Aristotle University of Thessaloniki: Prothiki/ Βιβλιοθήκη ΑΠΘ - Προθήκη
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The use of expert judgement and pairwise comparison in the establishment of an assessment scale
No full textThis paper explores the validation of an assessment by two complementary processes. Expert judgment assigns difficulty values to items on the basis of long-standing knowledge of as assessment scale; pairwise comparison establishes item difficulty values through statistical analysis. Given that expert judgement is accepted as the cornerstone of the accurate setting of test items at particular points on a proficiency scale, the accuracy of the expert judgement is crucial. In the study, the statistical pairwise comparison of test items provides a Rasch-calibrated, external perspective on item difficulty. Twelve experienced item writers rated a set of 23 multiple-choice items drawn from a large set of calibrated items via pairwise comparison principles. In the analysis, good fit statistics emerged, with difficulty values very comparable to the original expert-proposed values. The study validates how ‘expert’ item writers can be seen to produce accurately-located items, and that faith may be placed in their judgements
Αφηγηματικές ικανότητες παιδιών με Παιδική Απραξία της Ομιλίας
No full textAlthough growing evidence indicates that speech disorders affect language and socio-cognitive abilities more broadly, the number of studies dealing with these issues in Childhood Apraxia of Speech (CAS) is limited. The aim of the present study is to fill this research gap.Twenty pre-school children (around 4 to 6 years old) with CAS and 20 typically developing children listened to two stories, while viewing a wordless picture presentation for each. They were then instructed to retell the story. Results revealed no significant difference between the two groups in terms of morphosyntax (microstructure), but poor performance in the recognition and description of the main characters’ internal states (macrostructure) for the group with CAS.Thus, it appears that morphosyntactic difficulties are not one of the main characteristics of the disorder, while limited social interactions, due to speech problems, affect the socio-cognitive abilities of children with CAS
Integrating newly-arrived migrants in France: The MigraFLE project, a case-study
No full textIn France, newly-arrived migrant people benefit from social and linguistic state support to integrate the new society. However, the lowest-literacy migrants have difficulty exceeding language level A1, which hinders their integration process. We present the results of the MigraFLE project, aimed at addressing integration difficulties of low-literate migrants. MigraFLE proposes a global support system including psychological, social and linguistic help with a specific pedagogical approach. We show the linguistic progress of a cohort of 10 learners, as well as the evolution in their feelings expressed during individual interviews. This paper investigates the benefits (if any) of this innovative school in the learners’ linguistic and social life
Motivation predictors of EAP performance in Greece
No full textThe present study examines which of the L2 Motivational Self System (L2MSS) variables, ideal L2 self (IS), ought-to L2 self (OS), instrumentality promotion (PROM) and instrumentality prevention (PREV), predict English language achievement (perceived and current). The research was conducted on a sample of 359 Greek university students who reported their competence (certificates obtained) and took the TOEFL ITP test of academic English competence. Results indicated that self-perceived competence and academic English performance significantly correlated with each other and with PROM and IS. Multiple regression analysis revealed that IS was a significant predictor of both self-perceived competence and academic English performance
Astrid Ensslin, Julia Round, and Bronwen Thomas, editors. The Routledge Companion to Literary Media. Routledge, 2023, pp. 576.
No full textThis review of The Routledge Companion to Literary Media highlights how the book thoughtfully engages with the dynamic relationship between literature and digital media. Edited by Astrid Ensslin, Julia Round, and Bronwen Thomas, the volume brings together various perspectives, offering an in-depth exploration of how literature is produced, mediated, and experienced in today’s rapidly evolving digital landscape. The five thematic sections—covering historical contexts, theoretical frameworks, creative practices, economic considerations, and audience engagement—provide a comprehensive view of how literary traditions intersect with new media forms. The editors' focus on inclusivity and democratization is a defining feature of The Routledge Companion to Literary Media, as the volume thoughtfully delves into participatory culture and fan studies, demonstrating the relevance of these discussions within literary studies. By offering a comprehensive examination of the intersections between literature and media, the Companion establishes itself as an essential resource for understanding how contemporary culture shapes and is shaped by new media forms, making it a significant contribution to ongoing scholarly debates
Musicology across Borders
No full textThe cross-border phenomenon is a defining methodological and aesthetic concept of musical postmodernism. As such, it has influenced the process of shaping many aspects of postmodern compositions, in principle resulting in their complex identity. Simultaneously, perhaps more indirectly than directly, the mentioned phenomenon has also affected the field of musicology. Not only because musicology has always been immersed in the research of current musical phenomena and tendencies, but also because of its own, autonomous development requirements and internal stimuli.Therefore, my presentation will focus on those questions of postmodern musicology, which reveal its cross-border character in the sphere of its main issues: language and subjects
Γλωσσικές ιδεολογίες και πρακτικές των φιλολόγων της δευτεροβάθμιας εκπαίδευσης: Ιδεολογικές συνιστώσες της μονόγλωσσης κουλτούρας
No full textThis paper presents part of the findings of a broader study on language ideologies embedded in the teaching practices of secondary school language teachers, which seem to result in a disregard for the socio-cultural position of learners in the classroom. In particular, the current paper attempts to map the monolingual ideologies that normalize the imposition of the standard language as dominant in language teaching. The research is embedded in the broader ethnographic tradition, with a focus on the interpretation of the subjects’ discourse. Tools from the inductive model of Grounded Theory are used to initially code the data and then analyze them by using critical discourse analysis
Το γλωσσικό λάθος στην ελληνική ως δεύτερη γλώσσα: H οπτική των διδασκόντων/ουσών
No full textThe aim of this paper is to examine the views of Greek primary school teachers regarding language errors made by students learning Greek as a second language (L2). To extract as many reliable conclusions as possible, both qualitative and quantitative data were collected by means of interview and closed-ended questions, respectively. The immediate results of the research showed that Greek primary school teachers have started to realise the beneficial dimension of language errors of L2 students in the teaching and learning process. However, some traditional views, that want the linguistic error outside the classrooms, are still present
The emotional impact of online education on university students and professors
No full textThe present paper investigates the emotional impact that online education during the Covid-19 pandemic had on university students and professors. 83 university students and 31 professors answered two different questionnaires. The findings showed that both groups were struggling to balance their personal and university/work life. Correlations were found between long hours of online classes and students’ low satisfaction levels and professors’ increased feelings of being overwhelmed. Loneliness was also reported by both groups. Finally, even though the reactions towards online education amidst the pandemic varied, both groups were positive towards the idea of a blended curriculum in the future
Η έκφραση της πιθανότητας μέσω της χρήσης των χρόνων του μέλλοντα της οριστικής στα ισπανικά και ελληνικά
No full textHow does the Spanish and Greek language express probability, uncertainty, and conjecture through the verbal paradigm? Are there any similarities? This article aims to answer the aforementioned questions, attempting to shed light on the function of the future and conditional tenses of the Spanish and Greek indicative. Considering that verbal forms do not only express temporal events but also have the capacity to express extra-temporal content, we studied through a contrastive analysis perspective the mechanisms through which the future tenses express probability, uncertainty, and conjecture in these languages, showing that it is possible to talk about systematic affinities