
Translated title:
The skill of listening comprehension in teaching modern greek as a second language
Summary:
Listening comprehension, although it's often ignored in second language teaching, has a critical role in communication. This study investigates listening comprehension (LC) in teaching Greek as a foreign language (G2), aiming to prove its importance and research the methods which help the development of this skill. The first part of this study contains the theoretical background of the research and is divided in three chapters. The first chapter explores the position of oral speech and its understanding in the history of language teaching. The picture is completed by a literature review which outlines the main domains of the current research. In the second chapter, LC meaning and mechanisms are explored, while we present the non-natural speaker as a listener. The third chapter outlines the basic principles of LC teaching: communicative situations, language levels, the choice of the listening material and tasks, and also the difference between teaching and assessment. The second part of the study contains the empirical research that has been carried out. The fourth chapter presents the research questions about the factors which affect LC performance, with emphasis on metacognitive strategies, about LC importance and relationship with the other language skills, and also about teachers’ beliefs on LC teaching, that concern the listening thematology and the teaching methods. Then, research method and tools are described: 1. Students’ and teachers’ questionnaires, 2. An LC test (language levels: A1 to C1), 3. MALQ (Metacognitive Awareness Listening Questionnaire, Vandergrift & Goh 2006, 2012), 4. G2 assessment scores. Statistical analysis of research results, presented in the fifth chapter, has shown that LC learners performance (Ν = 254) tends to be affected by metacognitive strategies and personal characteristics such as everyday communication in the target language, specific difficulties and motivation. LC is considered as a skill of importance by the participants, while G2 teachers (Ν = 45) suggest teaching methods. Finally, the limitations of the research are discussed and then conclusions and suggestions are expressed regarding the planning of the teaching, as a contribution to the systematic construction of non-natural speakers listening ability on greek language aquisition.
Main subject category:
Language – Literature
Keywords:
listening comprehension, greek as a second language, metacognitive strategies
Number of references:
348
