Oral Greek - Level B

Oral Greek - Level B
Oral Greek - Level B

The program “Oral Greek from A to C through B” attempts to enhance the Speaking skills in learners of Greek as a Second /Foreign Language that have achieved one of the three learning stages, A (Basic User), B (Independent User), C (Proficient User) according to the Common European Framework of Reference for Languages (CEF, 2001). 

The module Oral Greek B aims to help intermediate learners of Greek become better interlocutors, first, by improving their ability to understand native speakers’ oral production, as well as by improving their performance in speaking the language fluently, accurately, appropriately and effectively in a variety of contexts and communicative situations. 

The module consists of 11 units with topics similar to those included in Oral Greek A, so that learners can enrich their vocabulary and achieve higher levels or accuracy. Additionally, the four sub-topics of each unit present new aspects of the topics already approached in Oral Greek A, targeting thus not only on vocabulary and grammar expansion, but also on thematic variation, in order to cover as many facets of each topic as possible. 

By the end of this module, learners will notice a great increase of their utterance length and a better command of the ability to understand and use synonyms, alternative lexical forms and expressions. Stylistic variation is another facet of oral production that is expected to ameliorate through practicing different occasions of oral interaction. To mention but a few: official complaints and friendly naggings, personal descriptions while making new acquaintances or during job interviews, narrations of past experiences, complaints about room services, advice concerning employment abroad, as well as debates about private/ public education  are just a few of the tasks included in the material offered in Oral Greek B.

However, the goal is not communicative efficiency only in such contexts. Through practicing formal and informal speaking, strategies and structures, learners will expand their communicative repertoire in order to participate in more complex and larger pieces of oral interactions and express feelings, beliefs, (dis)likes, ideas and opinions clearly, fluently and spontaneously in new, unexpected communicative situations.  

With Oral Greek B, intermediate learners of Greek take the second, most important step which will help them achieve their goal: become a fluent, accurate and effective interlocutor in Greek. 

Assistant Professor of Applied Linguistics

It is important to stress that this online program cannot replace the lessons of Greek in a classroom environment, which the learner has undoubtedly attended at some point in his learning path before being involved in this type of online education. The program refers exclusively to Comprehension and Production Skills during oral communication, since all teaching units lead the learner, as noted, to understand and produce more efficient Greek spoken language in various contexts according to his language level. In this sense, the "Oral Greek from A to C through B" is addressed to:

• Learners of Greek as a Second or Foreign Language who attend language courses in parallel or preceding the time of enrollment in the program and based on the ranking test or on their personal preference choose one of the three-course cycles
• Expatriates who at some point have attended a Greek language school, have been taught Greek in a classroom environment and are keen to improve their skill of producing written speech.

In Oral Greek B, intermediate speakers of Greek expand their communicative repertoire, their ability to understand and speak the target language better, more accurately and fluently.

By the end of this module, learners will also notice a great increase of their utterance length and a better command of the ability to understand and use synonyms, alternative lexical forms and expressions. 

Each level consists of 12 teaching units which follow the main specifications of the CEFR (CEF, 2001) regarding the communication needs of learners in oral language skills (comprehension and production), but also the linguistic tools for implementation (grammar, vocabulary, speech acts, textual conventions, pragmatic information).


Each teaching unit (except for the last of each level which is the evaluation of the respective program) corresponds to one of the 14 communication subjects included in the CEFR (CEF 2001: 52) and is adapted to this program as follows:

 

Oral Greek from A to C through B: Units and topics

UNIT 1: 

UNIT 2: 

UNIT 3: 

UNIT 4: 

UNIT 5: 

UNIT 6: 

UNIT 7: 

UNIT 8: 

UNIT 9: 

UNIT 10: 

UNIT 11: 

PERSONAL IDENTIFICATION

RELATIONS WITH OTHER PEOPLE- FAMILY

HOUSE AND HOME

DAILY LIFE

SHOPPING

HEALTH AND FITNESS

FREE TIME AND ENTERTAINMENT

TRAVELLING

EDUCATION

EMPLOYMENT

SOCIETY

Each teaching unit consists of three parts:

•  In the first part, the learner has the possibility to work on the language tools at the time most convenient to him (for the duration of a week). These are presented either in the form of instructions/theory through authentic texts appropriately modified depending on the level of general knowledge of the language, or lexical items lists. In any case, all the necessary components of each unit are given in the form of necessary steps/actions directly accessible from the beginning. Then, the learner has the possibility to review the information and study them through guided exercises, which are in the form of list matching, multiple-choice (pick one) or right-wrong (boolean). For these exercises the program provides to the learner direct assessment and the opportunity to refer to the first part of the theory whenever he feels there are gaps in the initial contact with it.

• In the second part, the learner is asked, in a time predetermined by the program, to perform a writing task which is the final product of each module. In fact, the learner practices the material of the first part in order to complete the task of the second part. Hence, the 12 teaching units of each level end in 12 written productions (11 productions based on subjects + 1 written output as a final evaluation of the entire program of each level).

• In the third part, the learner receives personalized feedback on his own linguistic output. The feedback includes error annotation, metalinguistic explanation for each error type and the error free text.

The structure of the material entails two things:

1.    The learner may not proceed with the second part of the task, if he has not previously followed the instructions and have not been familiar with the material that is presented in the first part. Each task targets the comprehension of the language tools preceding.
2.    The learner cannot stay in the first part of the linguistic input, and not perform the task provided in the second part. This way he "breaks" the chain of consecutive language productions and participation in the program is insufficient. 

The content of teaching units is summarized in the following table:

  • Lexical items lists (for each thematic unit at each language level)
  • Language instructions/theory (grammatical rules, conventional speech acts, text types conventions, text organizational structures) enriched with pictures, figures, tables and links
  • Appropriately modified texts according to the language levels
  • In-context presentation and analysis of linguistic items
  • Examples of usage
  • Modeling exercises
  • Additional bibliography and selected webography
  • Additional files (Pdf, Power Point)
  • Self-evaluation exercises
  • Final production task
  • Personalized feedback

The main focus and innovation of the whole program lies in the second and third parts of each module. There the learner receives personalized feedback for his own language output and enhances his/her productive skills in speaking according to his/her own capacity. 

This way, participation in the program allows for a targeted inspection of each learner’s oral production and “pushes” the learner to test and verify his knowledge to the fullest extent possible. In fact, this is the only way to "force" learners to activate part of the knowledge to which they have already been exposed by pushing them to produce their own language material. In this way, learners’ output is converted into a new learners’ auto-input on which the necessary corrective feedback will be given.

This role is undertaken by the program support team "Oral Greek from A to C through B" by commenting, analyzing and interpreting the language production of each learner separately and thus creating a new personalized input that results from the needs, the level and ability of the learner him/herself.

The prerequisites for participation in the program on the learner’s part are:

- Internet access

- Basic computer knowledge

- Certificate of attendance in Greek language courses (if applicable) (eg. in case of attending Greek language courses at the University/school or institute/language school in another country or in Greece).

The prerequisites for participation in the program on the learner’s part are:

- Internet access

- Basic computer knowledge

- Certificate of attendance in Greek language courses (if applicable) (eg. in case of attending Greek language courses at the University/school or institute/language school in another country or in Greece).