Supervisors info:
Ιωάννης Γαλαντόμος, Επίκουρος Καθηγητής Γλωσσολογίας, ΠΤΔΕ/ ΔΠΘ
Ευγενία Μαγουλα, Αναπληρώτρια Καθηγήτρια Γλωσσολογίας, ΠΤΔΕ/ ΕΚΠΑ
Γεωργία Κατσούδα, Ερευνήτρια Α΄Βαθμίδας, Ακαδημία Αθηνών
Summary:
ABSTRACT
The main goal of this diploma thesis, which consists of seven chapters divided into two parts, is to study the position of the metaphor and the way in which it is presented in the textbooks of teaching Greek as foreign language. The adopted theoretical framework is the one provided by cognitive linguistic research.
In the first part, after clarifying the terms "figurative language"(«σχηματικός λόγος»), "speech formulas" («σχήματα λόγου»), "metaphorical speech", we examined the terms "metaphors", "metonymy", "idioms" under the perspective of cognitive linguistic which argues that the human conceptual system is metaphorical in nature. Under this perspective there is a shift in the study of the well-known pairs metaphor-literality and metaphor-metonymy. The attempt to describe idioms led to the emergence of five models (semantic, syntactic, lexicalist, functional, and lexicographical). The definition adopted in this thesis is that idioms are multi-word combinations one constituent of which is necessarily a verb.
Next, we studied the presence of the metaphorical speech in the Common European Framework of Reference for Foreign Language Teaching (CEF). Scholars argue that students of foreign language should acquire familiarity with the figurative language progressively. According to them this acquisition can be facilitated by pointing out the motivated features of language that does not function arbitrarily. Three broad types of linguistic motivation will be considered here: (a) iconicity; (b) phonologically motivated phraseology and (c) motivated semantic extensions. By emphasizing the motivated character of language we can contribute to the acquisition of "metaphoric and idiomatic competence", namely the ability of second language (L2) learners to understand and use the metaphorical vocabulary and idioms in L2.
In the second part, after highlighting the important role of metaphorical speech in learning the second / foreign language, we studied its presence in thirty textbooks of Greek as a foreign language from level A2 to C2. In Modem Greek literature, there is no such experimental evidence. In particular, we have investigated the accordance of Greek textbooks to what CEF suggests regarding metaphorical speech for each language level. In addition, we have studied the ways figurative language is presented. Our findings confirmed the initial hypothesis for the limited and non-systematic presence of schematic speech in textbooks of Greek as Second Language. However, we need to consider the progress made since 2010.
After suggesting some more effective ways for the teaching of the schematic vocabulary in L2, we underline the need to continue the research for the development of a more modern material that will combine both traditional methods and the findings of the cognitive- applied linguistics.
Keywords:
figurative language, metaphor, idioms, textbooks of teaching Greek as second language
