Vocabulary: Contemporary Teaching Approaches

Vocabulary: Contemporary Teaching Approaches
Μάθημα: Vocabulary: Contemporary Teaching Approaches
Course Number: 5Ε20
Ώρα:
Προαπαιτούμενα:
Μονάδες: 5
Αίθουσα:
Ημέρα:
Component(s):
Χάρτης: Map

 

  • GENERAL
SCHOOL School of Education
DEPARTMENT Department of Primary Education
LEVEL OF STUDIES Level 6
COURSE CODE 5E20 SEMESTER 5th (winter)
COURSE TITLE Vocabulary: Contemporary Teaching Approaches
TEACHING ACTIVITIES
If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.		 TEACHING HOURS PER WEEK ECTS CREDITS
3 6
 
 
Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.
COURSE TYPE

Background, General Knowledge, Scientific Area, Skill Development

 Scientific Area
PREREQUISITES:

 

 None
TEACHING & EXAMINATION LANGUAGE: Greek
COURSE OFFERED TO ERASMUS STUDENTS: Yes

(with foreign bibliography and written assignments in English)
COURSE URL: https://eclass.duth.gr/courses/429378/
  • LEARNING OUTCOMES
Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
  • Learning Outcomes
  • Upon successful completion of the course, students are expected to:
  • apply the knowledge gained from the course in teaching the vocabulary of the Greek language,
  • design activities that enhance students’ lexical knowledge,

·         create teaching materials for vocabulary instruction.
General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information,

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

 Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning
Search, analysis, and synthesis of data and information, including the use of necessary technologies

Independent work

Exercise of critical and self-critical thinking

Promotion of free, creative, and inductive thinking
  • COURSE CONTENT
–         Theoretical background and teaching approaches

–         Exposure of students to rich spoken and written language

–         Development of lexical awareness

–         Vocabulary learning strategies

–         Inferring the meaning of an unknown word from context

–         Analysis of a word into its components (morphological analysis)

–         Dictionary use

–         Combination of strategies

–         High-frequency words

–         Words commonly found in written texts

–         Polysemous words

–         Academic vocabulary
  • LEARNING & TEACHING METHODS – EVALUATION
TEACHING METHOD
Face to face, Distance learning, etc.		 Face-to-face instruction

 
USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students		 use of ICT for teaching and communication
TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

 

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.
Activity Workload/semester
Lectures 39
Exercises 60
Study and analysis of bibliography 75
Assignment / Coursework 3
Final written examination 3
Total Course 180
 
Student Evaluation

Description of the evaluation process

 

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

 

Please indicate all relevant information about the course assessment and how students are informed 

Written Examinations:

These will include the assessment of theoretical knowledge and issues based on critical thinking.

The questions will be a combination of closed and open-ended types (short-answer or extended-response).

Written Assignment:

Students may complete a term paper focusing on the design of a vocabulary teaching scenario. The aim is to familiarize them with conducting a small study based on a specific methodology.

Short Assignment:

Students undertake a brief task involving the design of a vocabulary teaching activity, to become familiar with the process of creating teaching materials based on a defined methodology.
  • SUGGESTED BIBLIOGRAPHY
Αναστασιάδη-Συμεωνίδη, Α. & Ευθυμίου, Α. 2006. Οι στερεότυπες εκφράσεις και η διδακτική της νέας ελληνικής ως δεύτερης γλώσσας. Αθήνα: Πατάκης.

Γούτσος, Δ. 2006. Ανάπτυξη λεξιλογίου: Από το βασικό στο προχωρημένο επίπεδο. Στο Δ. Γούτσος, Μ. Σηφιανού & Α. Γεωργακοπούλου, Η Ελληνική ως ξένη γλώσσα: από τις λέξεις στα κείμενα. Αθήνα: Πατάκης.

Ευθυμίου Α. 2013. Η διδασκαλία του λεξιλογίου στο δημοτικό σχολείο. Θεσ/νίκη: Επίκεντρο.

Ευθυμίου, Α. (2023). Παραγωγή. Στο Α. Ρεβυθιάδου & Δ. Παπαδοπούλου επιμ., Εισαγωγή στη Μορφολογία: Θεωρία και πειραματικές εφαρμογές. Θεσσαλονίκη: Ινστιτούτο Νεοελληνικών Σπουδών, 199–234.

Ευθυμίου, Α., Δήμος, Η., Μητσιάκη Μ. & Αντύπα, Ι. (2007). Εικονογραφημένο Λεξικό Α΄, Β΄, Γ΄, Δημοτικού. Το πρώτο μου λεξικό. Αθήνα. Οργανισμός Εκδόσεως Σχολικών Βιβλίων.

Ευθυμίου, Α. & M. Μητσιάκη (2007). Το πρώτο μου λεξικό ως εργαλείο διδασκαλίας της ελληνικής σε αλλόγλωσσους. Στo Κ. Ντίνας & Α. Χατζηπαναγιωτίδη (επιμ.), Πρακτικά διεθνούς συνεδρίου: Η Ελληνική Γλώσσα ως δεύτερη/ξένη. Έρευνα, Διδασκαλία, Μάθηση. Θεσσαλονίκη: University Studio Press, 237-260.

Ευθυμίου Α., Ιορδανίδου Α., Τσεβά, Ε. & Βασιλείου, Α.-Β. (2011). Η διδακτική προσέγγιση των νεοελληνικών παράγωγων λέξεων: προτάσεις και προβληματισμοί. Μελέτες για την Ελληνική Γλώσσα 31. Πρακτικά της Ετήσιας Συνάντησης του Τομέα Γλωσσολογίας Α.Π.Θ, 16-18 Απριλίου 2010, Θεσσαλονίκη: Ινστιτούτο Νεοελληνικών Σπουδών, 157-165.

Θώμου, Π. (2023). Λεξιλογικά ζητήματα της Νέας Ελληνικής γλώσσας: θεωρία και εφαρμογές. Αθήνα: Πεδίο.