Areti-Maria Sougari

Promotion of language learning strategies in the classroom: EFL teachers’ perceptions

ABSTRACT The present paper aims to shed some light on those EFL teachers’ language learning strategy instructional practices which facilitate their learners’ identification and selection of L2 learning strategies (LLS). To investigate the LLS which teachers promoted in mainstream and Muslim minority schools in Greece, we used data elicited through a 47 item specifically-designed questionnaire. Results showed the categories of strategies that are more or less frequently promoted by the research population. Differences in LLS promotion were identified between mainstream and minority school teachers; age and teaching experience influenced the promotion of certain strategy categories (i.e. metacognitive and compensation, respectively) but no differences were found between primary and secondary school teachers or between postgraduate qualification holders and non-holders.

Major Trends in Theoretical and Applied Linguistics Volume 1

This study examined the production of English intonation by Greek second language (L2) learners of English, specifically their production of polar questions and their pitch range in English. Productions of (a) comparable materials in Greek spoken by the same Greek speakers and (b) English materials spoken by native English speakers were used to assess phonological and phonetic native language (L1) transfer when learning an L2. The results showed that Greek speakers used their L1 (Greek) intonation in English polar questions. Greek speakers’ pitch span in English was narrower from both their L1 (Greek) and from the target (English) pitch span.