Factors affecting Greek vocabulary instruction

Dr. Georgia Andreou & Ioannis Galantomosandreou@uth.gr & iogalantom@uth.gr

CONTENTS

1. Introduction2. Factors affecting Greek vocabulary instruction 2.1. Metaphoric language 2.2. Idiomaticity 2.3. Variety due to Diglossia3. Teaching suggestions in the literature4. Objections to the teaching suggestions5. Teaching tipsReferences

1. Introduction

Modern Greek is one of the less widely languages spoken in Europe

(Αντωνοπούλου et al., 2005)

Nevertheless during the last years the number of its speakers has risen considerably(Αντωνοπούλου et al., 2005)

This reality has called on the adoption of flexible and innovative methods of language learning

1. Introduction

One of the aspects of second language acquisition that was for many years a neglected component is vocabulary (Meara, 1980)

The ’80s and ’90s have experienced a growing interest in vocabulary learning and teaching (Henriksen, 1999)

Without grammar very little can be conveyed, without vocabulary nothing can be conveyed (Wilkins, 1972)

1. Introduction

Factors affecting Greek vocabulary instruction:

Metaphoric language

Idiomaticity

Variety in language levels as an outcome of the interaction of the spoken version (demotic Greek) and the written one (puristic Greek/katharevousa)

2. Factors affecting Greek vocabulary instruction 2.1.Metaphoric Language

Traditional beliefs hold that:

metaphor is a property of language

metaphor is used for artistic and rhetorical purposes

metaphor use requires special talents

2.1. Metaphoric Language

Cognitive linguistic approach holds:

metaphor is a property of conceptspeople use metaphor to make sense of other concepts and not for artistic purposesmetaphor is not always based on similaritymetaphor is used by ordinary peoplemetaphor shapes the way people understand and realize surrounding reality

(Kövecses, 2002)

2.1. Metaphoric Language

The ability to understand and produce metaphors is labeled as metaphoric competence (Littlemore & Low, 2006)

The true sign of proficiency is the ability to metaphorize (Danesi, 1992)

2.2. Idiomaticity

Idioms are not well-definedTraditional definition: an expression whose meaning cannot be worked out from the meanings of its constituent words (Trask, 1999) (applicable to cases such as μου τη δίνει, but what about τον έφαγε το χώμα;)Terminology: idioms, fixed expressions, formulaic language, phraseological unit, phraseme etc.

Moon (1998) recognizes five (5) description models:semantic approacheslexicalist approachessyntactic approachesfunctional approacheslexicographical approaches

2.2. Idiomaticity

Idiom typologies in Greek:

Συμεωνίδης (2000)Phraseology in a narrower sense Phraseology in a broader sense

Μήτσης (2004)Usual collocationsStable collocationsFigurative collocationsIdioms

Αναστασιάδη-Συμεωνίδη & Ευθυμίου (2006)Among single words, multicompounds and free combinations there is largegroup of word sequences with a gradable degree of interdependence

2.2. Idiomaticity

Types of idioms in Greek:figurative idioms (e.g. πετάω στα σύννεφα) idioms based on cultural/historical knowledge (e.g. γίνομαι Τούρκος)pure idioms (e.g. την έπαθα, την κάνω, κόφ’το)

Knowledge and use of idioms are taken to be indicators of second language proficiency

(Yorio, 1989)

2.3. Variety due to Diglossia

From its diglossic past, Modern Greek language inherited a variety of alternative forms and structures (e.g. γράφουν-γράφουνε) the appropriate use of which is influenced by contextual and communicative restrictionsIgnorance of this dimension would create serious gaps and problems in the acquisition of Greek (Babiniotis, 1992)

3. Teaching suggestions in the literature

In literature the below teaching suggestions are mentioned:

Metaphor instruction:Exploitation of literature

(Blachowisz & Fisher, 2002)

Idiom instructionTeaching as if they were single words

(Stahl, 1999) Thematic lists

(Μήτσης, 2004)

Language variety instructionNoticing through the textual use and marking the suitable register

(Μήτσης, 2004)

4. Objections to the teaching suggestions

Metaphor instruction hides the fact that everyday communication abounds in metaphors

Idiom instruction does not make clear that a certain number of idiomatic expressions is not arbitrary but rather motivated (in the cognitive linguistic sense) and hence interrelated

Language variety instruction reflects better the attitude towards register variation

5. Teaching tips

A language instructor in order to enhance metaphor and idiom instruction should:

Raise his/her students’ awareness of the fact that metaphors and idioms do not lie outside everyday language useTeach metaphors and idioms in contextExploit various textual sourcesEncourage his/her students to draw the meanings of metaphors and idioms especially those that come with rich imagery (e.g. πετάω στα σύννεφα, κοκκίνισε από το θυμό του)

6. Teaching tips

Be careful with any constructed text designed for practice because it might seem artificial and sound unnatural

Combine various techniques (e.g. thematic lists, cognitive linguistic approach)

Teach according to the proficiency level of his/her class. Some teaching methods are not suitable for every level (e.g. the cognitive linguistic methodology seems applicable only to intermediate students)

REFERENCES

Αναστασιάδη-Συμεωνίδη, Α., & Ευθυμίου, Α. (2006). Οι Στερεότυπες Εκφράσεις και η Διδακτική της Νέας Ελληνικής ως Δεύτερης Γλώσσας. Αθήνα: Πατάκης.

Αντωνοπούλου, Ν., Τσαγγαλίδης, Α., & Μουμτζή, Μ. (2005). Οδηγός για τις εξετάσεις πιστοποίησης επάρκειας της ελληνομάθειας. Θεσσαλονίκη: ΥΠΕΠΘ & ΚΕΓ.

Babiniotis, G. (1992). The Teaching of Modern Greek as a First and a Foreign Second Language. La Linguistique, 28, 115-130.

Blachowicz, C., & Fisher, P.J. (2002). Teaching Vocabulary in All Classrooms. New Jersey: Merrill Prentice Hall.

Danesi, M. (1992). Metaphor and Classroom Second Language Learning. Romance Languages Annual, 3, 189-194.

Henriksen, B. (1999). Three Dimensions of Vocabulary Development. SSLA, 21, 303-317.

REFERENCES

Kövecses, Z. (2002). Metaphor. A Practical Introduction. Oxford: OUP.Littlemore, J., & Low, G. (2006). Figurative Thinking and Foreign

Language Teaching. Hampshire & New York: Palgrave Macmillan.Meara, P. (1980). Vocabulary Acquisition: A Neglected Aspect of

Language Learning. Language Teaching and Linguistics: Abstracts, 13, 221-246.

Μήτσης, Ν. (2004). Η Διδασκαλία της Γλώσσας υπό το Πρίσμα της Επικοινωνιακής Προσέγγισης. Εισαγωγή στη Θεωρία και τις Τεχνικές του Επικοινωνιακού Μοντέλου. Αθήνα: Gutenberg.

Moon, R. (1998). Fixed Expressions and Idioms in English. Oxford: OUP.

REFERENCES

Stahl, S.A. (1999). Vocabulary Development. Brookline, MA: Brookline Books.

Συμεωνίδης, Χ. (2000). Εισαγωγή στην Ελληνική Φρασεολογία. Θεσσαλονίκη: Κώδικας.

Trask, R.L. (1999). Key Concepts in Language and Linguistics. London & New York: Routledge.

Wilkins, D.A. (1972). Linguistics in language teaching. London: Edward Arnold.

Yorio, C.A. (1989). Idiomaticity as an indicator of second language proficiency. In Hyltenstam, K., & Obler, L.K. (Eds.), Bilingualism Across the Lifespan (pp. 55-72). Cambridge: CUP.

Thank you for your attention

Georgia Andreou, Assistant Professor of Linguistics, University of Thessaly

Ioannis Galantomos, Ph.D. candidate of Linguistics, University of Thessaly