APLING 611 :: ETIENNE

At the Kiosk A thematic unit for a course in Elementary Greek

Apostolos Koutropoulos

12/13/2009

P a g e | 2

Table of Contents Introduction .................................................................................................................................................. 4

Intended Audience .................................................................................................................................... 4

Target Demographics ............................................................................................................................ 4

Curriculum & Assessment ..................................................................................................................... 4

Student Interests ................................................................................................................................... 5

Theme of Unit ........................................................................................................................................... 6

Instructional Objectives ........................................................................................................................ 6

Culturally Authentic Realia.................................................................................................................... 6

Theoretical Framework Overview ............................................................................................................. 7

Linguistic & Cultural Objectives ............................................................................................................ 7

Listening Comprehension Sequence ............................................................................................................. 8

Video description ...................................................................................................................................... 8

Sequence goals ......................................................................................................................................... 8

Pre-Reading Activities ............................................................................................................................... 9

Activity 1: Schemata Activation ............................................................................................................ 9

Activity 2: KWL on Kiosks and Comedy ................................................................................................. 9

Guided Interaction .................................................................................................................................. 10

Activity 1: Silent Viewing ..................................................................................................................... 10

Activity 2: “Name that Product!” – Activity for Video 1 ..................................................................... 10

Activity 3: “Well, if I had to guess…” – Activity for Video 2 ................................................................ 10

Activity 4: Comprehension Check ....................................................................................................... 10

Activity 5: Revisiting the videos .......................................................................................................... 11

Activity 6: Analyzing the visuals .......................................................................................................... 11

Assimilation ............................................................................................................................................. 11

Activity 1: KWL – part II ....................................................................................................................... 11

Activity 2: Semantic Map of Kiosks ..................................................................................................... 11

Activity 3: Dialogue Creation............................................................................................................... 12

Personalization ........................................................................................................................................ 13

Activity 1: Discussion on Kiosk services .............................................................................................. 13

Activity 2: History of the Kiosk ............................................................................................................ 13

Grammar Sequence .................................................................................................................................... 14

P a g e | 3

Purpose ................................................................................................................................................... 14

Explanations of Grammatical Features ................................................................................................... 14

Primary grammatical feature: Adjectives ........................................................................................... 14

Secondary grammatical feature: Review of έχω (to have) ................................................................. 15

Documents Foreshadowing Grammatical Sequence .............................................................................. 15

Structured Input Activities ...................................................................................................................... 16

Activity 1: Matching ............................................................................................................................ 16

Activity 2: Simon Says… ....................................................................................................................... 16

Activity 3: The Venn Diagram .............................................................................................................. 16

Structured Output Activities ................................................................................................................... 17

Activity 1: Class survey ........................................................................................................................ 17

Bibliography ................................................................................................................................................ 18

Appendix A .................................................................................................................................................. 19

Appendix B .................................................................................................................................................. 20

P a g e | 4

Introduction

Intended Audience

Target Demographics

The intended audience for the course, that this thematic unit is part of, is college level students. The course is intended for students who are trying to complete their language requirement for graduation, and students who want to learn Greek as foreign language.

The course is called Greek for Travelers and it is the equivalent of Greek 101 and Greek 102. The curriculum of the course is not dictated by the department so the instructor of the course does have a degree of latitude with the materials. The only concern is that the course does not have a successor as of yet, thus the instructor needs to make sure that the students cover certain grammatical points that make it possible for students to pursue a more traditional intermediate Greek (201/202) with another department or institution.

Students neither need to have any background in language learning, nor a background in Greek. The interests of the students can vary considerably. Students who sign up for the course generally fall into three general categories:

• Students who want to take a language course to satisfy a graduation requirement, • Students who want to travel to Greece and as such need to know language to negotiate travel

related events, • Students who are of Greek heritage and want to reconnect with their Greek past.

Curriculum & Assessment This unit will deal with the language necessary for learners to deal with Kiosks (Περίπτερα) in

Greece. Kiosks are almost everywhere in Greece and they provide a lot of products that locals and tourists use. Examples of such products are bus and metro tickets, and newspapers and periodicals. During the summer months, when Greece gets hot, Kiosks are a good place to get water when supermarkets and mini-markets are closed.

In this unit, there are many opportunities to use culturally authentic realia such as local currency (Euro), newspapers, tickets, and local prepared food items just to name a few. In terms of linguistic information, there are opportunities for students to learn and practice language related to purchases, requests to see if items are available, and asking and receiving directions. During this module there are some opportunities to achieve some of the 5 Cs (NSFLEP, 1999):

Communities

In Greece not everyone has access to a Kiosk license. If class timing allowed it, students could do a mini research paper about who can get kiosk licenses and find language associated with this. This type of activity however would be tangential to our communicative goal. This assignment could be two or three paragraphs in blog format so that they can receive feedback, and possibility additional information, from classmates in addition to the feedback from the instructor. This would not only be

P a g e | 5

enriching to the individual who wrote the original article, but also the classroom community since each student will bring their own research and possibly personal experiences to the table.

Cultures & Comparisons

At the very minimum, students can use the Kiosk unit as a way to compare their own culture to Greek culture in terms of how they have access to convenience stores and convenience services. They can also compare the products available at these stores and the type of language used, hours of operation, of special interest to tourists being late night and holidays, and the relationships that develop between locals and their local kiosk-keeper. We’ll also want to explore where kiosks are available, how densely packed are they within geographic regions and what sort of niche they provide that a local mini-market or supermarket does not.

Communication

The whole thematic unit is about learning real life language required to negotiate encounters at the Kiosk. This type of language can be borrowed and used in other commerce related situations, like the super market for example. In addition, the Kiosk many times serves as the local watercooler. Locals may develop a relationshiop with the kiosk-keeper and local news, information and oftentimes gossip may be heard at or near the kiosk.

Student Interests Student interests in this thematic unit can vary. At the very basic level, students will want to

know what is a kiosk, why is it important to me, and what type of services can I get there during my trip? Some students may be curious about kiosks as a location and how one becomes a kiosk-keeper. These students may have relatives in Greece that own or operate kiosks and want to get to know a little more about their relatives’ lives. Finally, some students may be interested in the human interaction that happens among locals at kiosks, such as gossip or jokes, and they may be interested in learning how to pick up and distinguish factual information from jokes and gossip.

P a g e | 6

Theme of Unit

Instructional Objectives Upon the completion of this module, students will be able to:

• Identify and use vocabulary relating to Kiosk products and services.

• Identify and use vocabulary relating to origin (i.e. nationalities)

• Summarize the content of a video given a certain context.

• Describe the practical significance of Kiosks

• Describe the cultural background of Kiosks

• Compare C1 comedy to C2 comedy, within the context of politics

Culturally Authentic Realia This unit does provide a rich environment for the use of many types of culturally authentic

realia. In this unit students will be exposed to authentic video, either produced by Greek television stations or locals with their mobile phones, and exposure to a variety of products. Since kiosks are, often, open until long hours of the night, they do offer many products from food and drink items, to transportation items like metro and bus tickets, and news and communication items like newspapers, magazines and telephone cards.

P a g e | 7

Theoretical Framework Overview The design of this thematic unit is based on the principles of Communicative Language Teaching

because, as we see in Richard’s & Rodgers, “people learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end in itself” (2001). This thematic unit focuses on a staple of Greek commerce, the Kiosk. This is something that learners of Greek that intend to visit the country will encounter fairly frequently and they might even utilize their services. This naturally couples with the ACTFL standards for language teaching, because in teaching this thematic unit learners will also be exposed to a great deal of Greek culture.

This unit also utilizes the principles of schema theory (Carell & Eisterhold, 1988) to help students relate new knowledge to information that they already have either from their C1 or precious interactions with C2. When it comes to grammar teaching it utilizes the principles of structured-input and structured-output (Lee & Van Patten, 2003). To some extent principles of critical literacy (McLaughlin & DeVoogt, 2004) will be used to explore Kiosks and compare and contrast them to the learner’s C1. Finally, a small part of the class is devoted to getting students from BICS to CALP in their C1 (Cummins, 1980 in (Peregoy & Boyle, 2005)) in that we want students to go to the library, do research and write a small research paper on the topic of Kiosks in Greece.

Linguistic & Cultural Objectives

Liguistic Objectives • Students engage in conversations, provide and obtain information, express feelings and

motions, and exchange opinions (Standard 1.1)

• Students understand and interpret spoken language on a variety of topics (Standard 1.2)

• Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics (Standard 1.3)

Cultural Objectives • Students demonstrate an understanding of the relationship between the practices and

perspectives of Greek culture (Standard 2.1)

• Students demonstrate an understanding of the relationship between the products and perspectives of Greek culture (Standard 2.2)

• Students reinforce and expand their knowledge of other disciplines through study of the Greek language (Standard 3.1)

• Students demonstrate understanding of the nature of language through comparisons of the Greek language with their native language (Standard 4.1)

• Students demonstrate understanding of the concept of culture through comparisons of the Greek culture with their native culture (Standard 4.2)

P a g e | 8

Listening Comprehension Sequence

Video description There are two videos for this sequence with two separate difficulty levels. The first video1 is

about two minutes long, it’s comedic in nature and the comedy is more general slapstick humor. The video is from a comedy show that ran in the 90’s. The video contains more repetitive dialogue which may help learners who are not as comfortable with the vocabulary. In addition the individuals engaged in conversation do provide some paralinguistic queues that assist the learner in negotiating the meaning in the dialogue. An example of this would be pointing to a specific product and saying “that one!”

The second video2 is also around two minutes and from a comedy program, but this one is more political in nature and it’s from the 00’s. This video deals a little more with the places and products that we see in the first video but it’s more political in nature and students may have some trouble connecting the dots. I’ve opted to show this video nonetheless because I think that I can guide the students through the major points of the video, both humorous and political.

Politics, along with Sports, tend to be major topics of discussion and debate in Greece and it would be helpful for the students to know a little about the sociopolitical landscape in Greece. This video was done at the same time as the G.W. Bush Presidency. In Greece, as Obama was elected into Office in the US, so was a new government elected in Greece. If students are interested in pursuing this further, students can compare Greek and US political landscapes of the same time period. If they are not, this video, with approapriate guidance, can provide a good primer into both Politics and Humor!

Sequence goals In this sequence there are three elements that we want students to pick up. Grammatically we want students to be pick-up grammatical structures for asking and receiving. Lexically we want them to pick up words that deal with products and where those products are from. From a discourse perspective we want our students to be able to pick up when something is overtly humorous and subtly humorous.

Out of all these goals the humor aspect will probably be the most challenging. The lexical and grammatical items have been encountered previously in some shape of form by the students, but humor varies by culture. The first video tends to be more universal humor, while the second video, as mentioned before, contains references to politics and society. This would make the first video a little more accessible, while the second video would be a bit more challenging.

1 http://www.youtube.com/watch?v=RB9srTIwC5k 2 http://www.youtube.com/watch?v=K05Kjv-BRPY

P a g e | 9

Pre-Reading Activities

Activity 1: Schemata Activation

Video 1 Step 1: Ask students to think about…

• What services they get at convenient stores in their C1.

• Think of words in their L1 that frequently coincide with convenience stores and brainstorm similar words in L2.

• Think of phrases in their L1 that deal with asking for and receiving services and brainstorm the same types of phrases in L2.

• What types of comedic situations might you encounter at a kiosk? Step 2: As a group share your observations with the class.

Video 2 Step 1: Ask students to think about…

• In their C1, what type of comedy would combine politics and public places?

• In their C1, if they spoke with a political figure, what would they say? What topics of conversation would they bring up?

• What is the present political situation in Greece?3

• Provide students with brief Bios of Constantine Karamanlis (former PM – first ’customer’), and Georgos Papandreou (current PM – second ‘customer’) ans ask them to get into the role of a comedy writer and think of situations that might involve them and the common man.

Step 2: As a group share your observations with the class.

Activity 2: KWL on Kiosks and Comedy Step 1: As students to jot down, individually, things that they know about kiosks in Greece, and

anything they might know about Greek politics. For the purposes of this exercise the brainstorming will be done in English since the students are in an introductory class and don’t have the necessary tools to complete the activity in Greek.

Step 2: Students report back to the instructor and the instructor jots down the information on the blackboard, in two separate KWL charts (one for kiosks, one for comedy).

Step 3: Ask students to jot down what they would like to know about kiosks and political comedy in Greece and share it with the class.

3 This class/module would not be the first module in the class. In previous modules I expect to have covered some basic political landscape issues about Greece. I also would have prepared the students with a selection of newspaper articles (in English) about this topic a few weeks in advance.

P a g e | 10

Guided Interaction

Activity 1: Silent Viewing Step 1: In this step students view the videos silently. Students will pick out information from the

videos and share it with the class. This type of information will be information such as:

• who are the main characters?

• what can you tell from their body language?

• what products are the customers asking for?

• do they seem satisfied?

Step 2: Once the silent viewing is complete, students will share their findings with the rest of the class.

Activity 2: “Name that Product!” – Activity for Video 1 Step 1: Ask students to get together with their group (group of three to four students) and ask

them to come up with words of products that they heard during this video. These words must be related to the subject matter such as words of products, services, requests, and so on. If there are any words that they did not understand and they remember them, ask them to jot down those as well

Step 2: Using the group as a resource, we want to have students help each other figure out what the unknown words are and to cross-check that their list is as complete as it can be.

Step 3: The class reconvenes and the students share with each other and the instructor what words and phrases that they understood in the dialogue.

Activity 3: “Well, if I had to guess…” – Activity for Video 2 Step 1: Given what students have shared with the class in the Schema activation activities about

the former and the current Prime Ministers, ask students to get together into groups of three to four students and ask them to guess what they think is going on.

Step 2: Ask the students to come up with adjectives, in English, that describe the protagonists. If students could come up with adjectives in Greek (from previous lessons) that would be great as well. The point of the exercise however isn’t output in Greek, so there is no need for students to worry and raise their affective filter.

Step 3: The class reconvenes and the students share with each other and the instructor what they think has transpired and the words that could be used to describe the protagonists

Activity 4: Comprehension Check Step 1: Students should no longer be in groups

Step 2: Ask students a set of comprehension questions for each video where the students can answer with a True, or False answer.

P a g e | 11

Step 3: Give students a matching activity where they will be asked to make sentences based on the content of the videos. This activity will be done in groups.

Activity 5: Revisiting the videos Step 1: Students view the videos again (3rd time) and this time they verify the answers that they

gave in activities 1 and 2.

Step 2: Students will view both videos (4th time) to see if they can pick out words that they don’t know in the second video (.

Step 3: Students will view the second video again (5th time), and given the information from the preceeding activities, students will jot down what they think is funny to them a C2 students.

Step 4: Instructor can choose to throw in his two cents of items that he thinks are important to learn (such as sayings and other lexical elements)

Activity 6: Analyzing the visuals In this step students will analyze the visuals in both videos. Students will pick out information from the videos and share it with the class. This type of information will be information such as:

• who are the protagonists of the videos,

• who is represented,

• who is not represented,

• what views are expressed,

• is there anyone who is marginalized.

Assimilation

Activity 1: KWL – part II Step 1: Students will get into groups and discuss what they’ve learned viewing these videos. The

content can be cultural, lexical or grammatical

Step 2: Students share with instructor and peers what they’ve learned.

Step 3: Instructor takes notes on the blackboard, breaking the information down to three categories (cultural, lexical, and grammatical).

Activity 2: Semantic Map of Kiosks Based on the videos that the class watched, the schemata activation activities, and the results of

the KWL activities, the students and the instructor will create a semantic map that summarizes the 5Cs of language learning (NSFLEP, 1999). This will give students an opportunity to not only review relevant vocabulary, but connect additional non linguistic information to the linguistic aspects in the videos.

P a g e | 12

Activity 3: Dialogue Creation In this step the instructor will ask the students to get into groups, on their own time, and create

a brand new dialogue sequence that they will have to re-enact the next time they have class. Students will be paired up and have one week to work on the content, with guidance from the instructor if they need it, and they will present in a subsequent class.

The students will be given queue cards that will assign them roles (tourist or kiosk-keeper), and the tourist will have certain items that he is looking for, and the kiosk owner has certain items that he has for sale (and some that are not). The intent of the queue cards, as it related to products, is to offer some suggestions as to what the tourist might ask for. The students are certainly more than welcomed to expand what products they are looking for, and the kiosks-keepers are certainly encouraged to offer product substitutions in order to try and accommodate the customer.

P a g e | 13

Personalization

Activity 1: Discussion on Kiosk services This is an opportunity for students to go more deeply into a comparison of their C1 with C2 and

compare services of Greek kiosks to institutions that are similar in their C1. In this discussion we can talk about things such as:

• Products offered,

• Familiarity with the kiosk owner (similar to ‘knowing’ your barber),

• Who works in kiosks,

• How many hours they are open,

• How much they are paid,

• Prejudices and Misconceptions and

• What to do to pass the time,

Activity 2: History of the Kiosk Kiosk ownership is not something that any entrepreneuring individual can be part of. There are

rules and regulations that govern who gets a kiosk license. Students can break into groups and do some research based on their interests. The class will be broken up into groups of four and the groups will be charged with creating a presentation, for a subsequent class, that will cover one of the following topics:

• History of the kiosk

• How to obtain a kiosk license

• Comparison between a kiosk and a mini-market4

This activity comes from persona experience as an undergraduate student and not doing a lot of research. In doing a mini research project like this students will not only be able to learn some cultulra background of Kiosks in Greece, but also be further acquainted with library resources that can help them with this and other courses. The instructor will provide the students with some pre-selected documents to get the students started, and will provide additional help and expertise as questions come up during this project.

4 A mini-market is what Greeks call a convenience store.

P a g e | 14

Grammar Sequence

Purpose The purpose of this grammar sequence is to teach learners some of the uses of adjectives in

Greek. Adjectives are useful in that they provide the speaker (or listener) with information about the objects to which they are referring to. In Greek adjectives agree in gender, number and case with the nouns that they modify, and quite often adjectives will be used alone when the noun has already been mentioned or eluded to (i.e. “the green one”), therefore it’s important for students to learn about adjectives and their use. Students, by this point, have already covered gender, number and case for nouns, therefore this learning sequence should be an expansion on previous knowledge.

Explanations of Grammatical Features

Primary grammatical feature: Adjectives The primary grammatical feature that we will cover in this lesson is adjectives. In the listening comprehension sequence all nouns are modified by adjectives. For example, the client asks the clerk if he has cigarettes, and the clerk responds that he’s got American, Greek, French, English cigarettes before he’s cut off by the client who wants Greek cigarettes. Adjectives in Greek have the following features:

Adjectives are placed before the nouns they modify

Examples:

• Τα κόκκινα αυτοκίνητα (the red cars) o Plural Neuter Article (Τα), Adjective - Red (κόκκιν-) + Neuter Plural Morpheme (α),

Neuter Noun Stem Car - (αυτοκίνητ-) + Neuter Plural Morpheme (α)

• Τα παλιά παπούτσια (the old shoes) o Plural Neuter Article (Τα), Adjective Old (παλι-) + Neuter Plural Morpheme (α), Neuter

Noun Stem shoe - (παπούτσι-) + Neuter Plural Morpheme (α)

• Τα ζουμερά πορτοκάλια (the juicy oranges) o Plural Neuter Article (Τα), Adjective juicy (ζουμερ-) + Neuter Plural Morpheme (α),

Neuter Noun Stem orange - (πορτοκάλι-) + Neuter Plural Morpheme (α)

Adjectives agree in gender, case and number with the noun they modify

Examples:

• Η κίτρινη γραμμή (the yellow line) o Feminine Singular Article (Η), Adjective Yellow (κίτριν-) + Feminine Singular Morpheme

(η), Noun Line (γραμμ-) + Feminine Singular Morpheme (η)

• Ο κίτρινος πίνακας (the yellow board) o Masculine Singular Article (Ο), Adjective Yellow (κίτριν-) + Masculine Singular

Morpheme (ος), Noun blackboard (πίνακ-) + Masculine Singular Morpheme (ας)

P a g e | 15

• Το κίτρινο παπάκι (the yellow duckling) o Neuter Singular Article (Το), Adjective Yellow (κίτριν-) + Neuter Singular Morpheme (ο),

Noun duck (παπάκ-) + Neuter Singular (Deminiative) Morpheme (άκι)

Adjectives can stand alone as noun substitutes

Example

• Η κίτρινη (the yellow one [feminine]) o Feminine Singular Article (Η), Adjective Yellow (κίτριν-) + Feminine Singular Morpheme

(η)

• Ο κίτρινος (the yellow one [masculine]) o Masculine Singular Article (Ο), Adjective Yellow (κίτριν-) + Masculine Singular

Morpheme (ος)

• Το κίτρινο (the yellow one [neuter]) o Neuter Singular Article (Το), Adjective Yellow (κίτριν-) + Neuter Singular Morpheme (ο)

Secondary grammatical feature: Review of έχω (to have) A secondary grammatical feature we want to explore in this lesson will be a review of the present tense of the verb to have (έχω) which is used when inquiring about the availability of items either in a commercial situation, or among friends and family. The present tense is formed by taking the verb stem εχ and attaching the present tense suffix:

Έχω I have Έχουμε We have

Έχεις You have Έχετε You have

Έχει He/she/it has Έχουν They have

Documents Foreshadowing Grammatical Sequence The video that foreshadows our grammatical sequence is our first video in the listening

comprehension sequence5. In this (humorous) video a customer comes up to the kiosk window and asks the kiosk clerk whether or not they carry a certain item. The clerk responds affirmatively and adds that they’ve got many different kinds (American, French, Chinese, Italian, etc.). The client says that he will take one, and then proceeds to ask whether he’s got another item. The person responds again in the affirmative and adds that he’s got many different kinds, again different nationalities. This continues for several items culminating in the punchline that he’s even got bulletproof vests.

5 http://www.youtube.com/watch?v=RB9srTIwC5k

P a g e | 16

Structured Input Activities

Activity 1: Matching Step 1: Students will view the video and try to listen in for how objects are described (i.e. “the Greek cigarettes” or “the green matches”).

Step 2: Students will be given a matching exercise to match the noun with the adjective that describes it (i.e. cigarettes Greek). The adjective in this exercise will be given in its generic form (i.e. it is not going to be declined) so as to not tip off students prematurely. We don’t want students to “cheat” by looking at the adjective ending and match it to the noun that way because they won’t be attending to meaning.

Step 3: The instructor will asks students to share their responses with the class to verify that the adjective does indeed go with the noun, based on the video that students viewed in the listening comprehension sequence, and viewed again for the grammar exercise.

Activity 2: Simon Says… In this final activity, the learners will take the results from Activity 1 and incorporate it into a TPR exercise.

Step 1: Based on the correct responses from activity 1, the instructor will now show the class a number of objects (as many as he can get that are listed in activity 1). The instructor will line up the items and will show them to the class

Step 2: On the board there will be a list of adjectives in their general (Masculine) form (κόκκινο, λευκό, παλιό) and adjective endings (-ος, -η, -ο, -α).

Step 3: Students will hear the instructor say a sentence which contains a noun (found on the table) that is modified by an adjective. Students will be picked by the instructor to select the object (noun) from the table and match it with the correct adjective and case.

Activity 3: The Venn Diagram This final activity is similar to Activity 2, however instead of having a sentence that contains both the noun and the adjective, we will just have a nonimalized adjective. Activity 2 served as a preparatory activity given that there is redundant grammatical information in a sentence that contains both an adjective and a noun.

Step 1: On the board there will be a big Venn Diagram and each circle will have an adjective associated with it. On the table there will be cut-outs of objects that are identified by one or more adjectives.

Step 2: The Instructor will say a sentence in Greek (example: the yellow ones) and students will need to come up, pick up all the nouns that are characterized by that adjective and place them in the right spot in the diagram.

P a g e | 17

Step 2: Near the end of the exercise, once all objects are on the board, the instructor will combine adjectives (i.e. the yellow and old ones) and subsequent students will need to make sure that the objects are located at the appropriate circle intersections.

Structured Output Activities

Activity 1: Class survey Step 1: The instructor will hand out a cheat sheet with objects (nouns) and adjectives that could modify those nouns. This is merely a cheat-sheet of new vocabulary.

Step2: Students will use the cheat-sheet to create like/dislike questions that their fellow students can answer on a 5-point likert scale (strong dislike, dislike, neutral, like, strongly like).

Step 3: Each student will interview two other fellow students and collect responses to these questions.

Step 4: The instructor will create a grid on the board to collect the individual responses and then with the help of the class analyze the results to create a general class atmosphere about the different objects.

Step 5: The instructor will lead the class asking students to answer questions based on the information that is on the board in multiple formats such as: Who likes _______ ? Does most of the class like red jellybeans? What does the class dislike the most?

P a g e | 18

Bibliography Brown, D. (2007). Teaching by Principles: : An Interactive Approach to Language Pedagogy (3rd ed.). New York: Longman.

Carell, P. L., & Eisterhold, J. C. (1988). Schema Theory and ESL Reading Pedagogy. In P. L. Carell, J. C. Eisterhold, & D. E. Eskey, Interactive Approaches to Second Language Reading (pp. 218-232). Cambridge, UK: Cambridge University Press.

Chamot, A. U. (1995). Learning strategies and listening comprehension. In D. J. Mendelsohn, A guide for the teaching of second language listening (pp. 13-27). San Diego, CA, USA: Dominie Press.

Ciccone, A. A. (1995). Teaching with Authentic Video: Theory and Practice. In F. R. Eckman, D. Highland, P. W. Lee, J. Milcham, & R. Rutkowski Weber (Eds.), Second Language Acquisition (1st ed., pp. 203-215). Milwaukee, WI, USA: Lawrence Erlbaum.

Krashen, S. (1995). The Natural Approach. London, UK: Prentice Hall.

Lee, J. F., & Van Patten, B. (2003). Making Communicative Language Teaching Happen (2nd ed.). McGraw-Hill.

McLaughlin, M., & DeVoogt, G. (2004). Critical Literacy: Enhancing Students' Comprehension of Text. New York: Scholastic Teaching Resources.

Mendelsohn, D. (1995). Applying Learning Strategies in the Second/Foreign Language Listening Comprehension Lesson. In D. Mendelsohn, & J. Rubin, A Guide for the Teaching of Second Language Listening (pp. 132-146). Carlsbad, CA, USA: Dominie Press.

NSFLEP. (1996). National Standards in Foreign Language Education. Preparing to the 21st Century. National Standards in Foreign Language Education. Preparing to the 21st Century . Yonkers, NY, USA: National Standards in Foreign Language Education Project.

Peregoy, S. F., & Boyle, O. F. (2005). Reading, Writing and Learning in ESL: A Resource Book for K-12 Teachers (4th ed.). New York: Pearson.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). New York, NY, USA: Cambridge University Press.

Shrum, J. L., & Glisan, E. E. (2004). Contextualizing Language Instruction to Address Goals of the Standards for Foreign Language Learning. In J. L. Shrum, & E. E. Glisan, Teacher's Handbook: Contextualized Language Instruction (3rd ed., pp. 40-64). Boston, MA, USA: Heinle & Heinle.

P a g e | 19

Appendix A Structured Output Questionaire

Όνομα:____________________________________

? Μου Αρέσει Κάπως μου

αρέσει Έτσι κ’ έτσι Κάπως δεν

μου αρέσει Δεν μου αρέσει

Δεν Ξέρω

Σου αρέσει _________;

1 2 3 4 5 ΔΞ

Σου αρέσει _________;

1 2 3 4 5 ΔΞ

Σου αρέσει _________;

1 2 3 4 5 ΔΞ

Σου αρέσει _________;

1 2 3 4 5 ΔΞ

Σου αρέσει _________;

1 2 3 4 5 ΔΞ

Σου αρέσει _________;

1 2 3 4 5 ΔΞ

Σου αρέσει _________;

1 2 3 4 5 ΔΞ

Σου αρέσει _________;

1 2 3 4 5 ΔΞ

Σου αρέσει _________;

1 2 3 4 5 ΔΞ

Σου αρέσει _________;

1 2 3 4 5 ΔΞ

P a g e | 20

Appendix B Structured Input – Example Matching Worksheet

The following objects have a country of origin and different types of attributes. Once you’ve seen the video once, view the video again and try and try to match the attributes to the object which they correspond to.

Object: Country of Origin: Other Attributes: A. Τσιγάρα

B. Πούρα

C. Τσίχλες

D. Μπιστόλια

E. Σφαίρες

F. Αλεξίσφαιρα

1. Αβάνας

2. Αμερικανικά

3. Βιετνάμ

4. Γαλλικά

5. Γερμανικά

6. Εγγλέζικα

7. Ελληνικά

8. Ιαπωνικά

9. Ισπανικά

10. Ταιβανέζικα

11. Τουρκικά

12. Κινέζικα

13. Με φίλτρο

14. Με ζάχαρη

15. Με σιγαστήρα

16. Χωρίς φίλτρο

17. Χωρίς ζάχαρη

18. Μπλέ

19. Κόκκινα

20. Πράσινα

21. Κίτρινα

22. Καφέ

23. Λευκά