Course Information
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorVasiliki Kantzou
Course ID600021857

Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)

Registered students: 199
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses534

Class Information
Academic Year2023 – 2024
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2021
Specific Foundation
Mode of Delivery
  • Face to face
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Upon the completion of the course, students are expected to: • discuss various approaches to teaching grammar and vocabulary and can compare them • critically evaluate currently available grammar and vocabulary sections and activities in language coursebooks • develop lessons for introducing grammatical and vocabulary items using modern approaches • identify the characteristics of academic language and design lesson plans to scaffold its development • develop an understanding of the principles and purposes of language assessment • develop basic competence in designing their course assessment, utilizing both tests and alternative methods of assessment • develop awareness of the different ways to provide oral and written feedback
General Competences
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course focuses on special topics in Modern Greek L2 teaching, expanding on the compulsory course on learning and teaching Greek as a second language. Grammar and vocabulary are the first topics the class will examine. With regard to first, the concept of 'grammar' and the approaches to its teaching are discussed. The role of metalanguage in teaching as well as the selection, gradation, and sequencing of grammatical items in the syllabus will be our next point of interest. In this context, the gradation of Greek grammatical structures proposed by the Centre for the Greek Language will be presented and discussed. As far as the vocabulary is concerned, the class will explore aspects of word knowledge (pronunciation, spelling, contexts in which vocabulary items occur, etc.). The notions of basic, academic, and technical vocabulary will also be analyzed. We will focus on direct and indirect vocabulary learning, as well as vocabulary learning strategies. The next topic the class will discuss is academic language, or ‘disciplinary language', i.e., the language resources required when engaging with the various subject areas at school. We will examine the views in favor of teaching for academic language development as well as recent views which consider the construct problematic. Finally, we will be concerned with issues of language assessment (language tests as well as alternative forms of assessment). The Certification of Attainment in Modern Greek offered by the Centre for the Greek Language will also be presented and discussed. Finally, the course addresses the provision of oral and written feedback.
Educational Material Types
  • Slide presentations
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
Laboratory Work220.7
Reading Assigment551.8
Student Assessment
Written final exam (100% of the final grade).
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Exam with Short Answer Questions (Summative)
Additional bibliography for study
Ιακώβου, Μ. (2014). Επιμορφωτικός Οδηγός: Γενικές Αρχές Διδασκαλίας της Ελληνικής ως Δεύτερης Γλώσσας (επίπεδα Α1-Β1). Θεσσαλονίκη: Πρόγραμμα «Εκπαίδευση Αλλοδαπών και Παλιννοστούντων Μαθητών», Δράση 2 «Ενίσχυση Ελληνομάθειας», Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης. Διαθέσιμο στη σελίδα: Παπαδοπούλου, Δ. & Αγαθοπούλου, Ε. (2014). Σύγχρονες προσεγγίσεις στη διδασκαλία της γραμματικής της ελληνικής ως δεύτερης γλώσσας. Στο Μ. Λιακοπούλου & Ε. Κατσαρού (επιμ.), Θέματα διδασκαλίας και αγωγής στο πολυπολιτισμικό σχολείο: επιμορφωτικό υλικό (σσ. 397-419). Θεσσαλονίκη: Υ.ΠΑΙ.Θ. Διαθέσιμο στο: Τσαγκαρή, Ντ. (2011). Εναλλακτικές μορφές γλωσσικής αξιολόγησης. Rcel e-περιοδικό. Διαθέσιμο στο Ιωάννου, Σ. (2019). Η επιρροή της διεπιδραστικής διορθωτικής ανατροφοδότησης στην κατάκτηση του αορίστου κατά τη διδασκαλία της ελληνικής ως δεύτερης γλώσσας. Μελέτες για την ελληνική γλώσσα, 39 (1093-111). Θεσσαλονίκη: Ινστιτούτο Νεοελληνικών Σπουδών. Αντωνοπούλου, Ν., Βογιατζίδου, Σ., & Τσαγγαλίδης, Α. (2013). Πιστοποίηση Επάρκειας της Ελληνομάθειας. Νέο αναλυτικό εξεταστικό πρόγραμμα. Θεσσαλονίκη: Κέντρο Ελληνικής Γλώσσας. Ioannou, S., & Tsagari, D. (2022). Interactional Corrective Feedback in beginner level classrooms of Greek as a second language: Teachers’ Practices. Research Papers in Language Teaching & Learning, 12(1), 7-25. Αντωνίου, Μ. (2008). «Εκμάθηση του λεξιλογίου της Νέας Ελληνικής ως δεύτερης γλώσσας: άμεση και έμμεση διδασκαλία – στρατηγικές κατάκτησης», Οδηγός Επιμόρφωσης: Διαπολιτισμική εκπαίδευση και αγωγή, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, 177-194. Διαθέσιμο στo: ) Ιακώβου, Μ. «Το μαθησιακό φορτίο των λέξεων στην εκμάθηση και διδασκαλία της Ελληνικής ως Γ2». Διαδρομές στη διδασκαλία της ελληνικής ως ξένης γλώσσας (Διαθέσιμο στη διεύθυνση: Benati, A., & Schwieter, J. W. (2019). Pedagogical interventions to L2 grammar instruction. In J. W., Schwieter, & A. Benati, (eds), The Cambridge Handbook of Language Learning (pp. 477-499). Cambridge University Press. Cook, V. (2008). Second Language Learning and Language Teaching. Hodder education. Long, M. & Doughty, C. (2009) (eds). The Handbook of Language Teaching. London: Wiley-Blackwell.
Last Update