- English EFL TEFL learning, CLIL, English as a lingua franca (ELF), English for academic purposes (EAP), English for Specific Purposes (ESP), Journalism, and 7 moreMass media, Communication, Academic discourse, Psychology of language learning and teaching, English medium instruction, Discourse Analysis, and Applied Linguisticsedit
- Marina Tzoannopoulou is Assistant Professor in English and Applied Linguistics at the School of Journalism and Mass C... moreMarina Tzoannopoulou is Assistant Professor in English and Applied Linguistics at the School of Journalism and Mass Communications, Aristotle University of Thessaloniki. She holds a B.A. in English Language and Literature from the School of English, Aristotle University of Thessaloniki, an M.Phil. in Applied Linguistics from Trinity College Dublin and a Ph.D. in Linguistics from the School of English, Aristotle University of Thessaloniki. She has taught English as a foreign language for 10 years in all levels of education. She currently teaches courses in Academic Writing, English for Specific Purposes and Media Discourse. Her research interests lie in the areas of academic discourse, media discourse, English-medium instruction, English for Specific and Academic Purposes, Content and Language Integrated Learning, and English as a Lingua Franca. She has participated in various international research projects. She has published in refereed journals and international conference proceedings and has co-edited books in applied linguistics. She is a member of the Greek and British Association for Applied linguistics, TESOL, ECREA and AILA.edit
This paper focuses on a series of telecollaborative translation-reviewing/editing projects, conducted within the framework of the TransAtlantic and Pacific Project (TAPP), an academic network linking university classes in workplace-like... more
This paper focuses on a series of telecollaborative translation-reviewing/editing projects, conducted within the framework of the TransAtlantic and Pacific Project (TAPP), an academic network linking university classes in workplace-like projects. The projects aim to finetune the language and professional skills and, also, to enhance the trans-cultural awareness of four classes of students in Italy, Greece and the USA. The tasks include translation of published materials by students in Italy and Greece, followed by review and editing of the translations by students in the USA. The materials comprise articles on science and technology from magazines and on international or Italian/Greek current affairs from the local press, with the aim of translating them accurately and appropriately for a readership of American English speakers. The collaborative projects lead students to various linguistic and intercultural gains and can be used as a tool to promote realistic international professional communication by effectively preparing students for workplace collaborations of this type.
Research Interests:
This paper explores the phenomenon of syntagmatic-paradigmatic shift which refers to the typical lexical development of adult native speakers who are found to produce fewer syntagmatic and phonological responses as they grow up and a... more
This paper explores the phenomenon of syntagmatic-paradigmatic shift which refers to the typical lexical development of adult native speakers who are found to produce fewer syntagmatic and phonological responses as they grow up and a greater number of paradigmatic responses as their native language develops. The study aims to investigate the existence of the phenomenon in both the L1 and the L2 and to assess its implications for the bilingual mental lexicon. The first section of the paper starts with a critical discussion on the phenomenon of the syntagmatic-paradigmatic shift and points to research which suggests that the shift in response type should be attributed to the development of a word in the lexicon of a native speaker or foreign language learner, regardless of the status of the language (L1 or L2) or the overall level of proficiency of the person involved. The study analyses the word associations of a group of first-year students, all advanced learners of English, at the School of English of the Aristotle University of Thessaloniki. The word-association test included 50 English words selected from the Kent-Rosanoff list and their translation equivalents in Greek. The next section discusses methodological problems related to the classification of the responses in the paradigmatic or syntagmatic category, arguing for a set of well-defined standards that would allow for a reliable classification of responses. The word¬-association data indicate that there are certain similarities in the L1 and L2 lexical operations of advanced learners; the subjects produce statistically higher numbers of paradigmatic responses and lower numbers of syntagmatic responses in both the L1 and L2, thus pointing to the existence of the syntagmatic-paradigmatic shift in the present study. The results are interpreted in terms of the frequency of the stimulus words used in both languages –something which points to the familiarity of the subjects with the words used. Moreover, evidence of a similar semantic lexical organization in the L1 and L2 lexica comes from the fact that the subjects produce approximately equivalent proportions of semantic responses (both syntagmatic and paradigmatic) in both languages. The few phonologίcal (clang) responses in the L2 seem to reveal the more restricted L2 lexical knowledge of particular subjects with respect to certain stimuli which appeared to be unfamiliar to them; these findings seem to indicate that formal processing plays an important role in the early stages of the integration of a word in the L2 mental lexicon, followed by semantico-pragmatic processing as the word becomes well-integrated in the lexicon.
Research Interests:
This paper focuses on the issue of the respective roles of form and meaning in the L1 and L2 lexical acquisition. It attempts a critical analysis of the fairly widely-held view in psycholinguίstics, namely that the L2 mental lexicon is... more
This paper focuses on the issue of the respective roles of form and meaning in the L1 and L2 lexical acquisition. It attempts a critical analysis of the fairly widely-held view in psycholinguίstics, namely that the L2 mental lexicon is more form-oriented than the L1 mental lexicon, which is considered to be more semantically-driven. The findings seem to suggest that the way words are processed is not so much related to the status of the language (Ll or L2) to which they belong, but rather it depends on the level of familiarity of native speakers or learners with particular words at a particular time. Α lexical item will trigger different types of response (form- or meaning-based) at different stages of its internalization into the mental lexicon; the status of the language this word is a token of or the overall proficiency level of a speaker in that language will not determine the type of response. The conclusion, based on the analysis of the findings, is that unfamiliar lexical items tend to elicit form-based responses because they have not yet become part of the speaker's semantic structure while very familiar items are well-integrated into the speaker's mental lexicon, which means that they are well-connected to the networks of lexical meanings, therefore they tend to elicit semantic responses.
Research Interests:
The present paper presents the syllabus and materials design for the compulsory English-for-Specific-Purposes courses taught during the first four semesters at the School of Journalism and Mass Communications of the Aristotle University... more
The present paper presents the syllabus and materials design for the compulsory English-for-Specific-Purposes courses taught during the first four semesters at the School of Journalism and Mass Communications of the Aristotle University of Thessaloniki. By taking into account the specific needs of the students of journalism and mass media (access to journalistic language, acquaintance with different language varieties, development of communication skills) the courses exploit the extensive use of authentic materials which offer to the future professional specialized knowledge and skills on the areas of journalism and mass communications. It is, further, argued that the use of authentic materials in the teaching of ESP seems to motivate the learners and to create a setting where the learning of the foreign language takes place in a natural way. The study includes the needs analysis carried out in order to specify the course objectives and also includes samples of exercises and activities specifically designed for the courses.
Research Interests:
This paper focuses on a research study into Content and Language Integrated Learning (CLIL) at the tertiary level, in Greece. Its principal aim is to identify the input presentation strategies used by four Greek university lecturers... more
This paper focuses on a research study into Content and Language Integrated Learning (CLIL) at the tertiary level, in Greece. Its principal aim is to identify the input presentation strategies used by four Greek university lecturers teaching in their scientific fields and using English as a medium of instruction to a group of Erasmus students from various European countries. Qualitative data were obtained by means of the recordings and transcriptions of the lectures, observations during lectures, and semi-structured interviews with the teachers. Quantitative data were drawn from a questionnaire designed to assess student perception and evaluation of the strategies used by the teachers. The results reveal that the CLIL lecturers show significant concern for meaning, but also allow for focus-on-form, albeit to a lesser extent. The findings also indicate that content teachers adopt a traditional lecturing approach and seem to be rather reluctant to either change their lecturing style or to receive training on how to teach more efficiently in a foreign language. The findings are discussed in the context of effectively bringing together language and content academics in the design of teacher training courses for CLIL higher education.
Research Interests:
This study examines lecture comprehension in an English-medium programme in Greece where English is used as a lingua franca (ELF). Students’ perception of lectures and their comprehension were analysed by means of a questionnaire and the... more
This study examines lecture comprehension in an English-medium programme in Greece where English is used as a lingua franca (ELF). Students’ perception of lectures and their comprehension were analysed by means of a questionnaire and the lectures were further examined in order to investigate whether the use of questions in spoken academic discourse is an interactive device that facilitates comprehension. The study also involved interviews with students and academic staff who participated in the English-medium programme. The analysis showed that a considerable number of questions were found in those lectures which students reported as more comprehensible. Additional findings revealed that, contrary to previous studies, the use of questions in native language lectures (Greek) was significantly lower than in ELF lectures. The findings suggest that a) teachers use questions in ELF lectures as a scaffolding strategy to ensure comprehensibility of content, and b) lectures delivered in an ELF setting do not seem to have an adverse effect on lecture comprehension.
Research Interests:
The present study examines lecture comprehension in English-medium programs in the context of higher education. It employs a questionnaire to compare lecture comprehension in English (L2) and the first language (L1). The subjects were 23... more
The present study examines lecture comprehension in English-medium programs in the context of higher education. It employs a questionnaire to compare lecture comprehension in English (L2) and the first language (L1). The subjects were 23 Erasmus students from various European countries, with different L1s (German, Danish, Dutch, Turkish, Polish, Czech, Spanish and Swedish), attending an English-medium program at a higher institution in Greece. The study also included semi-structured interviews with the lecturers who participated in the program. The findings show that although students reported much the same difficulties in their first language and English (lecturers' speaking speed, content understanding), there were differences in the comprehension scores between English and the students' L1. The main problems reported by students in the English lectures were unfamiliar lexis, difficulties inferring the meaning of words and difficulties taking notes during lectures. Suggestions are made for effective lecturing behavior in English and the L1, helping students overcome language difficulties during lectures, and improving both the lecturers' and the students' level of English.
Research Interests:
This paper focuses on the similarities and differences between Content and Language Integrated Learning (CLIL) and English for Specific Purposes (ESP), highlights the main features of CLIL pedagogy and shows how they were implemented in... more
This paper focuses on the similarities and differences between Content and Language Integrated Learning
(CLIL) and English for Specific Purposes (ESP), highlights the main features of CLIL pedagogy and shows how they were implemented in the design of an ESP Journalism course in a Greek institution. The 4 Cs Framework (communication, content, cognition, and culture) was implemented as the theoretical basis for the design of the course. Emphasis was placed to both content and language learning through a multiple focus on language, content learning and cognition, through the construction of a safe and enriching classroom environment and the promotion of active and co-operative learning. Moreover, the use of authentic materials through scaffolding, and the use of interaction as a technique to accompany learning and to make students increasingly autonomous have also been used in the materials design of the course.
(CLIL) and English for Specific Purposes (ESP), highlights the main features of CLIL pedagogy and shows how they were implemented in the design of an ESP Journalism course in a Greek institution. The 4 Cs Framework (communication, content, cognition, and culture) was implemented as the theoretical basis for the design of the course. Emphasis was placed to both content and language learning through a multiple focus on language, content learning and cognition, through the construction of a safe and enriching classroom environment and the promotion of active and co-operative learning. Moreover, the use of authentic materials through scaffolding, and the use of interaction as a technique to accompany learning and to make students increasingly autonomous have also been used in the materials design of the course.
Research Interests:
This study aims to investigate the major reported sources provoking language anxiety and fear of negative evaluation in a group of Greek university students. Language performance was taken into consideration in the analysis of the data.... more
This study aims to investigate the major reported sources provoking language anxiety and fear of negative evaluation in a group of Greek university students. Language performance was taken into consideration in the analysis of the data. The data were submitted to factor analysis and the results indicated that the main stressors include communication apprehension felt toward teachers, peers and native speakers, fear of tests and of speaking in class and also teachers’ questions and corrections. The findings also pointed to a negative correlation among language anxiety, fear of negative evaluation and language performance. Additionally, the results revealed a significant effect for language anxiety and fear of negative evaluation attributable to gender.
Research Interests:
This study analyses the use of humour in academic lectures where English is used as a lingua franca. Although humour is a topic that has recently attracted considerable interest in linguistic research there is paucity of research in... more
This study analyses the use of humour in academic lectures where English is used as a lingua franca. Although humour is a topic that has recently attracted considerable interest in linguistic research there is paucity of research in academic contexts where both lecturers and students are non-native speakers of English and where English is used as a lingua franca. The study examines the various ways in which humor is manifested linguistically in spoken academic discourse by focusing on the forms and functions of humor and also on the pedagogical implications of its use. A further purpose of the study is to inform the design of English-for-Academic-Purposes courses for international university settings. Moreover, the study seeks to identify the difficulties international students experience in recognising and responding to humour and also to explore the lecturers’ attitudes and perceptions of the use of humour in an intercultural setting. The data involve the analysis of five university lectures delivered in English as part of the English-medium programme offered by the School of Journalism and Mass Communications to 21 Erasmus students from various European universities, all non-native speakers of English. The spoken academic discourse analysed falls under the social sciences domain. The study also involves semi-structured interviews with the 5 lecturers and the students who participated in the study, in an attempt to examine the perceptions and attitudes of both parties towards humor. Seven main types of humor were identified in the lectures: ‘teasing’, ‘irony’, ‘self-deprecation’, ‘hyperbole’, ‘black humor’, ‘personal anecdote’, and ‘word play’. The findings of the present study, which involved an ELF academic setting, revealed that the lecturers, although non-native speakers of English and addressing an audience of students coming from different linguistic and cultural backgrounds, use humor to build rapport, to manage anxiety and to maintain social order in the classroom. The results are discussed in relation to English-for-Academic-Purposes design, especially in contexts where teachers and students do not share the same native language. The study concludes with suggestions which can help international students understand and respond to some forms of humour and, thus, enable them to benefit more fully from their educational experience abroad.
Research Interests:
This paper explores the phenomenon of syntagmatic-paradigmatic shift which refers to the typical lexical development of adult native speakers who are found to produce fewer syntagmatic and phonological responses as they grow up and a... more
This paper explores the phenomenon of syntagmatic-paradigmatic shift which refers to the typical lexical development of adult native speakers who are found to produce fewer syntagmatic and phonological responses as they grow up and a greater number of paradigmatic responses as their native language develops. The study aims to investigate the existence of the phenomenon in both the L1 and the L2 and to assess its implications for the bilingual mental lexicon. The first section of the paper starts with a critical discussion on the phenomenon of the syntagmatic-paradigmatic shift and points to research which suggests that the shift in response type should be attributed to the development of a word in the lexicon of a native speaker or foreign language learner, regardless of the status of the language (L1 or L2) or the overall level of proficiency of the person involved. The study analyses the word associations of a group of first-year students, all advanced learners of English, at the School of English of the Aristotle University of Thessaloniki. The word-association test included 50 English words selected from the Kent-Rosanoff list and their translation equivalents in Greek. The next section discusses methodological problems related to the classification of the responses in the paradigmatic or syntagmatic category, arguing for a set of well-defined standards that would allow for a reliable classification of responses. The word¬-association data indicate that there are certain similarities in the L1 and L2 lexical operations of advanced learners; the subjects produce statistically higher numbers of paradigmatic responses and lower numbers of syntagmatic responses in both the L1 and L2, thus pointing to the existence of the syntagmatic-paradigmatic shift in the present study. The results are interpreted in terms of the frequency of the stimulus words used in both languages –something which points to the familiarity of the subjects with the words used. Moreover, evidence of a similar semantic lexical organization in the L1 and L2 lexica comes from the fact that the subjects produce approximately equivalent proportions of semantic responses (both syntagmatic and paradigmatic) in both languages. The few phonologίcal (clang) responses in the L2 seem to reveal the more restricted L2 lexical knowledge of particular subjects with respect to certain stimuli which appeared to be unfamiliar to them; these findings seem to indicate that formal processing plays an important role in the early stages of the integration of a word in the L2 mental lexicon, followed by semantico-pragmatic processing as the word becomes well-integrated in the lexicon.
Research Interests:
This paper studies the implementation of Content and Language Integrated Learning (CLIL) in Greek higher education. A contrastive analysis of six lectures on similar topics delivered by the same university teachers in their L1 (Greek) and... more
This paper studies the implementation of Content and Language Integrated Learning (CLIL) in Greek higher education. A contrastive analysis of six lectures on similar topics delivered by the same university teachers in their L1 (Greek) and L2 (English) was carried in order to determine similarities and differences in their academic discourse between the L1 and L2 and to assess their implications for teacher training. The design of the research used qualitative methods and it drew on systemic functional linguistics and, more specifically, on the notions of genre and phase. The qualitative data included recordings and transcriptions of the lectures, observations during lectures and semi-structured interviews with students and academic staff. Analysis of the data revealed that the Greek lectures exhibit a clearer organizational structure, a higher use of conclusion markers and a wider range of stylistic choices. The interviews with the students focused on their perception regarding lecture experience (attitude, what they appreciate in a lecture, self-rating of comprehension), their problems (difficulties with technical vocabulary, inadequate signalling on the part of the teacher, speed of delivery, concentration) and the strategies used to overcome these difficulties (note-taking, asking questions, peer help). Students reported difficulties with technical vocabulary and note-taking in the English lectures and opted for more supplementary material (power point presentations, handouts) and a clearer presentation of the main points of the lecture by the teacher. Moreover, students seem to appreciate a structured lecture with a clear breakdown of its stages, and they reported that repetition of the main points and occasional synopsis during the lessons belong to the strategies that a good lecturer employs. The interviews with teachers focused on differences between teaching in Greek and English. Teachers stressed the importance of clear structure during the English lectures and some voiced their concern over the students’ (and their own) language proficiency in English. The findings suggest that there is a need for specific language policies and language-oriented teacher training for content lecturers in CLIL university settings.
Research Interests:
This paper re-examines the findings from studies which point to a connection between successful phonological representations of novel L2 items in working memory and L2 lexical acquisition. Having shown that the studies in question do not... more
This paper re-examines the findings from studies which point to a connection between successful phonological representations of novel L2 items in working memory and L2 lexical acquisition. Having shown that the studies in question do not diminish the importance of meaning in the processing and acquisition of L2 lexis, this paper suggests –based on the findings of the study– that where the form is prevalent in the accessing of L2 items, phonological representations are more important than graphological representations. The subjects who participated in the study were first-year Greek students of the School of English, all advanced learners of English. The experimental instruments used were C-tests and introspective reports (especially designed for the present study). After an analysis of the L2 learners’ introspections and their comments on their attempts to confront L2 lexical problems, the study suggests that when the form is more prevalent in the accessing of an L2 item phonological codes play a more important role than graphological codes, even when a written L2 elicitation instrument is used (C-test). The study concludes that phonological representations are of prime importance in relation to the processing of unfamiliar L2 lexical items or words that have not been well internalized into a learner’s mental lexicon.
Research Interests:
This paper focuses on the issue of the respective roles of form and meaning in the L1 and L2 lexical acquisition. It attempts a critical analysis of the fairly widely-held view in psycholinguίstics, namely that the L2 mental lexicon is... more
This paper focuses on the issue of the respective roles of form and meaning in the L1 and L2 lexical acquisition. It attempts a critical analysis of the fairly widely-held view in psycholinguίstics, namely that the L2 mental lexicon is more form-oriented than the L1 mental lexicon, which is considered to be more semantically-driven. The findings seem to suggest that the way words are processed is not so much related to the status of the language (Ll or L2) to which they belong, but rather it depends on the level of familiarity of native speakers or learners with particular words at a particular time. Α lexical item will trigger different types of response (form- or meaning-based) at different stages of its internalization into the mental lexicon; the status of the language this word is a token of or the overall proficiency level of a speaker in that language will not determine the type of response. The conclusion, based on the analysis of the findings, is that unfamiliar lexical items tend to elicit form-based responses because they have not yet become part of the speaker's semantic structure while very familiar items are well-integrated into the speaker's mental lexicon, which means that they are well-connected to the networks of lexical meanings, therefore they tend to elicit semantic responses.
Research Interests:
The present paper presents the syllabus and materials design for the compulsory English-for-Specific-Purposes courses taught during the first four semesters at the School of Journalism and Mass Communications of the Aristotle University... more
The present paper presents the syllabus and materials design for the compulsory English-for-Specific-Purposes courses taught during the first four semesters at the School of Journalism and Mass Communications of the Aristotle University of Thessaloniki. By taking into account the specific needs of the students of journalism and mass media (access to journalistic language, acquaintance with different language varieties, development of communication skills) the courses exploit the extensive use of authentic materials which offer to the future professional specialized knowledge and skills on the areas of journalism and mass communications. It is, further, argued that the use of authentic materials in the teaching of ESP seems to motivate the learners and to create a setting where the learning of the foreign language takes place in a natural way. The study includes the needs analysis carried out in order to specify the course objectives and also includes samples of exercises and activities specifically designed for the courses.
Research Interests:
This study explores the role of cognitive and affective factors in second language learning by investigating the relationship among emotional intelligence, foreign language anxiety and academic achievement. Affective factors such as... more
This study explores the role of cognitive and affective factors in second language learning by investigating the relationship among emotional intelligence, foreign language anxiety and academic achievement. Affective factors such as language anxiety have been reported to have a debilitating effect on language learning (Horwitz 2010). To investigate the role of cognitive and affective processes in predicting academic success, this study uses the Schutte Self-Report Emotional Intelligence Scale (SSREI; Schutte et al. 1998) and the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, Horwitz & Cope (1986). The participants were a group of 40 students attending an English-for-Specific Purposes (ESP) course at the School of Journalism and Mass Communication, Aristotle University of Thessaloniki. Variables such as gender, final ESP course grade, and first-year grade point average were taken into account. The data were submitted to factor analysis and indicated that emotional intelligence was positively correlated with second/foreign language performance and overall academic achievement, and negatively correlated with language anxiety. Moreover, the results pointed to a significant effect for language anxiety and emotional intelligence skills attributable to gender, with female students of intermediate/upper intermediate levels being more anxious and exhibiting lower emotional intelligence levels than male students of the same proficiency level.
Research Interests:
This study aims to investigate the major reported sources provoking language anxiety and fear of negative evaluation in a group of Greek university students. Language performance was taken into consideration in the analysis of the data.... more
This study aims to investigate the major reported sources provoking language anxiety and fear of negative evaluation in a group of Greek university students. Language performance was taken into consideration in the analysis of the data. The data were submitted to factor analysis and the results indicated that the main stressors include communication apprehension felt toward teachers, peers and native speakers, fear of tests and of speaking in class and also teachers' questions and corrections. The findings also pointed to a negative correlation among language anxiety, fear of negative evaluation and language performance. Additionally, the results revealed a significant effect for language anxiety and fear of negative evaluation attributable to gender.
Research Interests:
This paper focuses on a research study into Content and Language Integrated Learning (CLIL) at the tertiary level, in Greece. Its principal aim is to identify the input presentation strategies used by four Greek university lecturers... more
This paper focuses on a research study into Content and Language Integrated Learning (CLIL) at the tertiary level, in Greece. Its principal aim is to identify the input presentation strategies used by four Greek university lecturers teaching in their scientific fields and using English as a medium of instruction to a group of Erasmus students from various European countries. Qualitative data were obtained by means of the recordings and transcriptions of the lectures, observations during lectures, and semi-structured interviews with the teachers. Quantitative data were drawn from a questionnaire designed to assess student perception and evaluation of the strategies used by the teachers. The results reveal that the CLIL lecturers show significant concern for meaning, but also allow for focus-on-form, albeit to a lesser extent. The findings also indicate that content teachers adopt a traditional lecturing approach and seem to be rather reluctant to either change their lecturing style or to receive training on how to teach more efficiently in a foreign language. The findings are discussed in the context of effectively bringing together language and content academics in the design of teacher training courses for CLIL higher education.
Research Interests:
Research Interests:
This paper highlights the main points of convergence between Content and Language Integrated Learning (CLIL) and English for Specific Purposes (ESP), presents the main features of CLIL pedagogy, and shows how they were implemented in the... more
This paper highlights the main points of convergence between Content and Language Integrated Learning (CLIL) and English for Specific Purposes (ESP), presents the main features of CLIL pedagogy, and shows how they were implemented in the design of an ESP Journalism course in a Greek university. The 4Cs Framework (communication, content, cognition and culture) was used as a basic theoretical tool for the design of the materials. Attention was paid to both content and language through a multiple focus on language, content learning and cognition, and the promotion of active and cooperative learning. Finally, the use of authentic materials through scaffolding, and the use of interaction as a technique to accompany learning and to make students increasingly autonomous have also been used in the materials design of the course.