Κατεύθυνση Γλωσσολογία
Library of the School of Philosophy

2019-11-27

2019

Logotheti Eleni

Κουτσουλέλου-Μίχου Σταματία, Αναπληρώτρια Καθηγήτρια, Τμήμα Φιλολογίας, Φιλοσοφική Σχολή ΕΚΠΑ
Γούτσος Διονύσης, Καθηγητής, Τμήμα Φιλολογίας, Φιλοσοφική Σχολή ΕΚΠΑ
Παναρέτου Ελένη, Αναπληρώτρια Καθηγήτρια, Τμήμα Φιλολογίας, Φιλοσοφική Σχολή ΕΚΠΑ

Αφήγηση. Η διδασκαλία της στη Δευτεροβάθμια εκπαίδευση

Greek

Narrative. Teaching in Secondary Education

A teaching approach is proposed for the genre of narrating in Secondary Education in Greece, based on the curriculum and in-service textbooks. Initially, the genre of narrating is defined, its structure and basic lexicographic elements (Labov, Knapp & Watkins) are given, the different types of narration are mentioned and the difference between description and narration is reported. Following are the pedagogical models that have been proposed for the teaching of writing in the mother tongue, followed by a critical review of the Curriculum for the language course in Secondary Education. After analyzing Swain's Hypothesis of Output as Auto-Input; the teaching of Narrative -as presented through textbooks (Primary and High School)- is presented in a critical spirit. The purpose of the research is to propose an effective teaching method of Narrative that will engage the students. The sample of the study is 46 first grade Greek-speaking students (Greek as a mother tongue) with no learning difficulties diagnosed, who delivered a total of 3 consecutive narratives each (before, during, and after teaching). Variables from their texts have examined whether this way of teaching will bring about change / improvement from the first to the second version of student narration and whether there will be a change between the first and third narratives; and between the second and third narratives of students. The lesson plan follows, and in detail the teaching proposal (rational, theoretical basis, auxiliary materials, teaching course, metacognitive activities). The main conclusions of this research are the actual utilization of the post-writing stage, the students' writing has been improved in a structural section (moral of the story) and several lexicographic elements whose use is more systematically answered and all students have been actively involved. Finally, some suggestions are made for future research based on the findings.

Language – Literature

narrative, teaching, mother tongue, writing, teaching method

No

0

No

66

117

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https://pergamos.lib.uoa.gr/uoa/dl/object/2886360