Unit:
Κατεύθυνση Διδασκαλία της Ελληνικής ως Δεύτερης / Ξένης ΓλώσσαςLibrary of the School of Philosophy
Supervisors info:
Μαρία Ιακώβου, Αναπληρώτρια Καθηγήτρια Γλωσσολογίας, Τμήμα Φιλολογίας, Φιλοσοφική Σχολή ΕΚΠΑ
Σπυριδούλα Μπέλλα, Καθηγήτρια Γλωσσολογίας, Τμήμα Φιλολογίας, Φιλοσοφική Σχολή ΕΚΠΑ
Αθανάσιος Μιχάλης, Επίκουρος Καθηγητής Παιδαγωγικής, Τμήμα Φιλοσοφίας Παιδαγωγικής και Ψυχολογίας, Φιλοσοφική Σχολή ΕΚΠΑ
Original Title:
Λεκτικές και μη φόρμουλες στο λόγο της/του διδάσκουσας/οντα της Ελληνικής ως δεύτερης γλώσσας
Translated title:
Verbal and non formulas in the teacher's talk of the teaching of Greek as a second language
Summary:
This paper examines the teacher’s talk within the class while teaching Greek as a second / foreign language. In particular, it examines whether the teacher modifies the language he / she addresses to the students, depending on the level of their language skills (A, B, C level) both in form and at the level of functioning, but also the amount of time both sides use to express themselves in teaching, teachers and students and whether interaction opportunities are available to the latters and the lesson is tutor-centered or not. As a criterion for the first inquiry, verbal and non-verbal formulas used by the teacher in his interaction with the students were utilized, and for the second one the number of words and the contributions used by the participants in the learning process. The research conducted in 21 classes L2 (levels A, B, C) used the formulas that function as a control of understanding, as a feedback, as a filling of time and as a reward in terms of function and in terms of the form of one word, two words, several words, the ones with questions and the non-questions, but also formulas addressed to a person or not. additionally, with this categorization, an attempt was made to indicate whether teachers follow some of the IRF / E poles and to a greater extent at which linguistic level (feedback and reward). The results of this research showed that there is a differentiation of the teacher's use of language at a form and function level, depending on the level of linguistics, but also a differentiation in the percentage of the amount of time both sides, teacher and student, use to express themselves in teaching, although the teachers’ use of time is too high at all levels.
Main subject category:
Language – Literature
Keywords:
teacher's talk, formulaic language, non lexical conversational sound, comprehension control,verbal formulas, non verbal formulas, feedback, time fillers, reward, interaction, Greek as second / foreign language
