Developing oral language and communicative skills in school: Α didactic intervention in a Ηigh School Ancient Greek course

Postgraduate Thesis uoadl:2970111 32 Read counter

Κατεύθυνση Ρητορική, Επιστήμες του Ανθρώπου και Εκπαίδευση
Library of the School of Education
Deposit date:
Galiti Lydia
Supervisors info:
Αθανάσιος Νάκας, ομ. καθηγητής, Παιδαγωγικό τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Γεωργία Καλογήρου, καθηγήτρια, Παιδαγωγικό τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Αθανάσιος Μιχάλης, αναπλ. καθηγητής, Παιδαγωγικό τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Original Title:
Ανάπτυξη προφορικού λόγου και επικοινωνιακών δεξιοτήτων στο σχολείο: Εφαρμογή στο μάθημα των Αρχαίων Ελληνικών της Α΄ Λυκείου
Translated title:
Developing oral language and communicative skills in school: Α didactic intervention in a Ηigh School Ancient Greek course
This thesis presents and analyses a project of didactic intervention (case study), which was implemented for one school year in a 10th grade High School Ancient Greek class. The purpose of the research was, firstly, to determine how the introduction of communicative activities into the educational process can encourage oral production by students and, secondly, to discover whether the application of experiential - communicative teaching approaches focused on the development of speaking skills can serve the objectives set by the Ancient Greek Language course curriculum.
The theoretical research basis is related to the crucial importance of speaking skills in the modern world, and the necessity of teaching oral language in school. Μodern literacy theories recognise the need for oral practice, which is expected to have linguistic, social and pedagogical benefits for the students. Oral language development can be fostered through a variety of communicative activities, not only within language courses but also in every school subject.
The project included communicative - rhetorical activities proceeding from Xenophon’s and especially Thucidides’ historical texts taught in class. The evaluation of the project was based on the teacher’s remarks, as well as the students’ feedback and their performance in final exams. Given these data, it was concluded that regular application of short communicative activities motivates all students, and consequently improves their academic performance, since, among others, (a) it enhances language awareness, critical and creative thinking, self-expression, assessment ability, empathy, and persuasion skills, (b) it unveils personal skills and talents, and (c) it prompts the practice of dialogue, public speaking, and collaboration. This positive feedback, combined with the identification of the students’ severe weaknesses in the production of oral speech, lead to the conclusion that it is necessary to focus on orality at all levels of education. Finally, the need for broader and substantial changes is pointed out so that the school community may be persuaded to confidently put into practice the guidelines of both the relevant academic studies and the curricula.
Main subject category:
oral language, communicative language ability, rhetoric, language teaching, experiential learning, communicative activities, ancient Greek in 1st grade of Lyceum, curriculum
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