E-lingua Franca 1 March 2009
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Franca
-Lingua MËÓÈ·›· ËÏÂÎÙÚÔÓÈ΋ ¤Î‰ÔÛË ÁÈ· ÙÔÓ ÎÏ¿‰Ô Ù˘ ÍÂÓfiÁψÛÛ˘ Âη›‰Â˘Û˘ ŒÎ‰ÔÛË “BÈ‚ÏÈԈϛ· ºÏˆÚ¿˜” ¶·ÓÂÈÛÙËÌ›Ô˘ Aı‹Ó· Y‡ı˘ÓË ¤Î‰ÔÛ˘: ™Ù¤ÏÏ· ºÏˆÚ¿ [email protected]
SEETA: The new online virtual community Interview with Anna Parisi, SEETA Project Leader ™ÂÏ. 4
°ÏÒÛÛ·, ·˘Ù‹ Ë ÁÓˆÛÙ‹-¿ÁÓˆÛÙË ™›ÏÈ· MÔ˘ÎÔ˘‚¿Ï· ™ÂÏ. 6
M·ı‹Ì·Ù· ÁÏÒÛÛ·˜ online ™ÂÏ. 8
ESB International Examinations ™ÂÏ. 10
EDI ESOL International Qualifications Q & A ™ÂÏ. 12
OCNW ESOL International ™ÂÏ. 14
¢È·¯Â›ÚÈÛË ¯ÚfiÓÔ˘. ŒÌÊ˘ÙÔ ¯¿ÚÈÛÌ· ‹ ·ÔÙ¤ÏÂÛÌ· ÚÔÁÚ·ÌÌ·ÙÈÛÌÔ‡ Î·È Âη›‰Â˘Û˘; £ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘ ™ÂÏ. 15
Social Psychology and ELTTHE HALO EFFECT Nick Michelioudakis ™ÂÏ. 20
Talking, Teaching, Testing Michael Hoey ™ÂÏ. 25
T‡¯Ô˜ 1
M¿ÚÙÈÔ˜ 2009
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MAPTIO™ 2009
K·Ïfi ÛÔ˘ Ù·Í›‰È ÕÓÙ˘ ™ÙȘ 2 ºÂ‚ÚÔ˘·Ú›Ô˘, Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ Âη›‰Â˘Û˘ ıÚ‹ÓËÛ ÙËÓ ·ÒÏÂÈ· ÌÈ·˜ Ôχ ÛËÌ·ÓÙÈ΋˜ Á˘Ó·ÈΛ·˜ ·ÚÔ˘Û›·˜ ·fi ÙÔÓ ¯ÒÚÔ. H ÕÓÙ˘ KˆÛÙ¿ÎÔ˘, Û‡˙˘ÁÔ˜, ÌËÙ¤Ú·, ‰·ÛοϷ, ÂΉfiÙÚÈ·, Û˘ÁÁڷʤ·˜ Î·È ·ÁˆÓ›ÛÙÚÈ· ¤Ê˘Á ÚfiˆÚ· ·fi ÙË ˙ˆ‹. M¤¯ÚÈ ÙËÓ ÙÂÏÂ˘Ù·›· Ù˘ ÛÙÈÁÌ‹ ¤ÏÂÁ ÛÙÔ˘˜ ‰ÈÎÔ‡˜ Ù˘ ·ÓıÚÒÔ˘˜ —ÛÙÔ ÁÈfi Ù˘, ÛÙÔÓ Û‡ÓÙÚÔÊfi Ù˘ Î·È ÛÙÔ˘˜ Û˘ÓÂÚÁ¿Ù˜ Ù˘— fi¯È ÌÈ˙¤ÚÈ·, ÌËÓ Â›ÛÙ ·ÁÓÒÌÔÓ˜ ÛÙË ˙ˆ‹, Ó· ÙË ˙‹ÛÂÙ fiÌÔÚÊ·, ˆÚ·›· Î·È ¯·ÚÔ‡ÌÂÓ·. H ÕÓÙ˘ KˆÛÙ¿ÎÔ˘ ηıËÁ‹ÙÚÈ·-Û˘ÁÁڷʤ·˜ Î·È ÂΉfiÙÚÈ· AÁÁÏÈÎÒÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ‚È‚Ï›ˆÓ ÁÂÓÓ‹ıËΠÛÙË §·ÎˆÓ›· ÙÔ 1950 ·fi ÁÔÓ›˜ ·ÁÚfiÙ˜. ºÔ›ÙËÛ ÛÙÔ ¶·ÓÂÈÛÙ‹ÌÈÔ AıËÓÒÓ AÁÁÏÈ΋ ºÈÏÔÏÔÁ›· Î·È ÌÂÙ·Ù˘¯È·Î¤˜ ÛÔ˘‰¤˜ ÛÙÔ ¶·ÓÂÈÛÙ‹ÌÈÔ McGill ÙÔ˘ K·Ó·‰¿. TÔ 1973 ¿ÓÔÈÍ ÙÔ K¤ÓÙÚÔ •¤ÓˆÓ °ÏˆÛÛÒÓ ÛÙË K˘„¤ÏË-Aı‹Ó·. TÔ 1990 ›‰Ú˘Û Ì ÙÔ Û‡ÓÙÚÔÊfi Ù˘, £Ô‰ˆÚ‹ ¢È‰˘ÌÈÒÙË, ÙËÓ ÂÙ·ÈÚ›· HILLSIDE PRESS Ô˘ ‰Ú·ÛÙËÚÈÔÔÈÂ›Ù·È ÛÙËÓ ¤Î‰ÔÛË ÂÎ·È‰Â˘ÙÈÎÒÓ ‚È‚Ï›ˆÓ ÁÈ· ÙË ‰È‰·Ûηϛ· Ù˘ AÁÁÏÈ΋˜ °ÏÒÛÛ·˜. ¢ÈÂÙ¤ÏÂÛ ÁÈ· ÔÏÏ¿ ¯ÚfiÓÈ· ÁÚ·ÌÌ·Ù¤·˜ ÛÙÔ Û‡ÏÏÔÁÔ ¶Ù˘¯ÈÔ‡¯ˆÓ AÁÁÏÈ΋˜ ºÈÏÔÏÔÁ›·˜. Afi ÙÔ 1973 ÂÓÙ¿¯ıËΠÔÏÈÙÈο ÛÙÔ KKE EÛˆÙÂÚÈÎÔ‡ Î·È ÌÂÙ¤ÂÈÙ· ˆ˜ ̤ÏÔ˜ Ù˘ KÂÓÙÚÈ΋˜ EÈÙÚÔ‹˜ ÛÙËÓ EÏÏËÓÈ΋ AÚÈÛÙÂÚ¿ Î·È ÛÙÔÓ ™˘Ó·ÛÈÛÌfi. T· ‚È‚Ï›· Ù˘ A. KˆÛÙ¿ÎÔ˘ ηıÔÚ›˙ÔÓÙ·È ·fi ÙÔ ·ÓıÚˆÔÎÂÓÙÚÈÎfi ÛÙ›ÁÌ· Ô˘ ‹Ù·Ó Î·È ÙÔ fiÚ·Ì¿ Ù˘ ÁÈ· ÌÈ· ÎÔÈÓˆÓ›· Ô˘ Ó· ¯ˆÚ¿Ó fiÏÔÈ ÔÈ ¿ÓıÚˆÔÈ. Y‹ÚÍÂ È‰Ú˘ÙÈÎfi ̤ÏÔ˜ Ù˘ ÚÒÙ˘ (·Ì¤Ûˆ˜ ÌÂÙ¿ ÙËÓ ÂÚ›Ô‰Ô Ù˘ XÔ‡ÓÙ·˜) ·˘Ùԉȷ¯ÂÈÚÈ˙fiÌÂÓ˘ ÔÏÈÙÈÛÙÈ΋˜ ÂÙ·ÈÚ›·˜ ZEA. T· ‰ÈηÈÒÌ·Ù· ÙˆÓ Á˘Ó·ÈÎÒÓ ÛÙÔ ÔÏÈÙÈÎfi Î·È ÎÔÈÓˆÓÈÎfi Â›Â‰Ô Ù· ‰ÈÂΉ›ÎËÛ ÙfiÛÔ ˆ˜ È‰Ú˘ÙÈÎfi ̤ÏÔ˜ Ù˘ K›ÓËÛ˘ ¢ËÌÔÎÚ·ÙÈÎÒÓ Á˘Ó·ÈÎÒÓ fiÛÔ Î·È Ì ÙË Û˘ÌÌÂÙÔ¯‹ Ù˘ ÛÙ· ·ÁÎfiÛÌÈ· Forum Á˘Ó·ÈÎÒÓ. ÿ‰Ú˘Û ÙÔ HILLSIDE INSTITUTE ÌÂ Û˘Ó‰ÚÈ·Îfi ΤÓÙÚÔ Î·È ¯ÒÚÔ˘˜ ‰È·ÌÔÓ‹˜ ÛÙËÓ EÚ¤ÙÚÈ·-E˘‚Ô›·˜ ÛÙÔ NH™I TøN ONEIPøN. ™ÙÔ ı·ÙÚÈÎfi Ù˘ ¤ÚÁÔ «K¿Ó ¤Ú· ı¤Ïˆ Ó· ÂÚ¿Ûˆ» η٤ÁÚ·„ ÙȘ ÛΤ„ÂȘ Î·È ·ÓËÛ˘¯›Â˜ Ù˘: °È·Ù› Â›Ó·È ÌÂÚÈÎÔ› ¿ÓıÚˆÔÈ ·ÔÎÏÂÈṲ̂ÓÔÈ; °È·Ù› ÙÔ˘˜ ·ÁÓÔÔ‡ÌÂ; TÈ ÊÙ·›ÂÈ; ¶Ò˜ Á›ÓÂÙ·È Ó· ·ÏÏ¿ÍÔ˘Ó; MÔÚ› Ó· ·ÂÁÎψ‚ÈÛÙÔ‡Ó; ¶Ò˜; MfiÓÔÈ ÙÔ˘˜; ¶Ô‡ Ó· ‚ÚÔ˘Ó ÙË ‰‡Ó·ÌË ÔÈ ·‰‡Ó·ÙÔÈ; M‹ˆ˜ fiÏÔÈ ÂÌ›˜ ı¤ÏÔ˘Ì ÙÔ˘˜ ·‰‡Ó·ÌÔ˘˜ ÁÈ· Ó· ·ÈÛı·ÓfiÌ·ÛÙ ÈÔ ‰˘Ó·ÙÔ› Î·È Î˘Ú›·Ú¯ÔÈ;
ñ Œˆ˜ 3 ¿ÙÔΘ ‰fiÛÂȘ ÁÈ· ·ÁÔÚ¤˜ Ì ÈÛÙˆÙÈΤ˜ οÚÙ˜ ñ ŸÏ· Ù· Ó¤· Û¯ÔÏÈο ‚ÔËı‹Ì·Ù· 10% ñ MÈ· ÙÂÚ¿ÛÙÈ· Û˘ÏÏÔÁ‹ Ì ¯·ÚÙÔÛ¯ÔÏÈο ›‰Ë Û ¯·ÌËϤ˜ ÙÈ̤˜ ñ M ¤Ó· ÎÏÈÎ, ‰ˆÚÂ¿Ó ·ÔÛÙÔÏ‹ ‚È‚Ï›ˆÓ, ÛÙÔ www.florasfun.gr ñ∞ı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59 - ÙËÏ. 210-3215590 ñ¶ÂÈÚ·È¿˜ ∑ˆÛÈÌ¿‰ˆÓ 46 - ÙËÏ. 210-4172819 ñ∫·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31 - ÙËÏ. 210-9577435 ñ¡.πˆÓ›· §.∏Ú·ÎÏ›Ԣ 350 ∂ÌÔÚÈÎfi ∫¤ÓÙÚÔ πO¡π∞ 2000 ÙËÏ. 210-2710665 ñ¶ÂÚÈÛÙ¤ÚÈ ∂ıÓÈ΋˜ ∞ÓÙÈÛÙ¿Ûˆ˜ 87- ÙËÏ. 210-5756882 ñ∞ÈÁ¿Ïˆ ™Ù¤Ê·ÓÔ˘ ™·Ú¿ÊË 2 - ÙËÏ. 210-5312269 ñª·ÚÔ‡ÛÈ ªÈÏÙÈ¿‰Ô˘ 16 - ÙËÏ. 210-8066377 ñ∏ÏÈÔ‡ÔÏË ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 14 - ÙËÏ. 210-9955162 ñ÷ϿӉÚÈ ∏ÚÒ‰Ô˘ ∞ÙÙÈÎÔ‡ 4 - ÙËÏ. 210-6844417 ñ∫ÔÚ˘‰·ÏÏfi˜ ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56 - ÙËÏ. 210-4942302 ñ £ÂÛÛ·ÏÔÓ›ÎË ¶·‡ÏÔ˘ ªÂÏ¿ 24 & ∆ÛÈÌÈÛ΋ - ÙËÏ. 2310-224732 www.florasfun.gr
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SEETA: The new online virtual community Interview with Anna Parisi, SEETA Project Leader
What is SEETA? SEETA is a collective of Teachers’ Associations (TAs) that have linked together to form an on-line virtual community. Our overall objective is to provide an ongoing and structured means of communication among the TAs and a means of networking amongst ourselves without geographical constraints. The main aim is to work towards a close cooperation that will be to our mutual benefit. ‘In the new virtual future, national boundaries may no longer play a role and it is what we have in common as teachers and not our differences that will help us move forward.’ (SEETA Mission Statement)
How many members does SEETA have? Any individual teacher can register for free and participate in all the events and activities. Membership itself is confined to Teachers’ Associations and members of the TAs are also members of the SEETA community. Currently the SEETA community has 11 member associations:- ELTA Albania, BETA IATEFL Bulgaria, ELTA FYROM, TESOL Macedonia-Thrace Northern Greece, ELTAM Montenegro, IATEFL Poland, RATE Romania, ELTA Serbia, IATEFL Slovenia, INGED
Turkey and ETAI Israel.
Who was it initiated by? The original project was initiated by some members of the board of TESOL Macedonia-Thrace, Northern Greece early in 2007 as away of establishing closer contacts between TAs in the wider Balkans region. The project itself has been seed funded by the British Council Greece and supported by IATEFL.
Who is it run by? Essentially, the SEETA community is run by its member TAs in equal partnership. At the moment, TESOL Macedonia–Thrace Northern Greece is the lead TA and as Vice Chair I’ve taken on the role of SEETA Project Leader. This involves outlining strategy and planning the next steps forward for the SEETA Community, but it must be stressed that all actions are taken in collaboration with the all member TAs. At the heart of the project is a large group of teachers and TA committee members who are working together to build the community and direct it towards a common goal. Some roles are distinct, for example there is the SEETA surveys manager, a publicity manager and the SEETA moodle administra-
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tor and webmaster, which is a particularly demanding post, and there are many others involved from all the member TAs. To find out who they all are you can visit the platform and read their profiles.
Can you tell us a bit more about the online workshops. How are they conducted? How can a teacher attend and benefit? The online open forums are hosted by guest speakers who establish the topic for discussion and respond to questions posted on the forum. Any teacher can access the forums by registering on the platform; they are not confined to the member TAs – in fact, we’ve had postings from as far away as India on some of the forums. 260 people registered for the first open forum, an engaging discussion on the use of L1 in the classroom conducted by Penny Ur. Since then we’ve had an exciting one-week online course set up and led by Gavin Dudeney, where we looked at integrating new learning technologies into our teaching and an invitation by Phillip Kerr to tell each other how we got started in teaching and what has inspired us. Recently, two teacher trainers Nina Tsvetkova and Zarina Markova from Bulgaria designed and hosted an interactive workshop on intercultural education and young learners. Upcoming forums include:- Luke Prodromou on the topic of ‘The Good Language Teacher: what do we know –what do we think?’, Melania Paduraru, a State School Inspector, has designed an on-line mini course on ‘The ICT environment and the language teacher’ and Mario Rinvolucri will discuss ‘What have you always thought is absurd in EFL thinking ?’ Other guests will be Chaz Pugliese and Marialena Kalyva. Information and dates about these events are available at:- http://community.britishcouncil.org/seeta/ where you can also access the archived previous forums.
What other features does SEETA offer teachers of English? There is a resource bank, accessible to any teacher who has registered, that contains articles on current ELT issues along with some teaching ideas and practical tips that have been used by other teachers. Allied to this there are on-going forums were ideas can be exchanged and teachers can gain an insight into the teaching circumstances of their colleagues around the wider region. For example, if you have an interesting idea, you can develop it further through the platform or, alternatively, you can participate in the development of other teachers’ ideas. There are also the ‘SEETA Week’ activities which can be both fun and instructive and help to bring
teachers closer together. It is a chance to interact and exchange views easily and immediately and thus it provides an opportunity to both socialise and network and the chance to become actively involved in professional development. In essence, the SEETA community is a platform for interaction and what you get out of it is what you put in.
What does moodle mean? How can it be used by teachers and language institutes? Moodle is a free web application that educators can use to create effective online learning sites. One of the benefits of SEETA is that by becoming active teachers also become familiar with moodle and could apply the skill into their own teaching environment, which they and their school can benefit from. Universities and schools all over the world use moodle. One of its great advantages is that it is free.
How can a teacher get actively involved? Any teacher can join in. All they need to do is visit the site, where there are guidelines on how to register and how to find your way around. http://community.britishcouncil.org/seeta/
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°ÏÒÛÛ·, ·˘Ù‹ Ë ÁÓˆÛÙ‹-¿ÁÓˆÛÙË ™›ÏÈ· MÔ˘ÎÔ˘‚¿Ï· B.A., M.A., AÁÁÏÈ΋˜ °ÏÒÛÛ·˜ & §ÔÁÔÙ¯ӛ·˜ ¶·ÓÂÈÛÙËÌ›Ô˘ Buckingham ™˘ÁÁڷʤ·˜ AÁÁÏÈÎÒÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ‚È‚Ï›ˆÓ LITERA, I‰ÈÔÎÙ‹ÙÚÈ· K.•.°. ÚfiÛÊ·Ù· ¤Ó·˜ 44¯ÚÔÓÔ˜ Û˘Ì·ÙÚÈÒÙ˘ Ì·˜, Ô Iˆ¿ÓÓ˘ OÈÎÔÓfiÌÔ˘, ¤ÁÈÓ ڈÙÔÛ¤ÏÈ‰Ô ÛÙÔÓ Â˘Úˆ·˚Îfi Ù‡Ô. £· ÂÈ Î·Ó›˜, Ô ÚÒÙÔ˜ Â›Ó·È ‹ Ô ÙÂÏÂ˘Ù·›Ô˜. ¶Èı·ÓfiÓ Ó· Û˘Ì‚Â› Î·È ·˘Ùfi, ·ÊÔ‡ Ô Û˘Ì·ÙÚÈÒÙ˘ Ì·˜, Ì ηٷÁˆÁ‹ ·fi ÙËÓ KÚ‹ÙË, ¤¯ÂÈ ¤Ó· ȉȷ›ÙÂÚÔ Ù·Ï¤ÓÙÔ. °ÓˆÚ›˙ÂÈ Ó· ÌÈÏ¿ Î·È Ó· ÁÚ¿ÊÂÈ 32!!! ÁÏÒÛÛ˜, ÂÓÒ ÙÒÚ· Ì·ı·›ÓÂÈ ÙËÓ 33Ë! O Iˆ¿ÓÓ˘ OÈÎÔÓfiÌÔ˘ ÂÚÁ¿˙ÂÙ·È ˆ˜ ÌÂÙ·ÊÚ·ÛÙ‹˜ ÛÙËÓ E.E. ÁÈ· ÔÏÏ¿ ¯ÚfiÓÈ· Î·È Ì ÙË ÁÓÒÛË ÙfiÛˆÓ ÁψÛÛÒÓ, η٤¯ÂÈ ÙÔ ·ÁÎfiÛÌÈÔ ÚÂÎfiÚ Î·È ¯·Ú·ÎÙËÚ›˙ÂÙ·È ˆ˜ «Ê·ÈÓfiÌÂÓÔ ÁψÛÛÔÌ¿ıÂÈ·˜». ¶¤Ú· fï˜ ·fi ÙÔ ÂÓÙ˘ˆÛÈ·Îfi ÚÂÎfiÚ Î·È ÙÔ È‰È·›ÙÂÚÔ Ù·Ï¤ÓÙÔ, Â›Ó·È ÂÍ›ÛÔ˘ ÛËÌ·ÓÙÈÎfi Ó· ÛÙ·ıԇ̠ے ·˘Ù¿ Ô˘ Ô ›‰ÈÔ˜ ‰‹ÏˆÛ η-
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Ù¿ ÙË ‰È¿ÚÎÂÈ· Û˘Ó¤ÓÙ¢Í˘: «E›Ó·È ÁÈ· ̤ӷ ÌÈ· ‰È·ÊÔÚÂÙÈ΋ ÚÔÛ¤ÁÁÈÛË ÙÔ˘ ÎfiÛÌÔ˘. AÈÛı¿ÓÔÌ·È ÔÏ›Ù˘ ÙÔ˘ ÎfiÛÌÔ˘. °ÓˆÚ›˙ÔÓÙ·˜ ÙȘ ÁÏÒÛÛ˜, ÌÔÚÒ Ó· ÂÈÎÔÈÓˆÓÒ Ì ÙÔ˘˜ ·ÓıÚÒÔ˘˜ Î·È Ó· ÁÓˆÚ›Ûˆ ÙÔÓ ÔÏÈÙÈÛÌfi, ÙËÓ Ù¤¯ÓË, Ù· ‹ıË Î·È Ù· ¤ıÈÌ¿ ÙÔ˘˜, ÙËÓ ÎÔ˘ÏÙÔ‡Ú· ÙÔ˘˜. M ‚ÔËı¿ÂÈ Ó· ÂÌÏÔ˘Ù›Ûˆ ÙȘ ÁÓÒÛÂȘ ÌÔ˘ Î·È Ó· ·ÔÎƠ̂ۈ ÂÌÂÈڛ˜ ÚˆÙfiÁÓˆÚ˜». K·È Û’ ·˘Ù¿ Ù· ÏÂÁfiÌÂÓ· ÎÚ‡‚ÂÙ·È fiÏË Ë Ô˘Û›·. H ÁÏÒÛÛ· ·ÔÙÂÏ› ÙÔ ÎÏÂȉ› ›Ûˆ ·fi ÙȘ ϤÍÂȘ ÁÈ· Ó· ÁÓˆÚ›ÛÔ˘Ì ÙÔ˘˜ ¿ÏÏÔ˘˜ Ï·Ô‡˜. N· ÏËÛÈ¿ÛÔ˘Ì Ì ÙÔ ÌÔÓ·‰ÈÎfi ·˘Ùfi ÂÚÁ·Ï›Ô, ÙËÓ „˘¯‹ Î·È ÙÔ Ì˘·Ïfi ÂÓfi˜ ¿ÏÏÔ˘ ·ÓıÚÒÔ˘, Ô˘ ‰ÂÓ Â›Ó·È Ì¤ÏÔ˜ Ù˘ ÛÙÂÓ‹˜ ÎÔÈÓˆÓ›·˜ Ì·˜ Î·È Î·ÙÔÈΛ Û ¿ÏÏÔÓ ÙfiÔ. K·È Ì ÙËÓ ·ÓÙ·ÏÏ·Á‹ ÏËÚÔÊÔÚÈÒÓ, ·fi„ÂˆÓ Î·È Û˘Ó·ÈÛıËÌ¿ÙˆÓ, Ó· ηٷϿ‚Ô˘Ì ÙËÓ ·Í›· Ù˘ ·ÓıÚÒÈÓ˘ ˘fiÛÙ·Û˘. E‰Ò ÏÔÈfiÓ ¤ÊÙÂÈ ÙÔ ‚¿ÚÔ˜ Û ̷˜ ÙÔ˘˜ ‰·ÛοÏÔ˘˜. TÔ ‚¿ÚÔ˜ Ù˘ ÌÂÙ¿‰ÔÛ˘ Ù˘ ÁÓÒÛ˘ Ù˘ ÁÏÒÛÛ·˜, Ô˘ ·ÔÙÂÏ› ·ÚÈÔ ÛÙÔÈ¯Â›Ô Â·Ê‹˜. K·È ‰ÂÓ ÂÚÈÔÚ›˙ÂÙ·È ÛÙ· ÁÓˆÛÙÈο ‹ ÁÚ·ÌÌ·ÙÈο Ù˘ ÛÙÔȯ›· ÌfiÓÔ, ηıÒ˜ Ë ÁÏÒÛÛ· Â›Ó·È ¤Ó·˜ ˙ˆÓÙ·Ófi˜ ÔÚÁ·ÓÈÛÌfi˜, Ô˘ ÂÚÈÎÏ›ÂÈ Û˘Ó·ÈÛı‹Ì·Ù·, ÔÏÈÙÈÛÙÈο ÛÙÔȯ›·, ÈÛÙÔÚ›· Î·È Î¿ı ÙÈ Ô˘ ÌÔÚ› Ó· ¯·Ú·ÎÙËÚ›˙ÂÈ ¤Ó·Ó ÙfiÔ Î·È ÙÔ˘˜ ·ÓıÚÒÔ˘˜ ÙÔ˘. TÔ Î·ı‹ÎÔÓ ·¤Ó·ÓÙÈ ÛÙ· ·È‰È¿, Ô˘ Û‡‰Ô˘Ó Ó· ¤ÚıÔ˘Ó Û ·ʋ Ì ÙȘ ÁÏÒÛÛ˜, Â›Ó·È Ó· ÙÔ˘˜ ·Ú¤¯Ô˘Ì fi¯È ÙȘ ÛÙ›Ú˜ ÁÓÒÛÂȘ ÌÈ·˜ ÎÏ·ÛÛÈ΋˜ ÂÎÌ¿ıËÛ˘, ·ÏÏ¿ Ó· ÌÔÚ¤ÛÔ˘Ì ӷ ÙÔ˘˜ ÂÚ¿ÛÔ˘Ì ÙÔ Ì‹Ó˘Ì· Ù˘ ÌfiÚʈÛ˘ Î·È Ù˘ ‰È·ÊÔÚÂÙÈÎfiÙËÙ·˜. ¢È· ̤ÛÔ˘ Ù˘ ‰È‰·Ûηϛ·˜ ›̷ÛÙ Û ı¤ÛË Ó· ÂÚ¿ÛÔ˘Ì ÌËӇ̷ٷ Ô˘ ÂÌÂÚȤ¯Ô˘Ó ·Í›Â˜ ·Ó·ÓıÚÒÈÓ˜ Î·È Ó· ÙÔ˘˜ ‰ÒÛÔ˘Ì ӷ ηٷϿ‚Ô˘Ó fiÙÈ fiÏÔÈ Â›Ì·ÛÙ ÌÔÓ·‰ÈÎÔ› Î·È fiÏÔÈ Â›Ì·ÛÙ ‰È·ÊÔÚÂÙÈÎÔ›. N· Á›ÓÔ˘Ó ÎÔÈÓˆÓÔ› ÙˆÓ ·ÍÈÒÓ Ù˘ ·Ó·ÁÓÒÚÈÛ˘ Î·È Ù˘ Û˘ÓÂÚÁ·Û›·˜ Ì ÙÔ˘˜ ¿ÏÏÔ˘˜ Ï·Ô‡˜ Î·È ·ÓıÚÒÔ˘˜.
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MAPTIO™ 2009
M ·˘Ùfi ÙÔÓ ÙÚfiÔ Î·È Ì ·È‰·ÁˆÁÈ΋ ÚÔÛ¤ÁÁÈÛË, ÌÔÚ› Ó· ˘¿ÚÍÂÈ Ë ‰˘Ó·ÙfiÙËÙ·, Ë ÂÈÎÔÈÓˆÓ›· Ì ÔÔÈ·‰‹ÔÙ ÁÏÒÛÛ·, Ó· ÌËÓ Â›Ó·È ÌfiÓÔ ÁÚ·ÌÌ·ÙÈÎÔ› ηÓfiÓ˜ Î·È ÏÂÍÈÏfiÁÈÔ, Ì· Î·È ·Ó·ÁÓÒÚÈÛË ·˘ÙÔ‡ Ô˘ ÙËÓ ÔÌÈÏ› Î·È ÙË ÁÚ¿ÊÂÈ, ·fi ·˘ÙÔ‡˜ ÛÙÔ˘˜ ÔÔ›Ô˘˜ ·Â˘ı‡ÓÂÙ·È, ˆ˜ ÎÔÚ˘Ê·›· Ú¿ÍË ÂӉȷʤÚÔÓÙÔ˜ ÁÈ· ÙÔÓ ÔÏÈÙÈÛÌfi Î·È ÙȘ ·Í›Â˜ ÙÔ˘˜. ¶ÔÈÔ˜ ‰ÂÓ ·ÈÛı¿ÓÂÙ·È ÈηÓÔÔ›ËÛË fiÙ·Ó ·ÎÔ‡ÂÈ ¤Ó·Ó ͤÓÔ Ó· ÌÈÏ¿ÂÈ ÙË ÁÏÒÛÛ· ÙÔ˘; TÈ ÈÔ Â˘ÁÂÓ¤˜ Î·È ¿ÌÂÛÔ ·’ ·˘Ùfi. M ̷ıËÌ·ÙÈ΋ ·ÎÚ›‚ÂÈ· ·˘Ù‹ Ë ÂͤÏÈÍË ÊÙÈ¿¯ÓÂÈ ÌÈ· Á¤Ê˘Ú· ·Ó¿ÌÂÛ· ÛÙȘ ¯ÒÚ˜ Î·È ÙÔ˘˜ ÔÏÈÙÈÛÌÔ‡˜ Î·È ·Ô‰›‰ÂÈ ÙËÓ ÚÔÛ‰ÔÎÒÌÂÓË ÊÈÏ›· ÙˆÓ ·ÓıÚÒˆÓ-ÊÈÏ›· ÙˆÓ Ï·ÒÓ, ‰›ÓÔÓÙ·˜ ¤ÙÛÈ ÙË ‰˘Ó·ÙfiÙËÙ· ÛÙ· ·È‰È¿ Ó· ·ÓÔ›ÍÔ˘Ó ÙÔ˘˜ ÔÚ›˙ÔÓÙ¤˜ ÙÔ˘˜ Û’ ¤Ó· ·ÁÎÔÛÌÈÔÔÈË̤ÓÔ Î·È ÔÏ˘ÔÏÈÙÈÛÌÈÎfi ÂÚÈ‚¿ÏÏÔÓ. ÕÏψÛÙ ‰ÂÓ Ú¤ÂÈ Ó· ͯÓÔ‡ÌÂ, Û·Ó Ï·fi˜ Ì ¯ÈÏÈ¿‰Â˜ ¯ÚfiÓÈ· ÈÛÙÔÚ›·˜, ˆ˜ ÔÈ Î·Ù·ÎÙËÙ¤˜ Ô˘ ¤Ú·Û·Ó ·fi ÙÔÓ ÙfiÔ Ì·˜, «˘Ô¯ÚÂÒıËηӻ ÈÛÙÔÚÈο, Ó· ·ÊÔÌÔÈÒÛÔ˘Ó ÛÙÔȯ›· ÙÔ˘ ÔÏÈÙÈÛÌÔ‡ Ì·˜ Î·È Ó· ÛËÌ·ÙÔ‰ÔÙ‹ÛÔ˘Ó ¤ÙÛÈ ÙËÓ ¤Ó·ÚÍË Ù˘ ‰È΋˜ ÙÔ˘˜ ÔÏÈÙÈÛÙÈ΋˜ ÈÛÙÔÚ›·˜. K·È ·˘Ùfi ¤ÁÈÓ Ì ÚÒÙÔ ÛÙÔÈ¯Â›Ô Â·Ê‹˜ ÙË ÁÏÒÛÛ·, Û ÙÚfiÔ ÒÛÙ ٷ ¯ÚfiÓÈ· Ô˘ ¤Ú·Û·Ó Ó· ‰›ÓÔ˘Ó ÙË ‰˘Ó·ÙfiÙËÙ· Ù˘ ηϋ˜ ÁÂÈÙÔÓ›·˜ ÁÈ· ÛËÌ·ÓÙÈο ÌÂÁ¿Ï˜ ÈÛÙÔÚÈΤ˜ ÂÚÈfi‰Ô˘˜. M¤ÓÂÈ Û˘ÓÂÒ˜ ÌÂÙ¿ ·’ fiÏ· ·˘Ù¿ Ó· ·ÓÙÈÌÂÙˆ›ÛÔ˘Ì ÙË ÁÏÒÛÛ· Î·È ÙËÓ ÂÎÌ¿ıËÛ‹ Ù˘ fi¯È ÌfiÓÔ Û·Ó ÌÈ· Û˘ÓËıÈṲ̂ÓË ÂÎ·È‰Â˘ÙÈ΋ ‰È·‰Èηۛ·, ·ÏÏ¿ Û·Ó Ó· ÚfiÎÂÈÙ·È ÁÈ· ÌÈ· ‰È·ÚÎÒ˜ ÂÍÂÏÈÛÛfiÌÂÓË ‰Ú¿ÛË, Ë ÔÔ›· ‰ÂÓ Â›Ó·È ·ÏÒ˜ ·˘ı‡·ÚÎÙË ·ÏÏ¿ Ô˘ ÚÔÛ‰ÈÔÚ›˙ÂÈ Î·È ÙËÓ ÔÏÈÙÈÛÌÈ΋, ÈÛÙÔÚÈ΋ Î·È ÎÔÈÓˆÓÈ΋ Ù·˘ÙfiÙËÙ· ÙÔ˘ Ï·Ô‡ Ô˘ ÙË ¯ÚËÛÈÌÔÔÈ›. Œ¯ÔÓÙ·˜ ÙËÓ Ï‹ÚË Â›ÁÓˆÛË ·˘ÙÒÓ ÙˆÓ ÛÙÔȯ›ˆÓ, ÂÍ·ÛÊ·Ï›˙Ô˘Ì ÙÔ ·˘ÍË̤ÓÔ ÂӉȷʤÚÔÓ ÙˆÓ ‰È‰·ÛÎÔÌ¤ÓˆÓ Î·È ÂÈ-
ϤÔÓ ÙÔ˘˜ ÂÊԉȿ˙Ô˘Ì ÌÂ Û˘Ó‰˘·ÛÙÈ΋ ÁÓÒÛË, Ë ÔÔ›· Â›Ó·È Û›ÁÔ˘ÚÔ ˆ˜ ‚ÔËı¿ÂÈ ÛÙËÓ ÂÎÌ¿ıËÛË ÂÓÒ Ù·˘Ùfi¯ÚÔÓ· Â›Ó·È Û ı¤ÛË Ó· ·Ì‚χÓÂÈ ÙȘ fiÔȘ ‰È·ÊÔÚ¤˜ Î·È ·ÓÙÈı¤ÛÂȘ Î·È Ó· ·ӷÚÔÛ‰ÈÔÚ›ÛÂÈ ÙÔ Û‡ÛÙËÌ· ‰È‰·Ûηϛ·˜, Û Ӥ˜ ‰ËÌÈÔ˘ÚÁÈÎfiÙÂÚ˜ ηÙ¢ı‡ÓÛÂȘ. T¤ÏÔ˜, Ú¤ÂÈ Ó· Á›ÓÂÈ ·ÓÙÈÏËÙfi, ˆ˜, fiˆ˜ Î·È ÙÔ Û‡ÓÔÏÔ Ù˘ ÂÎ·È‰Â˘ÙÈ΋˜ ‰È·‰Èηۛ·˜ ¤ÙÛÈ Î·È Ë ÁÓÒÛË Í¤ÓˆÓ ÁψÛÛÒÓ, ‰ÂÓ Û˘Ó‰¤ÂÙ·È Î·Ù’ ·Ó¿ÁÎË Ì ·ÁÁÂÏÌ·ÙÈÎÔ‡˜ ÛÙfi¯Ô˘˜ ‹ ÚÔÛˆÈ΋ ÊÈÏÔ‰ÔÍ›·. AÔÙÂÏ› ÙÔÓ ÙÚfiÔ ÁÈ· Ó· ηٷÎÙ‹ÛÂÈ Ô ¿ÓıÚˆÔ˜ ÙÔ ·Á·ıfi Ù˘ ÁÓÒÛ˘, Ù˘ ÌfiÚʈÛ˘ Î·È Ó· ÂÈÙ‡¯ÂÈ ¤ÙÛÈ ÙËÓ Î·Ï˘Ù¤Ú¢ÛË Ù˘ ‰È΋˜ ÙÔ˘ ˙ˆ‹˜ Î·È Ù˘ ˙ˆ‹˜ ÙˆÓ Á‡Úˆ ÙÔ˘.
8
MAPTIO™ 2009
M·ı‹Ì·Ù· ÁÏÒÛÛ·˜ online K›Ó‰˘ÓÔ˜ ÁÈ· ÙËÓ ÍÂÓfiÁψÛÛË Âη›‰Â˘ÛË fiˆ˜ ÙËÓ Í¤ÚÔ˘ÌÂ; ÓËÛ˘¯›· Î·È ÚÔ‚ÏËÌ·ÙÈÛÌfi ÚÔηÏ› ÙÔ Úfi- ¿ÏÏÔÓ ÚÔÛʤÚÔÓÙ·˜ ÂÍ¿ÛÎËÛË ÛÙË ÁÏÒÛÛ· ÙÔ˘˜, ·ÛÊ·ÙÔ ‰ËÌÔÛ›Â˘Ì· ÙÔ˘ ‰ÈÂıÓÔ‡˜ ÂȉËÛÂÔÁÚ·- Ú¿ÏÏËÏ· ÂÍ·ÛÎÔ‡ÌÂÓÔÈ ÛÙË ÁÏÒÛÛ· ÂÓfi˜ ¿ÏÏÔ˘ «Ì·ÊÈÎÔ‡ Ú·ÎÙÔÚ›Ԣ Reuters, ÛÙÔ ÔÔ›Ô ·Ó·Ê¤- ıËÙ‹» ‹ ˙ˆÓÙ·Ó¿ online Ì·ı‹Ì·Ù· Ì ηıËÁËÙ¤˜. TÈ ÚÂÙ·È fiÙÈ Ô ÂΉÔÙÈÎfi˜ ÎÔÏÔÛÛfi˜ Pearson, ÁÓˆ- Û˘Ó¤ÂȘ ÚÔÌËÓ‡ÂÈ, fï˜, ÌÈ· Ù¤ÙÔÈ· ΛÓËÛË ·fi ¤ÛÙfi˜ ÛÙËÓ EÏÏ¿‰· Î·È ˆ˜ Longman, ۯ‰ȿ˙ÂÈ Ó·Ó ·ÁÎfiÛÌÈÔ ÂΉÔÙÈÎfi ÎÔÏÔÛÛfi fiˆ˜ Ë Pearson ÁÈ· ÙËÓ ·Ó¿Ù˘ÍË ÌÈ·˜ ˘ËÚÂÛ›·˜ ÂÎÌ¿ıËÛ˘ ·ÁÁÏÈÎÒÓ ÙÔÓ ·Ú·‰ÔÛÈ·Îfi ÙÚfiÔ ‰È‰·Ûηϛ·˜ ÙˆÓ Í¤ÓˆÓ Online ÛÂ Û˘ÓÂÚÁ·Û›· Ì ÙËÓ ÎÔÈÓfiÙËÙ· ÁψÛÛÒÓ; livemocha.com. M¤Û· Û 0,23 ‰Â˘ÙÂÚfiÏÂÙ·, ÌÈ· ·Ó·˙‹ÙËÛË ÛÙÔ H Livemocha ·Ú¤¯ÂÈ ·˘Ù‹ ÙË ÛÙÈÁÌ‹ ÙË ‰˘Ó·ÙfiÙË- Google Ì·˜ ‰›ÓÂÈ ¿Óˆ ·fi ‰ÂηÙÚ›· ÂηÙÔ̇ÚÈ· ηٷ ÛÙÔ˘˜ ·Ó¿ ÙËÓ ˘Ê‹ÏÈÔ ¯Ú‹ÛÙ˜ Ó· Ì¿ıÔ˘Ó Ù·¯ˆÚ‹ÛÂȘ ÛÙÔÓ ·ÁÎfiÛÌÈÔ ÈÛÙfi ÁÈ· ÙËÓ ÁÏÒÛÛ· Ù˘ ÂÈÏÔÁ‹˜ ÙÔ˘˜ ̤ۈ Ì·ıË“online english lessons”. H ÂͿψÛË ÙÔ˘ Ì¿ÙˆÓ ·ÏÏ¿ Î·È ·ÏÏËÏÔ‚Ô‹ıÂÈ·˜ Ì ¿ÏÏÔ˘˜ Ê·ÈÓÔ̤ÓÔ˘ Ù˘ ÂÎÌ¿ıËÛ˘ ÌÈ·˜ ͤÓ˘ ¯Ú‹ÛÙ˜ ‰ˆÚ¿Ó. E›Ó·È Ë ÚÒÙË ÊÔÚ¿ Ô˘ Ë ÁÏÒÛÛ·˜ ̤ۈ ÙÔ˘ ‰È·‰ÈÎÙ‡Ô˘ Ï¿Ì‚¿ÓÂÈ Î·Pearson Ì·›ÓÂÈ ÛÙÔ ¯ÒÚÔ ÙˆÓ online ÚÔïfiıËÌÂÚÈÓ¿ fiÏÔ Î·È ÌÂÁ·Ï‡ÙÂÚ˜ ‰È·ÛÙ¿ÛÂȘ, ÓÙˆÓ ·’·˘ı›·˜ ÛÙÔÓ Î·Ù·Ó·ÏˆÙ‹. ›Ù ̤ۈ ÈÛÙÔÛÂÏ›‰ˆÓ Ô˘ ·Ú¤¯Ô˘Ó Ì·ı‹TÔ Ê·ÈÓfiÌÂÓÔ ‰ÂÓ Â›Ó·È Î¿ÙÈ ÙÔ Î·ÈÓԇ̷ٷ ‰ˆÚ¿Ó, ›Ù ̤ۈ ÈÛÙÔÛÂÏ›‰ˆÓ Ô˘ ÚÈÔ. ø˜ ÛÙÈÁÌ‹˜, Ô ÂӉȷÊÂÚfiÌÂÓÔ˜ ¯Ú‹ÛÙ˘ ·Ú¤¯Ô˘Ó ηıËÁËÙ¤˜ ·ÓÙ› ·ÌÔÈ‚‹˜. ÌÔÚ› Ó· ‚Ú› ÌÈ· ÏËıÒÚ· ÂÈÏÔÁÒÓ ·fi O Sanjay (Shane) Jiandani ˙ÂÈ ÛÙËÓ IÛ··˘ÙÔÌ·ÙÔÔÈË̤ӷ Ì·ı‹Ì·Ù·, peer to peer Ó›· Î·È ÂÚÁ¿˙ÂÙ·È part time ˆ˜ ηıËÁËÙ‹˜ Sanjay Jiandani platforms, fiÔ˘ ¯Ú‹ÛÙ˜ ‚ÔËıÔ‡Ó Ô ¤Ó·˜ ÙÔÓ AÁÁÏÈÎÒÓ online Ì ÙËÓ Telelangue
A
9
MAPTIO™ 2009
— «Œ¯Ô˘Ì ÌÂÁ¿ÏË ÔÈÎÈÏ›· Ì·ıËÙÒÓ. Afi ÊÔÈÙËÙ¤˜ Î·È ÓÔÈÎÔ΢ڤ˜ ¤ˆ˜ ˘„ËÏfi‚·ıÌ· ÛÙÂϤ¯Ë ÂȯÂÈÚ‹ÛˆÓ. £· ¤ÏÂÁ· ·fi 20 ¤ˆ˜ 50 ÂÙÒÓ Î·È Î˘Ú›ˆ˜ ·fi ÙËÓ °·ÏÏ›·, ÙËÓ IÙ·Ï›· Î·È ÙËÓ IÛ·Ó›·», Ì·˜ ϤÂÈ Ô Sanjay. H Telelangue ··Û¯ÔÏ› ÂÚ› ÙÔ˘˜ 300 ηıËÁËÙ¤˜ Î·È ·Ú¤¯ÂÈ Âη›‰Â˘ÛË Î˘Ú›ˆ˜ ÛÙ· AÁÁÏÈο, ·ÏÏ¿ Î·È ÛÙ· °·ÏÏÈο, °ÂÚÌ·ÓÈο, IÙ·ÏÈο Î·È IÛ·ÓÈο. OÈ Î·ıËÁËÙ¤˜ ÂÚÁ¿˙ÔÓÙ·È ·fi ÙÔÓ ¯ÒÚÔ ÙÔ˘˜ ¯ÚËÛÈÌÔÔÈÒÓÙ·˜ ÙËϤʈÓÔ, skype Î·È msn. O Sanjay ‰È·‚ϤÂÈ Ù¤Ú·ÛÙÈ· ÂͿψÛË ·˘ÙÔ‡ ÙÔ˘ ÙÚfiÔ˘ ÂÎÌ¿ıËÛ˘ ‰Â‰Ô̤Ó˘ Ù˘ Ú·Á‰·›·˜ ÂͤÏÈ͢ Ù˘ Ù¯ÓÔÏÔÁ›·˜ Î·È Ùˆ ÔÏ˘Ì¤ÛˆÓ. «O Ì·ıËÙ‹˜ ‰ÂÓ ¯ÚÂÈ¿˙ÂÙ·È Ó· ÌÂÙ·ÎÈÓËı› ÁÈ· Ó· οÓÂÈ Ì¿ıËÌ·. ¶ÚÔÁÚ·ÌÌ·Ù›˙ÂÙ·È ·Ó¿ÏÔÁ· Ì ÙËÓ ÒÚ· Ô˘ ‰È·ı¤ÙÂÈ, ›Ù ·˘Ù‹ Â›Ó·È ÛÙȘ 8 ÙÔ ‚Ú¿‰˘, ›Ù ÛÙȘ 4 Ù· ÍËÌÂÚÒWorldspeaking. •ÂΛÓËÛ ÙÔÓ ¢ÂΤ̂ÚÈÔ Ì ٤ÛÛÂÚ· Ì·Ù·. ¶¿ÓÙ· ˘¿Ú¯ÂÈ ‰˘Ó·ÙfiÙËÙ· Ó· ‚ÚÂı› ηıËÁËÌ·ı‹Ì·Ù· ÙËÓ Ë̤ڷ (οı ̿ıËÌ· ‰È·ÚΛ 30 ÏÂÙ¿) Ù‹˜ Ônline Î¿Ô˘ ÛÙÔÓ ÎfiÛÌÔ». Î·È Û‹ÌÂÚ· ·Ú·‰›‰ÂÈ ¤Ó· ̤ÛÔ fiÚÔ 8-10 Ì·ıËÌ¿ÙˆÓ ™Ù· ÂfiÌÂÓ· Ù‡¯Ë Ù˘ e Lingua Franca, ı· Û·˜ ··Ó¿ÏÔÁ· Ì ÙÔÓ ÂχıÂÚÔ ¯ÚfiÓÔ Ô˘ ‰È·ı¤ÙÂÈ. ÚÔ˘ÛÈ¿ÛÔ˘Ì ÌÈ· ÈÔ ÔÏÔÎÏËڈ̤ÓË ÂÈÎfiÓ· Ù˘ ·ÁÔÚ¿˜ Í¤ÓˆÓ ÁψÛÛÒÓ Ì¤Ûˆ ÙÔ˘ ‰È·‰ÈÎÙ‡Ô˘. ¶ÔÈfi Â›Ó·È ÙÔ ÚÔÊ›Ï ÙÔ˘ ̤ÛÔ˘ Ì·ıËÙ‹ ÙÔ˘;
H e-Lingua Franca ı· ΢ÎÏÔÊÔÚ› Û ÌËÓÈ·›· ‚¿ÛË Ì fiÏ· Ù· Ó¤· Ù˘ ÍÂÓfiÁψÛÛ˘ Âη›‰Â˘Û˘ ÛÙËÓ EÏÏ¿‰·. ◊‰Ë ·ÔÛÙ¤ÏÏÂÙ·È Û 7.000 ·Ô‰¤ÎÙ˜ ·ÓÂÏÏ·‰Èο. E¿Ó Û·˜ ¿ÚÂÛ ÙÔ ÚÒÙÔ Ù‡¯Ô˜ Î·È ı· ı¤Ï·Ù ӷ ÙÔ ÌÔÈÚ·ÛÙ›Ù ̒ ¤Ó·Ó Ê›ÏÔ/Ë, ηıËÁËÙ‹/ÙÚÈ· Í¤ÓˆÓ ÁψÛÛÒÓ, ÁÚ¿„Ù ̷˜ ÛÙÔ [email protected]
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MAPTIO™ 2009
¤Ó·˜ ÔÚÁ·ÓÈÛÌfi˜ ÌË ÎÂÚ‰ÔÛÎÔÈÎÔ‡ ¯·Ú·TÔ English Speaking Board (ESB) ȉڇıË- ÎÙ‹Ú·. A˘Ù¿ ·fi ÌfiÓ· Â›Ó·È Ë Î·Ï‡ÙÂÚË ÂÁΠÙÔ 1953 Û·Ó ¤Ó·˜ ÚˆÙÔfiÚÔ˜ ÔÚÁ·ÓÈÛÌfi˜ Á‡ËÛË ÁÈ· ÙËÓ ·ÍÈÔÈÛÙ›· Î·È ÙËÓ ÔÈfiÙËÙ· ÂÍÂÙ¿ÛÂˆÓ Î·È ÈÛÙÔÔÈ‹ÛÂˆÓ Ù˘ AÁÁÏÈ΋˜ ÙˆÓ ÂÍÂÙ¿ÛˆÓ. ÁÏÒÛÛ·˜. ¶ÔÈÔ˜ ·Ó·ÁÓˆÚ›˙ÂÈ ™·Ó ÂÍÂÙ·ÛÙÈÎfi˜ ÔÚÁ·ÓÈÛÌfi˜ Â›Ó·È Û˘ÁÎÂÓÙڈ̤ÓÔ˜ ·ÔÎÏÂÈÛÙÈο ÛÙȘ ÂÍÂÙ¿ÛÂȘ Ù˘ ÙÔ ESB ESOL INTERNATIONAL; AÁÁÏÈ΋˜, Ú¿ÁÌ· Ô˘ ÙÔ˘ ‰›‰ÂÈ ÔÏÏ¿ ÏÂÔOÈ ÂÍÂÙ¿ÛÂȘ Â›Ó·È ·ÍÈÔÏÔÁË̤Ó˜ Î·È ·Ó·ÓÂÎÙ‹Ì·Ù· Î·È ·ÍÈÔÈÛÙ›·. ÁÓˆÚÈṲ̂Ó˜ ·fi ÙËÓ QCA. ¶ÂÚÈÏ·Ì‚¿ÓÔ™‹ÌÂÚ· ÙÔ ESB ÚÔÛʤÚÂÈ ÙȘ ÂÍÂÙ¿ÛÂȘ ÓÙ·È ÛÙÔÓ Î·Ù¿ÏÔÁÔ ÂÍÂÙ¿ÛÂˆÓ Ô˘ Ô UCAS ÙÔ˘ Û ÔÏϤ˜ ¯ÒÚ˜, fiˆ˜ Ë K›Ó·, Ë M·Ï·È- (Universities and Colleges Admissions Û›·, Ë IÛ·Ó›·, Ë EÏÏ¿‰·, Ë IÙ·Ï›· Î·È ¿ÏϘ. Services) ·Ó·ÁÓˆÚ›˙ÂÈ Û·Ó ÎÚÈÙ‹ÚÈ· ÁÓÒÛ˘ ŸÏ· ·˘Ù¿ Ù· ¯ÚfiÓÈ· ÙÔ ESB ¤¯ÂÈ ·Ú·Ì¤- AÁÁÏÈÎÒÓ ÁÈ· ÂÈÛ‰Ô¯‹ ÛÙ· BÚÂÙ·ÓÈο AEI. ÓÂÈ ·fiÏ˘Ù· ·ÊÔÛȈ̤ÓÔ˜ ÛÙÔ ÌÔÓ·‰ÈÎfi ·- ™ÙËÓ EÏÏ¿‰· ÔÈ ÂÍÂÙ¿ÛÂȘ ¤¯Ô˘Ó ·Ó·ÁÓˆÚÈÓÙÈΛÌÂÓÔ ÁÈ· ÙÔ ÔÔ›Ô È‰Ú‡ıËÎÂ Î·È Â›Û˘ Ûı› ·fi ÙÔ A™E¶ ÙÔÓ ¢ÂΤ̂ÚÈÔ ÙÔ˘ 2008.
¶ÔÈÔ Â›Ó·È ÙÔ ESB;
¶ÔÈ· Â›Ó·È Ù· ›‰· Ô˘ ÚÔÛʤÚÔÓÙ·È; OCNW ESOL INTERNATIONAL
°ÓÒÛË Û‡Ìʈӷ Ì EÏÏËÓÈÎfi ¶¢
E˘Úˆ·˚Îfi ¶Ï·›ÛÈÔ
Level 3 Level 2 Level 1 Entry Level 3
ÕÚÈÛÙË ¶Ôχ ηϋ M¤ÙÚÈ· K·Ï‹
C2 C1 B2 B1
°È·Ù› ESB ESOL INTERNATIONAL; ñ H fiÏË ÊÈÏÔÛÔÊ›· ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ Ô˘ ‰ÂÓ ‚¿˙ÂÈ ·Á›‰Â˜ ÛÙÔ˘˜ ÂÍÂÙ·˙fiÌÂÓÔ˘˜ ·ÏÏ¿ ÛÙ· ›ÛÈ· ÈÛÙÔÔÈ› ÙȘ ÁÓÒÛÂȘ Ô˘ ¤¯Ô˘Ó. ñ H ·Ó·ÌÊÈÛ‚‹ÙËÙË ·Ó·ÁÓÒÚÈÛË ÛÙËÓ M. BÚÂÙ·Ó›·, ÙËÓ EÏÏ¿‰· Î·È ‰ÈÂıÓÒ˜. ñ TÔ ·ÍÈfiÈÛÙÔ ÙÔ˘ ÔÚÁ·ÓÈÛÌÔ‡ Ô˘ ÙȘ ‰ÈÔÚÁ·ÓÒÓÂÈ ÛÙËÓ EÏÏ¿‰· (¶·ÓÂÏÏ‹ÓÈÔ˜ ™‡Ó‰ÂÛÌÔ˜) Ì ›ڷ ÛÙË ‰ÈÔÚÁ¿ÓˆÛË ·‰È¿-
‚ÏËÙˆÓ ÂÍÂÙ¿ÛˆÓ. ñ H ‰ÈÏ‹ ÛÊÚ·Á›‰· ÔÈfiÙËÙ·˜ ·fi QAA Î·È QCA. ñ H ·Ó·ÁÓÒÚÈÛË ·fi Ù· BÚÂÙ·ÓÈο AEI
¶fiÙ ı· ‰ÈÂÍ·¯ıÔ‡Ó ÔÈ ÂÍÂÙ¿ÛÂȘ; ™ÙȘ 9 Î·È 10 M·˝Ô˘ Î·È ÙÔ ¢ÂΤ̂ÚÈÔ ÁÈ· ÙÔ 2009. O ¶·ÓÂÏÏ‹ÓÈÔ˜ ™‡Ó‰ÂÛÌÔ˜ ‰¤¯ÂÙ·È ·ÈÙ‹ÛÂȘ Û˘ÌÌÂÙÔ¯‹˜ ‹‰Ë.
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MAPTIO™ 2009
EDI ESOL International Qualifications Q & A ¶ÔÈÔ˜ Â›Ó·È Ô ÔÚÁ·ÓÈÛÌfi˜ EDI ; TÔ EDI (Education Development International) Â›Ó·È ¤Ó·˜ ÚˆÙÔfiÚÔ˜ ‰ÈÂıÓ‹˜ ÊÔÚ¤·˜ ÈÛÙÔÔ›ËÛ˘ Ô˘ ‰ËÌÈÔ˘ÚÁ‹ıËΠ̠ÙË Û˘Á¯ÒÓ¢ÛË ÙÔ˘ K¤ÓÙÚÔ˘ EÍÂÙ¿ÛÂˆÓ ÙÔ˘ EÌÔÚÈÎÔ‡ Î·È BÈÔÌ˯·ÓÈÎÔ‡ EÈÌÂÏËÙËÚ›Ô˘ ÙÔ˘ §ÔÓ‰›ÓÔ˘ (LCCI) Î·È ÙÔ˘ ÂÈÊ·ÓÔ‡˜ ÔÚÁ·ÓÈÛÌÔ‡ ·ÍÈÔÏfiÁËÛ˘ ̤ۈ ‰È·‰ÈÎÙ‡Ô˘ GOAL. O ÊÔÚ¤·˜ EDI ·Ú¤¯ÂÈ ÈÛÙÔÔÈ‹ÛÂȘ ‰ÈÂıÓÒ˜ ̤ۈ ÂÓfi˜ ‰ÈÎÙ‡Ô˘ 4.000 Î·È ¿Óˆ ÂÁÁÂÁÚ·ÌÌ¤ÓˆÓ Î¤ÓÙÚˆÓ Û ÂÚÈÛÛfiÙÂÚ˜ ·fi 100 ¯ÒÚ˜ ·ÁÎÔÛÌ›ˆ˜. OÈ ÈÛÙÔÔÈ‹ÛÂȘ ·˘Ù¤˜ ·Ó·ÁÓˆÚ›˙ÔÓÙ·È ·fi ¶·ÓÂÈÛÙ‹ÌÈ·, ˘Ô˘ÚÁ›· ¶·È‰Â›·˜ Î·È EÚÁ·Û›·˜, ·ÁÁÂÏÌ·ÙÈÎÔ‡˜ ÊÔÚ›˜ Î·È ÂÚÁÔ‰fiÙ˜ Û ·ÁÎfiÛÌÈÔ Â›Â‰Ô.
AÁÁÏÈο ˆ˜ ÌËÙÚÈ΋ ÁÏÒÛÛ· Î·È ÔÈ ÔÔ›ÔÈ ÂÈı˘ÌÔ‡Ó Ó· ·ÔÎÙ‹ÛÔ˘Ó ‰ÈÂıÓÒ˜ ·Ó·ÁÓˆÚÈṲ̂ӷ ÈÛÙÔÔÈËÙÈο AÁÁÏÔÌ¿ıÂÈ·˜ ˘„ËÏ‹˜ ÔÈfiÙËÙ·˜.
E›Ó·È ·Ó·ÁÓˆÚÈṲ̂Ó˜ ÔÈ ÈÛÙÔÔÈ‹ÛÂȘ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ EDI ESOL;
TÔ A™E¶ (AÓÒÙ·ÙÔ ™˘Ì‚Ô‡ÏÈÔ EÈÏÔÁ‹˜ ¶ÚÔÛˆÈÎÔ‡) ·Ó·ÁÓÒÚÈÛ ÙÔ EDI ESOL INTERNATIONAL ÁÈ· Ù· ›‰· B1, B2, C1 ÙÔÓ ™Â٤̂ÚÈÔ ÙÔ˘ 2008. TÔ EDI ESOL International Â›Ó·È ·Ó·ÁÓˆÚÈṲ̂ÓÔ ·fi ÙÔÓ ·ÚÌfi‰ÈÔ ÊÔÚ¤· Ù˘ BÚÂÙ·Ó›·˜, ÙÔ Qualifications and Curriculum Authority (QCA) K¿ıÂ Â›Â‰Ô EDI ESOL International ·ÔÙÂÏÂ›Ù·È ·fi ÙÚ›· ˘Ô¯ÚˆÙÈο ̤ÚË (Reading, Listening & Writing) Î·È ¤Ó· Úԙ ÔÈÔ˘˜ ·Â˘ı‡ÓÔÓÙ·È ÔÈ ÈÛÙÔÔÈ‹- ·ÈÚÂÙÈÎfi (Speaking). ÛÂȘ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ EDI ESOL ; ™ÙÔÓ ›Ó·Î· Ô˘ ·ÎÔÏÔ˘ı› ‚Ï¤Ô˘Ì ÙËÓ OÈ ÈÛÙÔÔÈ‹ÛÂȘ EDI ESOL International ·ÓÙÈÛÙÔȯ›· ÙˆÓ ÂȤ‰ˆÓ Ì ·˘Ù¿ ÙÔ˘ KÔÈ(ÚÔËÁÔ‡ÌÂÓÔ˜ Ù›ÙÏÔ˜ ÙÔ˘˜ JETSET) ·Â˘- ÓÔ‡ E˘Úˆ·˚ÎÔ‡ ¶Ï·ÈÛ›Ô˘ AÓ·ÊÔÚ¿˜ ı‡ÓÔÓÙ·È Û ˘Ô„ËÊ›Ô˘˜ Ô˘ ‰ÂÓ ¤¯Ô˘Ó Ù· (CEF) ÁÈ· ÙȘ •¤Ó˜ °ÏÒÛÛ˜: E¶I¶E¢A EDI Certificates in ESOL International EDI Level 2 Certificate in ESOL International EDI Level 1 Certificate in ESOL International EDI Entry Certificate in ESOL International (Entry Level 3) EDI Entry Certificate in ESOL International (Entry Level 2) EDI Entry Certificate in ESOL International (Entry Level 1)
E¶I¶E¢A JETSET
KÔÈÓfi E˘Úˆ·˚Îfi ¶Ï·›ÛÈÔ AÓ·ÊÔÚ¿˜ ÁÈ· ¶ÈÛÙÔÔÈ‹ÛÂȘ °ÏˆÛÛÔÌ¿ıÂÈ·˜
JETSET 6
C1 E›Â‰Ô ¶Ôχ K·Ï‹˜ °ÓÒÛ˘
JETSET 5
B2 E›Â‰Ô K·Ï‹˜ °ÓÒÛ˘
JETSET 4
B1 E›Â‰Ô M¤ÙÚÈ·˜ °ÓÒÛ˘
JETSET 3
A2 E›Â‰Ô B·ÛÈ΋˜ °ÓÒÛ˘
JETSET 2
A1 E›Â‰Ô ™ÙÔȯÂÈÒ‰Ô˘˜ °ÓÒÛ˘
TÈ Â›‰Ô˘˜ ·Û΋ÛÂȘ ÂÚÈÏ·Ì‚¿ÓÂÈ Ë Â- ÏÒÓ ÂÈÏÔÁÒÓ (multiple choices), ÙÔ ÔÔ›Ô ‚·ıÌÔÏÔÁÂ›Ù·È ËÏÂÎÙÚÔÓÈο. A˘Ùfi ÂÍ·ÛʷϛͤٷÛË; H ηٷÓfiËÛË ÙÔ˘ ÁÚ·ÙÔ‡ Î·È ÙÔ˘ ÚÔÊÔÚÈÎÔ‡ ÏfiÁÔ˘ (Reading & Listening) ÂϤÁ¯ÂÙ·È Ì¤Ûˆ ÂÚˆÙËÌ¿ÙˆÓ ÔÏÏ·Ï‹˜ ÂÈÏÔÁ‹˜ Î·È Ù‡Ô˘ ™ˆÛÙfi / §¿ıÔ˜. OÈ ˘Ô„‹ÊÈÔÈ ÛËÌÂÈÒÓÔ˘Ó ÙȘ ··ÓÙ‹ÛÂȘ ÙÔ˘˜ ۠ͯˆÚÈÛÙfi ¤ÓÙ˘Ô ··ÓÙ‹ÛÂˆÓ (answer sheet) ÔÏÏ·-
˙ÂÈ ÌÈ· ·ÓÙÈÎÂÈÌÂÓÈ΋ ·ÍÈÔÏfiÁËÛË, ‰Â‰Ô̤ÓÔ˘ fiÙÈ ‰ÂÓ ··ÈÙÂ›Ù·È Û˘ÌÏ‹ÚˆÛË ·ÓÔȯÙÒÓ ÂÚˆÙ‹ÛÂˆÓ Î·È ÌÈ· 100% ·ÍÈfiÈÛÙË Î·È ·ÎÚÈ‚‹˜ ËÏÂÎÙÚÔÓÈ΋ ‚·ıÌÔÏfiÁËÛË ¯¿ÚË ÛÙË ¯Ú‹ÛË OMR (Optical Mark Reader). H ·Ú·ÁˆÁ‹ ÁÚ·ÙÔ‡ ÏfiÁÔ˘ (Writing) Â-
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MAPTIO™ 2009
ÚÈÏ·Ì‚¿ÓÂÈ ¤Ó· Û˘Ó‰˘·ÛÌfi ·ÓÔȯÙÒÓ ˘ÔÎÂÈÌÂÓÈÎÒÓ ÂÚˆÙËÌ¿ÙˆÓ Ô˘ ··ÈÙÔ‡Ó Û‡ÓÙÔ̘ ‹/Î·È ÈÔ Ì·ÎÚÔÛÎÂÏ›˜ ··ÓÙ‹ÛÂȘ. H ‚·ıÌÔÏfiÁËÛË Á›ÓÂÙ·È ·fi ÂÍÂÙ·ÛÙ‹ ÙÔ˘ EDI. T· ÚÔÊÔÚÈο (Speaking) ·ÍÈÔÏÔÁÔ‡ÓÙ·È ÚÒÙÔÓ ·fi ÙÔ˘˜ Oral Examiners Î·È ÙÂÏÈο ·fi ÙÔ˘˜ ÂÍÂÙ·ÛÙ¤˜ ÙÔ˘ EDI, ηıÒ˜ Ë ÂͤٷÛË Ë¯ÔÁÚ·ÊÂ›Ù·È Î·È ·ÔÛÙ¤ÏÏÂÙ·È ÙÂÏÈÎÒ˜ ÛÙË BÚÂÙ·Ó›· Ì·˙› Ì ٷ ˘fiÏÔÈ· ̤ÚË.
¶ÔÈ· Â›Ó·È Ù· ÏÂÔÓÂÎÙ‹Ì·Ù· ÙˆÓ ÈÛÙÔÔÈ‹ÛÂˆÓ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ EDI ESOL; ñ OÈ ÈÛÙÔÔÈ‹ÛÂȘ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ EDI ESOL ·Ó·ÁÓˆÚ›˙ÔÓÙ·È ·fi ÙÔ Q.C.A Î·È ÙÔ A.™.E.¶ ñ OÈ ÈÛÙÔÔÈ‹ÛÂȘ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ EDI ESOL Â›Ó·È ‰ÈÂıÓÒ˜ ·Ó·ÁÓˆÚÈṲ̂ÓÔÈ Ù›ÙÏÔÈ ÛÔ˘‰ÒÓ Û 100 Î·È Ï¤ÔÓ ¯ÒÚ˜, ·fi ˘Ô˘ÚÁ›· ¶·È‰Â›·˜ Î·È EÚÁ·Û›·˜, ¶·ÓÂÈÛÙ‹ÌÈ· ηıÒ˜ EÏÏËÓÈΤ˜ Î·È ÔÏ˘ÂıÓÈΤ˜ ÂÙ·ÈÚ›˜. ñ EȉÈο ÚÔÛ·ÚÌÔṲ̂ÓÔ Î·È ÁÈ· ˘Ô„‹ÊÈÔ˘˜ ÌÈÎÚ‹˜ ËÏÈΛ·˜ ñ M¤ÛÔ˜ fiÚÔ˜ ÂÈÙ˘¯›·˜ (‚¿ÛË) 50% ÌÂ Û˘Ì„ËÊÈÛÌfi ÙˆÓ ÂÍÂÙ·˙fiÌÂÓˆÓ ‰ÂÍÈÔًوÓ: L i s t e n i n g , Reading,Writing ñ OÈ ÁÚ·Ù¤˜ ÙÔ˘ ÂÍÂÙ¿ÛÂȘ ‰›ÓÔ˘Ó ¤ÌÊ·ÛË ÛÙËÓ Î·ıËÌÂÚÈÓ‹ ÂÈÎÔÈÓˆÓ›·, ÁÈ’ ·˘Ùfi Î·È Ù· ÚÔÊÔÚÈο ÙÔ˘ (Speaking) Â›Ó·È ÚÔ·ÈÚÂÙÈο ñ ¶ÏÂÔÓÂÎÙ‹Ì·Ù· ÂȉÈο ÁÈ· ÙÔ˘˜ ÊÚÔÓÙÈÛÙËÚÈÔ‡¯Ô˘˜/ηıËÁËÙ¤˜ Ô˘ ı· Âηȉ‡ÛÔ˘Ó ÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘˜ ÁÈ· ÙÔ EDI
¶fiÛÔ Û˘¯Ó¿ ‰ÈÂÍ¿ÁÔÓÙ·È ÔÈ ÂÍÂÙ¿ÛÂȘ
ÛÙËÓ EÏÏ¿‰·; °È· ÙÔÓ ÚÒÙÔ ¯ÚfiÓÔ ÏÂÈÙÔ˘ÚÁ›·˜ ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ EDI ESOL International ı· ÈÛ¯‡ÛÔ˘Ó 2 ËÌÂÚÔÌËӛ˜ ñ 2 & 3 M·˝Ô˘ 2009 ñ ¢ÂΤ̂ÚÈÔ˜ 2009 H ÙÂÏÂ˘Ù·›· ËÌÂÚÔÌËÓ›· ·Ú·Ï·‚‹˜ ·ÈÙ‹ÛÂˆÓ ÁÈ· ÙËÓ ÂÍÂÙ·ÛÙÈ΋ ÂÚ›Ô‰Ô ÙÔ˘ M·˝Ô˘ 2009 Â›Ó·È 6 M·ÚÙ›Ô˘ 2009
¶fiÙ ·Ó·ÎÔÈÓÒÓÔÓÙ·È Ù· ·ÔÙÂϤÛÌ·Ù·; EÓÙfi˜ 4-6 ‚‰ÔÌ¿‰ˆÓ ·fi ÙË ‰ÈÂÍ·ÁˆÁ‹ ÙˆÓ ÂÍÂÙ¿ÛˆÓ
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MAPTIO™ 2009
Ocnw Esol International Questions and Answers ¶ÔÈÔ Â›Ó·È ÙÔ OCNW; TÔ Open College of the North West (OCNW) Â›Ó·È ÙÔ ·ÔÙ¤ÏÂÛÌ· ÌÈ·˜ Û˘ÓÂÚÁ·Û›·˜ ÎÔÚ˘Ê·›ˆÓ BÚÂÙ·ÓÈÎÒÓ ·ÓÂÈÛÙ‹ÌȈÓ. TÔ˘ University of Lancaster, ÙÔ University of Liverpool, ÙÔ University of Central Lancashire, Î·È ¿ÏψÓ. ◊Ù·Ó ÙÔ ÚÒÙÔ «AÓÔÈÎÙfi KÔÏϤÁÈÔ» Ô˘ ÛÙ‹ıËΠÙÔ 1975, Ì ÛÎÔfi Ó· ÚÔÛʤÚÂÈ ÙËÓ Â˘Î·ÈÚ›· ÚfiÛ‚·Û˘ Û ·ÓÂÈÛÙ‹ÌÈ· Û ¯ÈÏÈ¿‰Â˜ ·ÓıÚÒÔ˘˜ Ô˘ ‰ÂÓ Â›¯·Ó ÙËÓ Ù‡¯Ë Ó· ÊÔÈÙ‹ÛÔ˘Ó ÛÙ· ·Ó¿ÎÚÈ‚· ȉȈÙÈο ÎÔÏϤÁÈ· Ô˘ ηٿ ·Ú¿‰ÔÛË ÚÔÂÙÔÈÌ¿˙Ô˘Ó ÙÔ˘˜ ÕÁÁÏÔ˘˜ ÚÔÓÔÌÈÔ‡¯Ô˘˜ ÁÈ· ÙËÓ ·ÓÒÙ·ÙË ·È‰Â›·. ŸÏ· ·˘Ù¿ Ù· ¯ÚfiÓÈ· ÙÔ OCNW ¤¯ÂÈ ‰È·ÙËÚ‹ÛÂÈ ·fi ÙË ÌÈ· ÙËÓ ·˘ÙÔÓÔÌ›· ÙÔ˘ Î·È ·fi ÙËÓ ¿ÏÏË ÙÔÓ ÌË ÎÂÚ‰ÔÛÎÔÈÎfi ¯·Ú·ÎÙ‹Ú· ÙÔ˘.
ÏfiÁËÛË ·fi ÙËÓ QAA (Quality Assurance Agency) Î·È ÙËÓ QCA (Qualifications and Curriculum Authority). H ÚÒÙË (QAA) Â›Ó·È Ô ÔÚÁ·ÓÈÛÌfi˜ Ô˘ ÂϤÁ¯ÂÈ ÙËÓ ÔÈfiÙËÙ· Î·È ·ÍÈÔÏÔÁ› Ù· I‰Ú‡Ì·Ù· AÓÒÙ·Ù˘ Eη›‰Â˘Û˘, ÂÓÒ Ë QCA ·ÍÈÔÏÔÁ› Î·È ÂϤÁ¯ÂÈ ÙËÓ ÔÈfiÙËÙ· ÚÔÁÚ·ÌÌ¿ÙˆÓ ÚÔ-AÓÒÙ·Ù˘. A˘Ù‹ Ë È‰È·ÈÙÂÚfiÙËÙ· Â›Ó·È Î¿ÙÈ Û·Ó ‰ÈÏ‹ ÛÊÚ·Á›‰· ÂÁÁ‡ËÛ˘.
¶ÔÈÔ˜ ·Ó·ÁÓˆÚ›˙ÂÈ ÙÔ OCNW ESOL INTERNATIONAL; OÈ ÂÍÂÙ¿ÛÂȘ Â›Ó·È ·ÍÈÔÏÔÁË̤Ó˜ Î·È ·Ó·ÁÓˆÚÈṲ̂Ó˜ ·fi ÙËÓ QCA. ¶ÂÚÈÏ·Ì‚¿ÓÔÓÙ·È ÛÙÔÓ Î·Ù¿ÏÔÁÔ ÂÍÂÙ¿ÛÂˆÓ Ô˘ Ô UCAS (Universities and Colleges Admissions Services) ·Ó·ÁÓˆÚ›˙ÂÈ Û·Ó ÎÚÈÙ‹ÚÈ· ÁÓÒÛ˘ AÁÁÏÈÎÒÓ ÁÈ· ÂÈÛ‰Ô¯‹ ÛÙ· BÚÂÙ·ÓÈο AEI. ™ÙËÓ EÏÏ¿‰· ÔÈ ÂÍÂÙ¿ÛÂȘ ¤¯Ô˘Ó ·Ó·ÁÓˆÚÈÛı› ·fi ÙÔ A™E¶ ÙÔÓ ™Â٤̂ÚË ÙÔ˘ 2008.
TÈ Î¿ÓÂÈ ÙÔ OCNW ÌÔÓ·‰ÈÎfi; TÔ OCNW Â›Ó·È Ô ÌÔÓ·‰ÈÎfi˜ ÔÚÁ·ÓÈÛÌfi˜ ÛÙÔ Hӈ̤ÓÔ B·Û›ÏÂÈÔ Ô˘ Û˘Ó‰˘¿˙ÂÈ ·ÍÈÔ-
¶ÔÈ· Â›Ó·È Ù· ›‰· Ô˘ ÚÔÛʤÚÔÓÙ·È; T· ·ÔÙÂϤÛÌ·Ù· ‰È·‚·ıÌ›˙ÔÓÙ·È ˆ˜:
OCNW ESOL INTERNATIONAL
°ÓÒÛË Û‡Ìʈӷ Ì EÏÏËÓÈÎfi ¶¢
E˘Úˆ·˚Îfi ¶Ï·›ÛÈÔ
Level 3 Level 2 Level 1 Entry Level 3
ÕÚÈÛÙË ¶Ôχ ηϋ M¤ÙÚÈ· K·Ï‹
C2 C1 B2 B1
™‡Ó‰ÂÛÌÔ˜) Ì ›ڷ ÛÙË ‰ÈÔÚÁ¿ÓˆÛË ·‰È¿‚ÏËÙˆÓ ÂÍÂÙ¿ÛˆÓ. TÈ Î¿ÓÂÈ ÙȘ ÂÍÂÙ¿ÛÂȘ OCNW ESOL ñ H ‰ÈÏ‹ ÛÊÚ·Á›‰· ÔÈfiÙËÙ·˜ ·fi QAA INTERNATIONAL Ó· ͯˆÚ›˙Ô˘Ó; Î·È QCA. ñ H fiÏË ÊÈÏÔÛÔÊ›· ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ Ô˘ ñ H ·Ó·ÁÓÒÚÈÛË ·fi Ù· BÚÂÙ·ÓÈο AEI ‰ÂÓ ‚¿˙ÂÈ ·Á›‰Â˜ ÛÙÔ˘˜ ÂÍÂÙ·˙fiÌÂÓÔ˘˜ ·ÏÏ¿ ÛÙ· ›ÛÈ· ÈÛÙÔÔÈ› ÙȘ ÁÓÒÛÂȘ Ô˘ ¤¯Ô˘Ó. ¶fiÙ ı· ‰ÈÂÍ·¯ıÔ‡Ó ÔÈ ÂÍÂÙ¿ÛÂȘ; ñ H ·Ó·ÌÊÈÛ‚‹ÙËÙË ·Ó·ÁÓÒÚÈÛË ÛÙËÓ M. ™ÙȘ 9 Î·È 10 M·˝Ô˘ Î·È ÙÔ ¢ÂΤ̂ÚÈÔ ÁÈ· BÚÂÙ·Ó›·, ÙËÓ EÏÏ¿‰· Î·È ‰ÈÂıÓÒ˜. ñ TÔ ·ÍÈfiÈÛÙÔ ÙÔ˘ ÔÚÁ·ÓÈÛÌÔ‡ Ô˘ ÙȘ ÙÔ 2009. O ¶·ÓÂÏÏ‹ÓÈÔ˜ ™‡Ó‰ÂÛÌÔ˜ ‰¤¯ÂÙ·È ‰ÈÔÚÁ·ÓÒÓÂÈ ÛÙËÓ EÏÏ¿‰· (¶·ÓÂÏÏ‹ÓÈÔ˜ ·ÈÙ‹ÛÂȘ Û˘ÌÌÂÙÔ¯‹˜ ‹‰Ë. DISTINCTION, MERIT, PASS, FAIL
15
MAPTIO™ 2009
¢È·¯Â›ÚÈÛË ¯ÚfiÓÔ˘. ŒÌÊ˘ÙÔ ¯¿ÚÈÛÌ· ‹ ·ÔÙ¤ÏÂÛÌ· ÚÔÁÚ·ÌÌ·ÙÈÛÌÔ‡ Î·È Âη›‰Â˘Û˘; ¢Ú £ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘, EÎ·È‰Â˘ÙÈ΋ ™‡Ì‚Ô˘ÏÔ˜. EȉÈ΋ ¶·È‰·ÁˆÁfi˜ [email protected] ηÈÓÔ‡ÚÁÈÔ˜ ¯ÚfiÓÔ˜ ÍÂΛÓËÛÂ Î·È Ì·˙› ÙÔ˘ ÍÂΛÓËÛ ¤Ó·˜ Ó¤Ô˜ ·ÎÏÔ˜ ÚÔÛ‰ÔÎÈÒÓ ÁÈ· fiÏÔ˘˜ Ì·˜. AÍÈÔÏÔÁÒÓÙ·˜ Ù· ÂÈÙ‡ÁÌ·Ù· Î·È ÙȘ ‰˘ÛÎÔϛ˜ Ô˘ ·ÓÙÈÌÂÙˆ›Û·Ì ÙËÓ ÚÔËÁÔ‡ÌÂÓË ¯ÚÔÓÈ¿, ı¤ÙÔ˘Ì ӤԢ˜ ÛÙfi¯Ô˘˜ Î·È Î·Ù·ÛÙÚÒÓÔ˘Ì ۯ¤‰ÈÔ Â›Ù¢Í˘ ÙÔ˘˜. ŒÓ·˜ ηıÔÚÈÛÙÈÎfi˜ ·Ú¿ÁÔÓÙ·˜ ÁÈ· ÙËÓ Â›Ù¢ÍË ÙˆÓ ÛÙfi¯ˆÓ Ì·˜ Â›Ó·È Ë ÛˆÛÙ‹ ‰È·¯Â›ÚÈÛË ¯ÚfiÓÔ˘. ÕÓıÚˆÔÈ fiÏˆÓ ÙˆÓ ËÏÈÎÈÒÓ ·Ú·ÔÓÈÔ‡ÓÙ·È fiÙÈ ‰ÂÓ ¤¯Ô˘Ó ¯ÚfiÓÔ. ¢ÂÓ ÚÔÏ·‚·›ÓÔ˘Ó Ó· ‰ÈÂÎÂÚ·ÈÒÛÔ˘Ó ÙȘ ˘Ô¯ÚÂÒÛÂȘ ÙÔ˘˜, ‰ÂÓ ÚÔÏ·‚·›ÓÔ˘Ó Ó· ·ÊÈÂÚÒÛÔ˘Ó ¯ÚfiÓÔ ÛÙ· ·È‰È¿ ÙÔ˘˜, ‰ÂÓ ÚÔÏ·‚·›ÓÔ˘Ó Ó· ÂÎÙÂϤÛÔ˘Ó Û˘ÁÎÂÎÚÈ̤Ó˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ ̤۷ ÛÂ Û˘ÁÎÂÎÚÈ̤ÓÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ·, ‰ÂÓ ÚÔÏ·‚·›ÓÔ˘Ó Ó· ‰È·‚¿ÛÔ˘Ó Ù· Ì·ı‹Ì·Ù¿ ÙÔ˘˜, Î·È ›Ûˆ˜ ÙÔ ÈÔ ÛËÌ·ÓÙÈÎfi ·fi fiÏ·, ‰ÂÓ ÚÔÏ·‚·›ÓÔ˘Ó Ó· ‚ÚÔ˘Ó ÂχıÂÚÔ ¯ÚfiÓÔ Î·È Ó· ·Û¯ÔÏËıÔ‡Ó Ì ‰Ú·ÛÙËÚÈfiÙËÙ˜ (hobbies) Ô˘ ‚ÔËıÔ‡Ó Î¿ı ¿ÓıÚˆÔ Ó· ·ÈÛı·Óı› ηχÙÂÚ· Î·È Ó· ··ÏÏ·Á› ·fi ÙÔ ¿Á¯Ô˜ Ù˘ ηıËÌÂÚÈÓfiÙËÙ·˜. O ¯ÚfiÓÔ˜ Â›Ó·È Ô ÈÔ ÔχÙÈÌÔ˜ fiÚÔ˜ Ô˘ ¤¯Ô˘ÌÂ. E›Ó·È ÔÏ˘ÙÈÌfiÙÂÚÔ˜ ·ÎfiÌ· Î·È ·fi ÙÔ ¯Ú‹Ì·, ‰ÈfiÙÈ Ô ¯·Ì¤ÓÔ˜ ¯ÚfiÓÔ˜ ‰ÂÓ ÎÂÚ‰›˙ÂÙ·È ÔÙ¤ Î·È Ì ηӤӷ ÙÚfiÔ, Û ·ÓÙ›ıÂÛË Ì ÙÔ ¯Ú‹Ì· Ô˘ ÌÔÚԇ̠ӷ ÙÔ ·ÔÎÙ‹ÛÔ˘Ì ͷӿ ·ÎfiÌ· Î·È fiÙ·Ó ÙÔ ¤¯Ô˘Ì ¯¿ÛÂÈ. ™˘ÓÂÒ˜, ÙÔ ‘ÎÂÊ¿Ï·ÈÔ ¯ÚfiÓÔ˘’ Ô˘ ¤¯ÂÈ Ô Î·ı¤Ó·˜ Ú¤ÂÈ Ó· Ì¿ıÂÈ Ó· ÙÔ ÂÂÓ‰‡ÂÈ ÚÔÛ¯ÙÈο ÂÈÙ˘Á¯¿ÓÔÓÙ·˜ ÙÔ˘˜ ÛÙfi¯Ô˘˜ ÙÔ˘ Î·È Ó· ÌËÓ ·Ó·ÏÒÓÂÙ·È Û ‰Ú·ÛÙËÚÈfiÙËÙ˜ Ô˘ ‰ÂÓ ÙÔ˘ ÚÔÛʤÚÔ˘Ó Î·Ì›· ¢¯·Ú›ÛÙËÛË Î·È ‰ÂÓ ·Ó·ÙÚÔÊÔ‰ÔÙÔ‡Ó ÙȘ ‰˘Ó¿ÌÂȘ ÙÔ˘. OÈ ÁÚ‹ÁÔÚÔÈ Ú˘ıÌÔ› Ù˘ ηıËÌÂÚÈÓfiÙËÙ·˜ ÛÂ Û˘Ó‰˘·ÛÌfi Ì ÙȘ ·˘ÍË̤Ó˜ ··ÈÙ‹ÛÂȘ Ô˘ Ì·˜ ÂÈ‚¿ÏÏÂÈ Ô Ó¤Ô˜ ÙÚfiÔ˜ ˙ˆ‹˜, οÓÔ˘Ó ÂÈÙ·ÎÙÈ΋ ÙËÓ ·Ó¿ÁÎË ÁÈ· ÚÔÁÚ·ÌÌ·ÙÈÛÌfi, ¤ÙÛÈ ÒÛÙ ӷ ·ÔÊ¢¯ıÔ‡Ó ÎÚ›ÛÂȘ ·ÓÈÎÔ‡, ·ÈÛı‹Ì·Ù· ÌÂÈÔÓÂÍ›·˜, ˆ˜ ·ÔÙ¤ÏÂÛÌ· ·ÓÂÎÏ‹ÚˆÙˆÓ ÚÔÛˆÈÎÒÓ ÛÙfi¯ˆÓ Î·È ÂÌÊ¿ÓÈÛË „˘¯ÔÏÔÁÈÎÒÓ Î·È ÛˆÌ·ÙÈÎÒÓ
O
‰È·Ù·Ú·¯ÒÓ, ˆ˜ ·fiÚÚÔÈ· ¤ÎıÂÛ˘ ÙÔ˘ ·˘ÙÔ‡ Ì·˜ Û ˘¤ÚÌÂÙÚÔ ¿Á¯Ô˜ Î·È ›ÂÛË. ¢ÂÓ Â›Ó·È Î·ıfiÏÔ˘ Ù˘¯·›Ô ÙÔ ÁÂÁÔÓfi˜ Ù˘ ·‡ÍËÛ˘ Ù˘ ÂÌÊ¿ÓÈÛ˘ ÎÚ›Û˘ ·ÓÈÎÔ‡ Û ·È‰È¿ Û¯ÔÏÈ΋˜ ËÏÈΛ·˜. ŒÓ·˜ ÌÂÁ¿ÏÔ˜ ·ÚÈıÌfi˜ Ì·ıËÙÒÓ ·‰˘Ó·ÙÔ‡Ó Ó· ·ÓÙ·ÔÎÚÈıÔ‡Ó Â·ÚÎÒ˜ ÛÙȘ ˘Ô¯ÚÂÒÛÂȘ ÙÔ˘˜, Î·È Î¿ı ̤ڷ ‰›ÓÔ˘Ó Ì¿¯Ë Ì ÙÔ ¯ÚfiÓÔ. H Ì›ˆÛË ÙˆÓ ˆÚÒÓ Ù˘ ÍÂÎÔ‡Ú·Û˘, Î·È Ë ¤ÏÏÂÈ„Ë ÂÓ·Û¯fiÏËÛ˘ Ì Â͈ۯÔÏÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ Â›Ó·È ÌfiÓÔ ¤Ó· ̤ÚÔ˜ ÙˆÓ ÂÈÙÒÛÂˆÓ Ù˘ η΋˜ ‰È·¯Â›ÚÈÛ˘ ¯ÚfiÓÔ˘. A˜ ‰Ô‡ÌÂ, ÏÔÈfiÓ, ÙÈ Â›Ó·È Ô ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜. ‘¶ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜’ Â›Ó·È Ó· ·›ÚÓÂÈ Î·Ó›˜ ¤ÁηÈÚ· ·fiÊ·ÛË ÙÈ Ó· οÓÂÈ, Ò˜ Ó· ÙÔ Î¿ÓÂÈ, Î·È fiÙ ӷ ÙÔ Î¿ÓÂÈ. E›Ó·È ¤Ó·˜ ¢¤ÏÈÎÙÔ˜ Ì˯·ÓÈÛÌfi˜ ÁÈ· ÙË Ï‹„Ë ·ÔÊ¿ÛˆÓ. AÚÎÂÙÔ› ¿ÓıÚˆÔÈ ·ÚÓÔ‡ÓÙ·È Ó· ÚÔÁÚ·ÌÌ·Ù›ÛÔ˘Ó, ·fi Êfi‚Ô fiÙÈ ‰ÂÓ ı· ÌÔÚ¤ÛÔ˘Ó Ó· ˘ÏÔÔÈ‹ÛÔ˘Ó ÙÔ˘˜ ÛÙfi¯Ô˘˜ ÙÔ˘˜. A˜ ÌËÓ Í¯ӿÌ fiÙÈ Ô ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ Ì·˜ ʤÚÓÂÈ ·ÓÙÈÌ¤ÙˆÔ˘˜ Ì ÙȘ ÂÈÏÔÁ¤˜ Ì·˜, ·Ó·ÁÓˆÚ›˙Ô˘Ì ÙȘ ÚÔÙÂÚ·ÈfiÙËÙ˜ Ì·˜ Î·È ·ÍÈÔÏÔÁԇ̠ÙÔÓ Â·˘Ùfi Ì·˜ ̤۷ ·fi ÙËÓ Ú·ÁÌ¿ÙˆÛË ÙˆÓ ÛÙfi¯ˆÓ Ì·˜. O ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ ıˆÚÂ›Ù·È ÛˆÛÙfi˜ fiÙ·Ó Â›Ó·È Â˘¤ÏÈÎÙÔ˜. AÚÎÂÙ¤˜ ÊÔÚ¤˜ ÔÈ ¿ÓıÚˆÔÈ ı¤ÙÔ˘Ó ÂÚÈÛÛfiÙÂÚÔ˘˜ ÛÙfi¯Ô˘˜ ·fi ·˘ÙÔ‡˜ Ô˘ Â›Ó·È Û ı¤ÛË Ó· ÂÎÏËÚÒÛÔ˘Ó Î·È ÙÔ ‰È·ÈÛÙÒÓÔ˘Ó ÌfiÓÔ fiÙ·Ó ¤Ú¯ÂÙ·È Ë ÒÚ· ÂÎfiÓËÛ˘ ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ Ô˘ ¤¯Ô˘Ó ÔÈ ›‰ÈÔÈ Û¯Â‰È¿ÛÂÈ. ¶¿ÓÙ· fï˜ ˘¿Ú¯ÂÈ Ë ‰˘Ó·ÙfiÙËÙ· ÙÔ˘ ·ӷÚÔÛ‰ÈÔÚÈÛÌÔ‡ ÙˆÓ ÛÙfi¯ˆÓ Î·È Â·Ó·Û¯Â‰È·ÛÌÔ‡ ÙÔ˘ ËÌÂÚ‹ÛÈÔ˘, ‚‰ÔÌ·‰È·›Ô˘ ‹ ÂÙ‹ÛÈÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ Ì·˜. M¤Û· ·fi ¤Ó· ‚‰ÔÌ·‰È·›Ô ÚfiÁÚ·ÌÌ·, ÛÙÔ ÔÔ›Ô ı· ¤¯Ô˘ÌÂ Û˘ÌÂÚÈÏ¿‚ÂÈ ÙËÓ ÂÚÁ·Û›· Ì·˜ (‹ ÙÔ Û¯ÔÏ›Ô), ÙȘ ˘Ô¯ÚÂÒÛÂȘ Ì·˜ (ÌÂϤÙË Ì·ıËÌ¿ÙˆÓ, ‰È¿‚·ÛÌ· ÙˆÓ ·È‰ÈÒÓ, Î.Ï.), ÙȘ ‰Ú·ÛÙËÚÈfiÙËÙ˜ Ì·˜ ( ÊÚÔÓÙÈÛÙ‹ÚÈ·, Á˘ÌÓ·ÛÙ‹ÚÈÔ, Î.Ï.) ‰È·ÈÛÙÒÓÔ˘Ì fiÙÈ Ô ¯ÚfiÓÔ˜ Â›Ó·È Û˘ÁÎÂÎÚÈ̤ÓÔ˜ Î·È ÔχÙÈÌÔ˜. ¢ÂÓ ·Ê‹ÓÂÈ ÂÚÈıÒÚÈ· Û·Ù¿Ï˘, ÌÈ·˜ Î·È Ù· ·ÔÙÂϤÛÌ·Ù· ¤¯Ô˘Ó ¿ÌÂÛÔ ·ÓÙ›ÎÙ˘Ô ÛÙËÓ ÔÈfiÙËÙ· Ù˘ ˙ˆ‹˜ Ì·˜.
16
MAPTIO™ 2009
¢ÂÓ Ú¤ÂÈ Ó· ͯӿÌ fiÙÈ Ô ¯ÚfiÓÔ˜ ÌÔÚ› Ó· Â›Ó·È Ô Î·Ï‡ÙÂÚÔ˜ Ê›ÏÔ˜ Ì·˜ ‹ Ô ¯ÂÈÚfiÙÂÚÔ˜ ¯ıÚfi˜ Ì·˜! EÌ›˜ ÂÈϤÁÔ˘Ì ÙÔ ÚfiÏÔ Ô˘ ı¤ÏÔ˘Ì ӷ ÙÔ˘ ‰ÒÛÔ˘ÌÂ Î·È ÂΛÓÔ˜ Ì·˜ ÂÈ‚Ú·‚‡ÂÈ ·Ó¿ÏÔÁ·. O ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ ÁÈ· ÔÏÏÔ‡˜ ÈÛÔ‰˘Ó·Ì› Ì ·‡ÍËÛË ÙÔ˘ ¿Á¯Ô˘˜. AÈÛı¿ÓÔÓÙ·È fiÙÈ ‘Ó›ÁÔÓÙ·È’ fiÙ·Ó Î·ÏÔ‡ÓÙ·È Ó· ۯ‰ȿÛÔ˘Ó ÙÔ Â‚‰ÔÌ·‰È·›Ô ÙÔ˘˜ ÚfiÁÚ·ÌÌ·. A˘Ùfi fï˜ ‰ÂÓ Â›Ó·È Ù›ÔÙ ¿ÏÏÔ ·fi ÌÈ· „¢‰·›ÛıËÛË! A˘Ùfi Ô˘ ÙÔ˘˜ ‰ËÌÈÔ˘ÚÁ› ÛÙÚ˜ Â›Ó·È Ë ·Ó¿ÁÎË ÁÈ· ÚÔÛ‰ÈÔÚÈÛÌfi ÛÙfi¯ˆÓ, ÁÈ· ·ÍÈÔÏfiÁËÛË ÙˆÓ ÚÔÙÂÚ·ÈÔÙ‹ÙˆÓ ÙÔ˘˜ Î·È ‰¤ÛÌ¢ÛË ÁÈ· ÙËÓ ˘ÏÔÔ›ËÛË ÙÔ˘˜. O ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ ÂÏ¢ıÂÚÒÓÂÈ ÙÔÓ ¿ÓıÚˆÔ ·fi ÙÔ ÛÙÚ˜ Î·È ÙÔ˘ ‰›ÓÂÈ ¤Ó· ÔχÙÈÌÔ ‰ÒÚÔ: ÂχıÂÚÔ ¯ÚfiÓÔ ÁÈ· ÙÔÓ Â·˘Ùfi ÙÔ˘. TÈ Ì·˜ ‘ÙÚÒÂÈ’ ÙÔ ¯ÚfiÓÔ;;; H ·¿ÓÙËÛË Â›Ó·È ·Ï‹: H ·Ó·‚ÏËÙÈÎfiÙËÙ·. H ·Ó·‚ÏËÙÈÎfiÙËÙ· ÁÂÓÈο ‚·Û›˙ÂÙ·È Û Êfi‚Ô ·ÔÙ˘¯›·˜ Î·È ·ÌÊÈ‚ÔÏ›·. ¢ËÏÒÓÂÈ ¤ÏÏÂÈ„Ë ÂÌÈÛÙÔÛ‡Ó˘ ÛÙÔÓ Â·˘Ùfi Ì·˜ Î·È ÛÙȘ ÈηÓfiÙËÙ˜ Ì·˜. AÚÎÂÙÔ› ¿ÓıÚˆÔÈ, Û˘ÌÂÚÈÏ·Ì‚·ÓÔÌ¤ÓˆÓ Î·È ·˘ÙÒÓ Ì ÂÈÛÙËÌÔÓÈ΋ ¿ÚÎÂÈ·, ‰ÈÛÙ¿˙Ô˘Ó Ó· ÂÌÏ·ÎÔ‡Ó Û ‰Ú·ÛÙËÚÈfiÙËÙ˜ ·fi Êfi‚Ô fiÙÈ ‰ÂÓ ı· Ù· ηٷʤÚÔ˘Ó Î·È ·˘Ùfi ı· ¤¯ÂÈ ·ÓÙ›ÎÙ˘Ô ÛÙËÓ ÂÈÎfiÓ· ÙÔ˘˜. ŒÓ·˜ ÂÍ›ÛÔ˘ ÛËÌ·ÓÙÈÎfi˜ ÏfiÁÔ˜ Ô˘ ˆı› ÙÔÓ ¿Ó-
ıÚˆÔ ÛÙËÓ ·Ó·‚ÏËÙÈÎfiÙËÙ· Â›Ó·È Ë ·ÓÈηÓfiÙËÙ¿ ÙÔ˘ Ó· ‰ÂÛÌ¢ı› Û οÙÈ. TÔ ÌÂÙ·ÊÚ¿˙ÂÈ ‚¤‚·È· ˆ˜ ¤ÏÏÂÈ„Ë ÎÈÓ‹ÙÚˆÓ ‹ ¤ÏÏÂÈ„Ë ¯ÚfiÓÔ˘, ·ÏÏ¿ Ë ·Ï‹ıÂÈ· Â›Ó·È fiÙÈ ·‰˘Ó·Ù› Ó· ‰ÂÛÌ¢ı› Û ¤Ó· Ó¤Ô ÛÙfi¯Ô, ·ÓÂÍ¿ÚÙËÙ· Ì ÙÔ fiÛÔ ÛËÌ·ÓÙÈÎfi˜ Â›Ó·È ÁÈ· ÂΛÓÔÓ. Y¿Ú¯ÂÈ Ê˘ÛÈο Î·È Ë Î·ÙËÁÔÚ›· ·ÓıÚÒˆÓ Ô˘ ı¤ÏÔ˘Ó ¿ÓÙ· Ó· ‰ÔÎÈÌ¿˙Ô˘Ó ÙȘ ·ÓÙÔ¯¤˜ ÙÔ˘˜ Î·È ÙËÓ Ù‡¯Ë ÙÔ˘˜, ·Ê‹ÓÔÓÙ·˜ Ù· ¿ÓÙ· ÁÈ· ÙËÓ ÙÂÏÂ˘Ù·›· ÛÙÈÁÌ‹. AÓ·‚¿ÏÏÔ˘Ó ÙȘ ÂÚÁ·Û›Â˜ ÙÔ˘˜ Î·È ÚÔÛ·ıÔ‡Ó Ó· ÙȘ ‰ÈÂÎÂÚ·ÈÒÛÔ˘Ó ÙËÓ ÙÂÏÂ˘Ù·›· ÛÙÈÁÌ‹, ¤ÙÛÈ ÒÛÙ ӷ ¿ÚÔ˘Ó ÙËÓ ÈηÓÔÔ›ËÛË fiÙÈ ÙÂÏÈο Ù· ηٿÊÂÚ·Ó. E›Ó·È ÌÈ· ÌÔÚÊ‹ ·Ó¿Á΢ ÁÈ· ÂÈ‚Ú¿‚¢ÛË ÙÔ˘ ·˘ÙÔ‡ ÙÔ˘˜ ̤۷ ·fi ÌÈ· ηٿÛÙ·ÛË Ô˘ ‚¿˙ÂÈ Û ‰ÔÎÈÌ·Û›· ÙËÓ „˘¯Ô-Û˘Ó·ÈÛıËÌ·ÙÈ΋ ˘Á›· ÙfiÛÔ ÙˆÓ ›‰ÈˆÓ fiÛÔ Î·È ÙˆÓ ¿ÏÏˆÓ ·ÓıÚÒˆÓ Ô˘ ÂÌϤÎÔÓÙ·È Û ·˘Ù‹. H ·‰˘Ó·Ì›· Û˘ÁΤÓÙÚˆÛ˘ Ô‰ËÁ› ›Û˘ Û ·Ó·‚ÏËÙÈÎfiÙËÙ·. Y¿Ú¯Ô˘Ó ¿ÙÔÌ· Ô˘ Â›Ó·È Â˘¿ÏˆÙ· ÛÙË ‰È¿Û·ÛË ÚÔÛÔ¯‹˜ ·fi ‰È¿ÊÔÚÔ˘˜ Â͈ÁÂÓ›˜ ·Ú¿ÁÔÓÙ˜ Î·È ˆ˜ Û˘Ó¤ÂÈ· ·‰˘Ó·ÙÔ‡Ó Ó· ÂÚÁ·ÛıÔ‡Ó Î·È Ó· ¤¯Ô˘Ó ÔÈÔÙÈÎfi ¯ÚfiÓÔ ‰Ô˘ÏÂÈ¿˜. H ·Ó·‚ÏËÙÈÎfiÙËÙ· ·ÓÙÈÌÂÙˆ›˙ÂÙ·È Ì ÂÈÙ˘¯›· fiÙ·Ó ·Ú¯Èο ÙÔ ¿ÙÔÌÔ ÙËÓ ·Ó·ÁÓˆÚ›ÛÂÈ Î·È ÂÈÛËÌ¿ÓÂÈ ÙȘ ·Èٛ˜ Ô˘ ÙËÓ ÚÔηÏÔ‡Ó. OÚÁ·ÓÒÓÔÓÙ·˜ ÙÔ ¯ÚfiÓÔ, ‰È·ÌÔÈÚ¿˙ÔÓÙ¿˜ ÙÔÓ Û ÌÈÎÚfiÙÂÚ˜ ÌÔÓ¿-
TÚÂÏϤ˜ ÚÔÛÊÔÚ¤˜* Û ÏÂÍÈο ¤ˆ˜ ÙÔ Ù¤ÏÔ˜ M·ÚÙ›Ô˘ EÎÙÒÛÂȘ ·fi 25% ¤ˆ˜ 45% Û AÁÁÏÈο, °·ÏÏÈο, IÙ·ÏÈο, IÛ·ÓÈο & EÏÏËÓÈο ÏÂÍÈο
* °È· Ó· Ï¿‚ÂÙ ÙÔÓ Ï‹ÚË Î·Ù¿ÏÔÁÔ ÙˆÓ ÚÔÛÊÔÚÒÓ Ì·˜, ÁÚ¿„Ù ̷˜ ÛÙÔ [email protected] ñ∞ı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59 - ÙËÏ. 210-3215590 ñ¶ÂÈÚ·È¿˜ ∑ˆÛÈÌ¿‰ˆÓ 46 - ÙËÏ. 210-4172819 ñ∫·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31 - ÙËÏ. 210-9577435 ñ¡.πˆÓ›· §.∏Ú·ÎÏ›Ԣ 350 ∂ÌÔÚÈÎfi ∫¤ÓÙÚÔ πO¡π∞ 2000 -ÙËÏ. 210-2710665 ñ¶ÂÚÈÛÙ¤ÚÈ ∂ıÓÈ΋˜ ∞ÓÙÈÛÙ¿Ûˆ˜ 87- ÙËÏ. 210-5756882 ñ∞ÈÁ¿Ïˆ ™Ù¤Ê·ÓÔ˘ ™·Ú¿ÊË 2 - ÙËÏ. 210-5312269 ñª·ÚÔ‡ÛÈ ªÈÏÙÈ¿‰Ô˘ 16 - ÙËÏ. 210-8066377 ñ∏ÏÈÔ‡ÔÏË ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 14 - ÙËÏ. 210-9955162 ñ÷ϿӉÚÈ ∏ÚÒ‰Ô˘ ∞ÙÙÈÎÔ‡ 4 - ÙËÏ. 210-6844417 ñ∫ÔÚ˘‰·ÏÏfi˜ ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56 - ÙËÏ. 210-4942302 ñ £ÂÛÛ·ÏÔÓ›ÎË ¶·‡ÏÔ˘ ªÂÏ¿ 24 & ∆ÛÈÌÈÛ΋ - ÙËÏ. 2310-224732
MAPTIO™ 2009
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17 ÓÙ·˜ ËÌÂÚ‹ÛÈÔ, ‚‰ÔÌ·‰È·›Ô ‹ ÂÙ‹ÛÈÔ ÚfiÁÚ·ÌÌ·, Ô Î¿ı ¿ÓıÚˆÔ˜ ÌÔÚ› Ó· ··ÏÏ·Á› ·fi ÙÔ ¿Á¯Ô˜ Ù˘ ¤ÏÏÂȄ˘ ¯ÚfiÓÔ˘. O ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ οÓÂÈ ÙÔÓ ¿ÓıÚˆÔ ÈÔ ÒÚÈÌÔ Î·È ÚÔÛ¯ÙÈÎfi ÛÙȘ ÂÈÏÔÁ¤˜ ÙÔ˘. M·ı·›ÓÂÈ Ó· ·ÍÈÔÏÔÁ› ÙȘ ‰Ú·ÛÙËÚÈfiÙËÙ˜ ÙÔ˘, Ó· ‚¿˙ÂÈ ÚÔÙÂÚ·ÈfiÙËÙ˜ Î·È Ó· ÌËÓ ÊÔ‚¿Ù·È Ó· ·ӷÚÔÛ‰ÈÔÚ›ÛÂÈ ÙÔ˘˜ ÛÙfi¯Ô˘˜ ÙÔ˘, fiÙ·Ó ·˘ÙÔ› ‰ÂÓ ÙÔ˘ ÚÔÛʤÚÔ˘Ó Â˘¯·Ú›ÛÙËÛË Î·È Î·Ï‹ ÔÈfiÙËÙ· ˙ˆ‹˜. A˜ ÌËÓ Í¯ӿÌ fiÙÈ Ô ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ Â›Ó·È ÌÂÙ·‰ÔÙÈÎfi˜. ŒÓ·˜ ÁÔÓÈfi˜ Ô˘ ¤¯ÂÈ Î·Ï‹ ‰È·¯Â›ÚÈÛË ¯ÚfiÓÔ˘ ı· ÌÂÙ·‰ÒÛÂÈ Î·È ÛÙÔ ·È‰› ÙÔ˘ ·˘Ù‹ ÙËÓ ·Í›· Î·È ı· ÙÔ˘ ‰ÒÛÂÈ ÙÔ Î·Ï‡ÙÂÚÔ ÂÊfi‰ÈÔ ÁÈ· ÙË ˙ˆ‹ ÙÔ˘. ŒÓ·˜ ÂÎ·È‰Â˘ÙÈÎfi˜ Ô˘ Â›Ó·È ‘Ê›ÏÔ˜’ Ì ÙÔ ¯ÚfiÓÔ, ı· ‰È‰¿ÍÂÈ ÙË ‰È·¯Â›ÚÈÛË ¯ÚfiÓÔ˘ ÛÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘ Î·È ı· ÙÔ˘˜ ‚ÔËı‹ÛÂÈ ¤ÙÛÈ ÒÛÙ ÙÔ fiÌÔÚÊÔ ·ÏÏ¿ ‰‡ÛÎÔÏÔ Ù·Í›‰È Ù˘ ÁÓÒÛ˘ Ó· Â›Ó·È ··ÏÏ·Á̤ÓÔ ·fi ÙÔ ¿Á¯Ô˜ Î·È ÙÔ Û˘Ó¯¤˜ ΢ӋÁÈ ÙÔ˘ ¯ÚfiÓÔ˘. A˜ ‰Â¯ÙÔ‡ÌÂ, ÏÔÈfiÓ, ÙËÓ ÚfiÎÏËÛË Ó· οÓÔ˘Ì ÙÔ ¯ÚfiÓÔ ÙÔÓ Î·Ï‡ÙÂÚÔ Ê›ÏÔ Ì·˜ Î·È ·˜ ÂÙÔÈÌ·ÛÙԇ̠ÁÈ· Ӥ˜ ıÂÙÈΤ˜ ÂÌÂÈڛ˜ Ô˘ ·ÔÚÚ¤Ô˘Ó ·fi ÙÔ ÛˆÛÙfi ÚÔÁÚ·ÌÌ·ÙÈÛÌfi. BÈ‚ÏÈÔÁÚ·Ê›· Bellman G. (1993). Getting things done. B K Publishers, Mc Graw Hill Dobbins Richard, Pettman Barrie.(1997). Manage your time well . Management Research News McCarthy, K. W. (1992). The On-Purpose Person: Making Your Life Make Sense. Pinon Press. Colorado Springs: Colorado. Blumenthal, J. (1998). How to take control of your life and say "good-bye" to stress. Bottom Line Personal 20(6): 9-10. March 15.
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1.
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Social Psychology and ELTTHE HALO EFFECT Nick Michelioudakis (B. Econ., Dip. RSA, MSc [TEFL]) has been working in the field of ELT for more years than he cares to remember. He is currently a teacher at the Deree College. He likes to think of himself as a ‘frontline teacher’ and is particularly interested in one-to-one teaching. When he is not struggling with students, he likes to spend his time in a swimming pool or playing chess. If you would like to ask any questions, make any comments read some of his published articles or find out about forthcoming events, please visit his site at www.michelioudakis.org.
ow important is one’s handwriting? Hardly at all you might say, especially today when most people use a computer. Yet research shows otherwise. In a revealing experiment, a number of exam scripts were copied twice – once in good handwriting and once in bad handwriting. They were then passed on to two groups of examiners who were told to mark them and were specifically instructed to mark for content. Amazingly, the poorly-written scripts got significantly lower marks than the others (Sutherland 1992). Why did such a thing happen? The answer is that very often when we have to assess someone (or something) and this person has a salient, positive feature, the latter colours our judgment, so we tend to make all kind of positive attributions to this person, judgments which are at best only marginally related to the quality which stands out. This is called the ‘Halo Effect’.
H
An experiment: One would expect the scientific world to be less susceptible to such an effect. Not so. In 1982, two psychologists decided to try out an interesting experiment. They selected 12 well-known journals of psychology and to each one they sent an article to be considered for publication. These articles are routinely checked by two authorities on the particular field as well as the editor. The results: in 8 out of the 12 cases the articles were deemed unworthy of publication. Out of 16 ‘evaluators’ and 8 editors who (presumably) read them, not a single one had a different view. Well, one might say, not all articles submitted are up to par. This is true, only in this case these particular articles had been published by the very same journals, under the same title only a few months previously! The only thing the two psychologists had changed were the names of the authors (eminent university professors) to imaginary ones and their affiliations (originally such prestigious universities as Harvard or Princenton) to non-existent (and by definition obscure) ones! Well, you might think, at least 4 of the
articles were thought to be good. Not quite. In 3 out of the 4 cases someone simply realised that they had published this material before (Sutherland 1992) Why did such a thing happen? The answer is probably that journals like the above are probably inundated by submissions from academics on the make and are anxious to add yet another entry in their CV. It is equally likely that many of these articles are run-of-the-mill, with little to recommend them. This being so, it makes sense for the ‘evaluators’ to resort to ‘shortcuts’ (Cialdini 2001) – rather than scrutinize each script, they look at the name of the writer first. If s/he is a famous professor from an Ivy-League University, then the article is more likely to be worthy of publication. But if we start thinking like this, then an amazing change happens: as Sutherland (1992) points out, when faced with a piece of work by an established writer, we tend to look for its positive aspects, while if the writer’s name rings no bells then we start looking for flaws! Still not convinced? Here is another example. In the mid-70s, someone sent a book to no less than 27 different publishers and literary agents. No marks for guessing what happened. All 27 rejected it. Yet this book (‘Steps’ by Kosinsky) had actually been published in 1969 and had won the American National Book Award! All that had been changed was the title and the name of the writer. What is more remarkable is that one of the publishers who rejected the ‘new book’ was ‘Random House’ – the ones who had published the original one!! (ibid.) Lest you think that this phenomenon is restricted to the world of books and publishing, here are some more examples to show you just how widespread it is: Goodlooking people are universally thought to be friendlier, more intelligent and more humorous, tall people are thought to have all kind of leadership qualities, they are clearly favoured in job interviews and make more money than people like me who are slightly challenged in the
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vertical dimension, and, of course, men of a high social status are judged as more attractive by women(Brehm, Kassin & Fein 2002). Applications in the field of teaching: If we can create for ourselves this ‘aura’ of the competent/charismatic/special teacher, then we are halfway towards winning the battle for the ‘hearts and minds’ of our students. Here are some ideas: Friendliness: When I ask my students to describe the best teacher they know, they almost invariably mention someone posessing this quality. When I try to probe deeper to see what it is about their method that is so special, my students are often stumped. It is because attitude is such a salient feature that it colours the students’ perception of the teacher both as an individual and as a professional. First impressions: Teachers often ‘save’ their best techniques for later – a big mistake in my view. By using your favourite materials/techniques early on, you create a positive impression in the students’ minds which will pre-dispose them favourably towards all your subsequent
M’ ¤Ó· ·Ïfi ÙËÏÂÊÒÓËÌ· ¤¯ÂÙ fiÔÈÔ ‚È‚Ï›Ô ˙ËÙ‹ÛÂÙÂ! ñ ñ ñ ñ
KÔÓÙ¿ Û·˜ ¿ÌÂÛ· Ì courier ™ÙȘ ηχÙÂÚ˜ ÙÈ̤˜ Ù˘ ·ÁÔÚ¿˜ ™˘Ó¯‹˜ ÂÓË̤ڈÛË ¢øPEAN ·ÔÛÙÔÏ‹ Ì courier ÁÈ· ·ÁÔÚ¤˜ ¿Óˆ ÙˆÓ 80 ¢ÚÒ
lessons. Professionalism: Little details like being prepared, giving an outline of your lesson in advance, revising what you did the previous time, showing students that there is a continuity in your sessions – all these create an impression of ‘professionalism’ and they are more observable than, say, a profound activity sequence. The point is that once you have acquired a reputation as a ‘true professional’, this reputation precedes you and everything you do will then be seen in this light! Success: Unfortunately perhaps, teachers too are judged by results. This is particularly true in the case of 1-1 lessons. Consequently, there is a lot to be said for ‘blowing your own trumpet’. This will create an expectation of success which boosts the students’ confidence and acts like a self-fulfilling prophecy (Dornyei 2001). Titles: As I have said in other articles and as the above experiment clearly demonstrates, titles like ‘MSc’, ‘PhD’ etc. never fail to impress people about your competence – so if you have them, flaunt them! Similarly, if you happen to work for a prestigious institution, then mention it to your students. I remember how people’s faces used to
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light up when I told them I was an Oral Examiner for the British Council! Looks: At the cost of repeating myself, the importance of being good-looking can hardly be exaggerated. Not only does this quality affect the ‘marks’ one gets in virtually all other fields, but there is evidence that this positive pre-disposition of others actually elicits all kind of positive behaviours from others (Aronson 1999). The moral is clear: it pays to work on your appearance!
References 1. Aronson, E. “The Social Animal” Worth – Freeman, 1999 2. Brehm, S., Kassin, S. & Fein S. “Social Psychology” Houghton Mifflin, 2002 3. Cialdini, R. “Influence – Science and Practice”, Allyn & Bacon 2001 4. Dornyei, Z. “Motivational Strategies in the Language Classroom” CUP, 2001 5. Sutherland, S. “Irrationality” Constable and Company, 1992
What about ELT? For once, I would like to focus more narrowly on the field of EFL teaching. Are there any elements which can create a ‘Halo Effect’? Yes, there are - two of them: a) Your passport and b) your accent. Let me explain. I believe that if wouldbe employers receive 2 identical CVs, one from a native speaker and another from a Greek teacher, there AÔÎÙ‹ÛÙ ÙÒÚ· ÙËÓ Î¿ÚÙ· ̤ÏÔ˘˜ ÙÔ˘ ºÏˆÚ¿˜ are many cases when Book Club Î·È ·ÔÏ·‡ÛÙ ٷ ·ÔÎÏÂÈÛÙÈο only the former will be ÚÔÓfiÌÈ· ÙˆÓ ÌÂÏÒÓ Ì·˜. short-listed. I believe ñ EȉÈΤ˜ ÚÔÛÊÔÚ¤˜ ·ÔÎÏÂÈÛÙÈο ÁÈ· ̤ÏË that if two Greek EFL ñ +7% ÂÈÛÙÚÔÊ‹ Ì ·ÁÔÚ¤˜ 100 ¢ÚÒ ÏÔÁÔÙ¯ӛ·˜ Î·È Û¯ÔÏÈÎÔ‡ ‚ÔËı‹Ì·ÙÔ˜, teachers go through an ÁÈ· Ó· ·ÔÎÙ‹ÛÂÙ ÂÚÈÛÛfiÙÂÚ· ·Á·Ë̤ӷ interview and one of ‚È‚Ï›· ÊıËÓfiÙÂÚ·! them has a native-like ñ EÓË̤ڈÛË ÁÈ· ÂΉËÏÒÛÂȘ ñ EȉÈΤ˜ ÂÎÙÒÛÂȘ Û ‰È¿ÊÔÚ˜ accent while the other ηÙËÁÔڛ˜ ÚÔ˚fiÓÙˆÓ one does not, then the ñ HÏÂÎÙÚÔÓÈ΋ ÂÓË̤ڈÛË ÁÈ· Ӥ˜ ΢ÎÏÔÊÔڛ˜ former is far more H ÂÁÁÚ·Ê‹ Û·˜ ÛÙÔ ºÏˆÚ¿˜ Book Club Â›Ó·È likely to be hired, even ‰ˆÚ¿Ó. AÚΛ Ó· ‰È·ı¤ÛÂÙ ÌfiÓÔ 3 ÏÂÙ¿ ·fi ÙÔ if the latter has better ¯ÚfiÓÔ Û·˜ ÁÈ· Ó· Û˘ÌÏËÚÒÛÂÙ ÙËÓ ·›ÙËÛË qualifications/more ÂÁÁÚ·Ê‹˜ Î·È ·Ì¤Ûˆ˜ ·Ú¯›˙ÂÙ ӷ ·ÔÏ·Ì‚¿ÓÂÙ ٷ ÚÔÓfiÌÈ· ÙˆÓ ÌÂÏÒÓ Ì·˜. experience. And I am certain that (ceteris AÈÙ‹ÛÂȘ ÂÁÁÚ·Ê‹˜ paribus) native speakÛ fiÏ· Ù· ‚È‚ÏÈԈϛ· º§øPA™ ers are on average better paid when it comes * ŸÏ˜ ÔÈ ·ÚÔ¯¤˜ ÛÙ· ̤ÏË ÙÔ˘ ºÏˆÚ¿˜ Book Club ·ÊÔÚÔ‡Ó Ù· ÂÏÏËÓÈο ÏÔÁÔÙ¯ÓÈο ‚È‚Ï›· ÁÈ· ÂÓ‹ÏÈΘ Î·È ·È‰È¿. to private lessons. ¢ÂÓ ÂÚÈÏ·Ì‚¿ÓÔÓÙ·È ÔÈ ·ÁÔÚ¤˜ ÍÂÓfiÁψÛÛˆÓ, Û¯ÔÏÈÎÒÓ ‚ÔËıËÌ¿Now, I do not have ÙˆÓ, ÏÂÍÈÎÒÓ, ¯·ÚÙÔÛ¯ÔÏÈÎÒÓ Î·È ÂÔÙÈÎÔ‡ ˘ÏÈÎÔ‡. any hard evidence for all this, but I am preñ∞ı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59 - ÙËÏ. 210-3215590 ñª·ÚÔ‡ÛÈ ªÈÏÙÈ¿‰Ô˘ 16 - ÙËÏ. 210-8066377 pared to bet good ñ¶ÂÈÚ·È¿˜ ∑ˆÛÈÌ¿‰ˆÓ 46 - ÙËÏ. 210-4172819 ñ∏ÏÈÔ‡ÔÏË ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 14 - ÙËÏ. 210-9955162 money that all 3 ñ∫·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31 - ÙËÏ. 210-9577435 ñ÷ϿӉÚÈ ∏ÚÒ‰Ô˘ ∞ÙÙÈÎÔ‡ 4 - ÙËÏ. 210-6844417 ñ¡.πˆÓ›· §.∏Ú·ÎÏ›Ԣ 350 ∂ÌÔÚÈÎfi ∫¤ÓÙÚÔ πO¡π∞ 2000 ñ∫ÔÚ˘‰·ÏÏfi˜ ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56 - ÙËÏ. 210-4942302 hypotheses are true. ÙËÏ. 210-2710665 ñ £ÂÛÛ·ÏÔÓ›ÎË ¶·‡ÏÔ˘ ªÂÏ¿ 24 & ∆ÛÈÌÈÛ΋ - ÙËÏ. 2310Anyone for research?
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Talking, Teaching, Testing Reprinted by kind permission of TESOL Greece Michael Hoey* University of Liverpool
1. Introduction The language-teaching courses which I have used both as tutor and learner have typically assumed that there are two kinds of language – formulaic and non-formulaic – and that these different kinds of language have different functions, the (semi-)formulaic language being used for the expression of needs and the non-formulaic language being for the communication of information. Thus, routinely, language course-books will teach you how to book a room, order a coffee and buy a ticket for a train using largely unanalyzed formulae; when they turn their attention to the communication (and receipt) of information, the attitudes they adopt to language are quite different. Most tests (TOEFL, IELTS etc) have made the same assumptions as the course books, but their focus is characteristically on ways of assessing how successfully the candidate is capable of comprehending and communicating information. In this paper I shall be suggesting that the formulae we use are less formulaic than they seem and the creative language is more formulaic than you might imagine. In short the course books and the tests are neither representing nor testing the language as it is. One of the most widely used tests is the IELTS test (International English Language Testing System), run by the British Council and the University of Cambridge. This is a test of considerable merit and is significantly better in a number of respects than most of its rivals. The criticisms that follow should not therefore be seen as targeting the IELTS test particularly. Rather, my argument is that if the weaknesses I shall demonstrate are true of IELTS, they are likely to be even more evi-
dent in other tests. In this paper, in fact, I want to draw attention to some very old facts and some rather new facts that suggest that we need to test (& teach) a wider range of conversational skills, to use authentic talk for listening tests, to see talk as about more than informational transfer and to see lexical resource and grammatical range, and lexical and grammatical accuracy, as inextricable.
2. Some problematic data Some years ago, a Brazilian language teacher shared with me some spoken data he had collected in his classes. He was rightly pleased that he had encouraged his students to talk but we agreed that the talk they had produced, valuable as it was from many perspectives, was untypical of natural conversation amongst native speakers. One of the conversations was the following; although it looks like an extract, it is in fact complete. There are three speakers, and the data were collected in a classroom as part of an ELT class: 1. A: Good morning B: Good morning A: I love Tina Turner B: Tina Turner? A: Tina Turner is a famous singer. B: Singer? A: Yes. Silence – 4 secs B: What’s her nationality? A: She’s American B: Where was she performing? A: At the Canec?o
* Michael Hoey is the Dean of Arts at the University of Liverpool. He has been Baines Professor of English Language since 1993 and was Director of the Applied English Language Studies Unit from 1993 to 2003. He was elected to the Academy of Learned Societies for the Social Sciences in 2004. He is currently Chair of the English Advisory Committee of the Assessment and Qualifications Alliance (AQA) and a member of AQA's Curriculum & Assessment Quality Committee. He was part of the group that designed the National Curriculum Certificate in English and chair a group that has designed a new A level in Critical Thinking. He has been a member of Council of the University of Liverpool and a member of Council of University College, Chester, also serving on their Audit Committee. He is chief advisor to Macmillan Publishers on dictionaries, one of which won the Duke of Edinburgh English Speaking Union English Language Book Award 2002 and the British Council ELT Innovation Award 2004 for Innovation, and co-edit (with Tony McEnery) a series of corpus linguistics monographs for Routledge. Michael Hoey is one of the plenary speakers at the 30th TESOL Greece Annual Convention, on March 14th – 15th.
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B: A: B: A: B: A: B: A: B: A: B: A: B: A: C:
How long was she performing there? Only only three days How’s the weather? It was cloudy Oh what time is it? It’s twelve o’clock How are you? Not bad Uh, Elian And you? Fine, thanks How, oh what do you live? I live in Passo Manso And you? I live in Bahia
Voices C: What did you do last week? B: Nothing special C: And you? A: Eh, I went I went to the beach C: How was the weather? A: It was very hot There are a range of ways in which this conversation (if it can be called such) differs from naturally occurring dialogues. In the first place, in naturally occurring conversation, ‘frozen’ pairs – formulaic expressions – normally occur only near the beginning and end of the conversation. But here we have the following exchanges occurring in the middle of the conversation: 1 (extract)
B: A: B: A: B:
How are you? Not bad Uh, Elian And you? Fine, thanks
Secondly, in ordinary conversations speakers know how to begin and end their conversation. The second exchange in the above interaction is not a normal way of starting such talk: 1 (extract)
A: B:
I love Tina Turner Tina Turner?
conversation is made up of simple question-answer pairs) and topics may get developed over a number of such exchanges. Furthermore, speakers may disrupt the talk – they may interrupt, overlap, go off at a tangent – because usually they have something to say! So talking in neat grammatical sentences, showing grammatical range, demonstrating grammatical accuracy and displaying an appropriate lexical resource, all of which the Brazilian students are on the way to doing, are not enough for a speaker to succeed in real-life conversation. The learner needs also to be able to take turns and (just as importantly) know how to avoid taking turns; s/he needs, too, to be able to maintain an appropriate level of fluency while saying what they want to say. Since these are necessary conversational skills for any speaker, it would appear to follow that we should teach and test these abilities. If we look more closely at the conversational skills that the Brazilian students above had yet to acquire, we will identify certain skills that native speakers all have and learners find it hard to acquire. These include recognizing when a turn is being offered and taking a turn when it is not explicitly offered, avoiding silence between turns, keeping the speaker speaking (a very valuable skill for a learner) and understanding the implication of little clues in the other person’s response (as well as knowing how to use them in one’s own response). About each of these skills there has been much discovered, some of it known for decades, yet it remains unclear that this knowledge has had much impact upon even the most communicative of teaching.
3. Turn offering and taking Sacks et al (1974/1978) note that native speakers may ensure that hearers know that it is their turn by using markers of explicit control, that is by selecting who speaks and/or the kind of response. This much the Brazilian students can do. They routinely specify the kind of response that is required – almost always an answer to a question – and on one occasion one of them specifies who should speak next: 1 (extract)
No wonder speaker B sounds surprised at this unexpected start to a conversation! But the problems with this interaction run deeper. In ordinary talk the person who replies does not always do what the other person wants or expects, speakers may not stick to simple exchanges (virtually all of the above
B:
Uh, Elian
Clearly, there is more to turn-taking than this. In addition to indicating who should speak next and how they should respond, native speakers have a number of signals that they use, consciously or subconsciously, to ensure that their hearers know that it is now an appropriate moment for them to take a turn. These, again,
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have for the most part been known for many years (Duncan, 1974; Duncan & Niederehe, 1974, Duncan & Fiske, 1977), and include the use of tag questions (e.g. isn’t it?; doesn’t he?) and of empty sociocentric phrases (e.g. you know;, and things) after potential completion points, a drop in the pitch and/or the loudness of the speaker’s voice, the arrival at a point of grammatical completeness, a lengthening of the speaker’s syllables (i.e. a drawl) and, if the speaker has been gesticulating, stopping the gesticulation. Knowledge of these features is inherent to being a good conversationalist, but do we teach these features? The answer would seem to be only rarely. Do we test these features? The answer is definitely not. A corresponding and related set of skills that all successful conversationalists have is the knowledge, in English, of the need to avoid silence between turns. This means that they know when it is their turn to speak and how to get and keep a turn. Obviously one of the strategies they use is to listen for all the exit signals being given by the speaker as described above. But in addition they listen for potential completion points in an utterance and for problems in the speaker’s attempt to construct an utterance (e.g. hesitation, pausing, stuttering). Given either the presence of clues from the speaker that s/he is ready to stop speaking or indications that the speaker is finding it difficult constructing what s/he wants to say, they characteristically leap in quickly before the first speaker can continue and before another hearer (if there is one) leaps in first. To ensure that what they want to say is not misheard and to establish their presence as speakers, they may overlap the start of their turn with any tag questions, sociocentric phrases and terms of address that the previous speaker was using. For the same reason (though as we shall see, there are other more powerful reasons as well), they may start with (almost) empty phrases, e.g. well, right, oh, which are not information-rich in the event of there being a slight overlap between the two speakers. When they start speaking, they may also turn their head away slightly to break eye contact, which shows that it is a true turn and not just an attention marker (known as back-channelling). With the same intent, they may start gesticulating. Just as no longer gesticulating signals willingness to end a turn, so starting to gesticulate signals that you have indeed begun a turn. Once again, if we ask whether such features are ever mentioned in the language classroom, the answer must be ‘rarely’. And of course, if we ask whether they are a
factor in any language test, the answer is straightforwardly negative. The oral test situations described in section X would not give rise to the need for such conversational skills.
4. Keeping the speaker speaking At some time or other, all learners need a little time to plan what they want to say, or else they are not confident that they understand fully what the other person is trying to say and would welcome a little more time to allow themselves to ‘tune in’, or else they simply have nothing (yet) to say. For this reason, knowing how to keep the other person talking is a valuable skill and one that I would have welcomed having been taught in the languages I attempt to speak. There are six strategies that may be employed to keep the speaker talking. These are: 1. sounds such as m-hm, yeah, right, uhuh, mm 2. nods of the head 3. completing a speaker’s sentence 4. briefly restating what the speaker has just said for him/her 5. requesting clarification 6. expressions of disbelief (adapted & amplified from Duncan & Fiske, 1977) The first of the strategies listed above is perhaps the most common and can be seen in operation in the following extract from a conversation among friends about working out at a gym: 2.
A:
B:
well I don’t know I must say a few years ago I would I would have agreed with you I was I was so desperately busy I didn’t really have time for any of this nonsense and I didn’t really believe in it (B: m-hm) but now that I have set aside an hour on a Friday night with a group I feel ten times better I could do (B: m-hm) ten times (B: m-hm) the work I used to do you really though
Each of speaker B’s interventions has the effect of giving the speaker reassurance that he is being attended to and thereby encouraging him to continue. (Here and in all subsequent examples, except where explicitly noted, the examples are authentic. I have noted the source where
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known; most examples come from data collected by my students.) Each of the items in the list – mm, yeah, right etc – have their own slightly different functions (Schegloff, 1982; Tottie, 1991; Gardner, 1998; Hoey, 2001). For example, mm has the following uses. To begin with, it is used to show the other person that you are attending to what s/he is saying. It does not have the effect of interrupting the other person and usually doesn’t stop the other person talking, e.g. 3.
A: B: A:
I mean I feel so passionate that we should keep going but mm I also feel just that I am able to contribute next to nothing in terms of time
The above example could have been transcribed in the same way as example 1 as a single block. It is the briefest of turns. In the following case, it is clearer that it is a true turn, being used however to pass the speaking turn back to the other speaker. It shows that the listener is willing to fulfil her speaking responsibilities but leaves the other person to do the talking: 4.
A: B: A:
They did that in summer, didn’t they? mm Mind you, that was when they were doing all the roadworks
It is instructive to compare the effect of using yes in place of mm.
Nodding (the second strategy on my list) serves a similar function to mm and stands for a whole range of non-verbal equivalents of mm and oh, which include attentive eye contact and sideways movements of the head as well, of course, as nodding itself. The use of mm, yeah etc and nodding have often been characterised in terms of ‘backchannelling’ – channelling a message of attention or appreciation back to the speaker, without breaking into his or her turn – and backchannelling has been treated in the literature as a quite different kind of phenomenon. But this misses the point that both minimal utterances and nodding are in fact brief turns in which listeners acknowledge the information that they have just received, in much the same way that listeners accept an offer or answer a question. The difference between an acknowledging turn and an accepting or answering turn, however, and the reason their major function has been missed, is that while acceptances and answers come after offers and questions, acknowledgements are often simultaneous with the information they acknowledge, typically occurring during the first speaker’s turn rather than at the end – which is why of course they work well as a way of deferring transfer of the turn. The next two strategies on my list are more conventional in being used at the end of the previous speaker’s turn, but they are parasitical upon the syntax and intonation of the previous utterance. An example of sentence completion as a device for returning the turn to the previous speaker is the following, from data of students talking about a student society, collected by Martin Warren: 5.
4a (adapted)
A: B: A:
They did that in summer, didn’t they? yes Mind you, that was when they were doing all the roadworks
In this version the likelihood of B being expected to add to what she is saying is increased, and this would be still more true if they did were used in place of mm. 4b (adapted)
A: B: A:
They did that in summer, didn’t they? They did. Mind you, that was when they were doing all the roadworks
G: N: G:
Things were more a sort of hi! you know imploring people to do things at please Yeah
N’s please overlaps with at and follows naturally on from G’s utterance – do things please. G acknowledges the rightness of N’s completion and then continues speaking. A similar strategy is that of paraphrasing briefly what someone has just said in order to show that you have understood it. The effect, as with utterance completion, is to suggest a harmony of minds and thereby encourage the original speaker to continue. An example, from the same data source as the previous, is the following exchange:
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6.
G:
N: G:
Do you remember that one I sent round at Stratford about the English club? You know, pull your finger out and all that Do something Yeah, but that was more a sort of
Do something repeats, in slightly more decorous language, the meaning behind pull your finger out.
ding, I don’t believe it, really?, seriously?). Again these can be sincere or insincere, but insincere expressions are vastly more common and the expression of disbelief is usually designed to show how interesting or surprising you find the information you have been given. An instance of an insincere expression of disbelief is the following: 8.
Completing someone else’s utterance or paraphrasing a phrase from it requires considerable linguistic skill and is unlikely to be something the average learner would feel confident doing, but the last two strategies on my list, requesting clarification and expressing disbelief, can be used even at a relatively early stage in the development of conversational skills. They are more conventional in they are used at the end of the previous speaker’s turn, rather than being an intervention, and each has the appearance of a proper turn, i.e. they have syntax, intonation and a limited lexis. Nevertheless they have the same effect of keeping the other person talking. The strategy of requesting clarification can be sincere or insincere, though it appears to be more commonly the former. Two good examples of clarification requests can be found in the following (taken and slightly simplified from the Macmillan English Corpus): 7.
A:
B: A:
B: A:
Incidentally what er arrangements if any have Mike and Dawn made for this er summer? How do you mean? Well, wasn’t Dawn saying something about their going to France this year or something? When was that? When they were here I think.
The first is the most general kind of request for clarification, which basically asks the other person to be more precise or to express themselves more clearly. It can only be used sparingly, because it basically accuses the previous speaker of poor expression. Another common general clarification request is ‘What do you mean?’ The second kind of request for clarification, exemplified by When was that?, carries no such pejorative overtones. It simply asks for further detail. Such expressions show interest in what the other person has been saying and can be used safely, if in moderation. Still more useful are expressions of disbelief (you’re kid-
A: B: A:
I went up to Leeds oh did you? yeah saw Kathryn Clarke
Speaker B is not of course questioning the truthfulness of speaker A, even though the wording might be thought to indicate this. We have already seen an instance of what appears to be a sincere expression of disbelief in example 1, repeated below for convenience: 2 (repeated)
A:
B:
well I don’t know I must say a few years ago I would I would have agreed with you I was I was so desperately busy I didn’t really have time for any of this nonsense and I didn’t really believe in it (B: m-hm) but now that I have set aside an hour on a Friday night with a group I feel ten times better I could do (B: mhm) ten times (B: m-hm) the work I used to do you really though?
B here may be genuinely doubting the efficacy of the aerobics class in making A that much better a worker! All these strategies are, in my view, the mark of a successful conversationalist. Most of them make the other person feel good, and they all keep the talk flowing. This alone would be a reason to teach and test them as skills, since they are not directly transferable (apart from the first, in part) from the L1 to the L2. But of course they are also valuable as ways of avoiding a turn without failing as a conversationalist, and ensure a continued flow of good listening practice from the other speaker. Do we teach these skills, though? In my experience, the answer is ‘not often’, and we certainly do not test them. Despite the merits of the IELTS test and its ubiquity, it is not necessary to undertake detailed research to show
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that it does not test the listening and speaking skills I have been describing in a natural manner. In the first place, listening skills are tested by asking the learner factual questions about a fabricated interaction heard on a tape (IELTS, 2003 [updated 2005], p 56-7; 2005, p6). But apart from when they watch TV, most people rarely listen to fabricated interactions. And with the same exception, we are rarely part of an interaction while not being an active participant. Speaking skills in IELTS are likewise tested by getting the learners to speak first about themselves for 4-5 minutes and then on a surprise topic for 1-2 minutes after a minute’s preparation (IELTS, 2003 [updated 2005], p 49-51). But apart from when we teach, how often do we find ourselves able to prepare a topic, still less briefly prepare on a surprise topic? Again, I suspect rarely so. The only time I ever find myself talking with brief preparation on surprise topics is at conferences as a part of panel discussions, and that is neither a common nor a normal kind of speaking activity. After the prepared surprise topic, the learner is then engaged in dialogue by the tester on what the IELTS test describes as “more abstract issues and concepts which are thematically linked to the topic prompt”(IELTS, 2003 [updated 2005], p 49). I hardly need note that this does not reflect daily experience with the language (or at least not my daily experience).
5. Clues in the utterance One of the most important skills that native speakers have and that non-native speakers find it hard to acquire is that of understanding the implication of little clues that the other person gives in their utterance (and knowing how to use them in one’s own responses). I once attempted to learn Cantonese (with little success), and one of the trickiest features of the language for the English speaker was the range of utterance-final particles with the range of subtle pragmatic messages they send. English is altogether less systematic and the particles take a different form, but the analogy is not entirely inexact in that apparently meaningless words or phrases can be used to let the listener know how the speaker is reacting to something, without being overt about it. As an example, consider the following exchange:
on occasion overlook the two hidden clues within the utterance that shows this to be the case: 9a.
A: B:
Yes but means ‘no, and here comes a reason for disagreeing’. I don’t know means ‘I do know but I don’t want to offend by openly disagreeing’. The clues we include in our speech have been widely studied, most notably by Schiffrin (1987). Stenstr?m (1990) identifies a range of such speech-specific features and McCarthy (2003) picks up a range of high frequency short response tokens (as he terms them) and shows how important they are to the ongoing interaction. But there is still much to be done. Furthermore there are a great number of such features to be described and it would take a book to do them justice. Here – the result of the use of corpus methodology on a one million word corpus of spoken English – are some of the observations that I was able to make about just three such clues (discourse markers): oh, er and well. 5.1 oh A common ‘word’ in spoken English, though rarely awarded the status of a word, oh is used by speakers to perform a number of functions. The first of these is to mark the beginning of a turn or to serve as a complete turn to show that you have just been told something new. 10.
Doctor: Patient:
A: B:
It seems a waste of time really Yes but if you keep trying I don’t know
All native speakers would see B’s utterance as disagreeing with A, but even advanced non-native speakers may
I think you’ve probably got what we call dry eyes oh
Separately, or in conjunction with the above, oh is used at the beginning of a turn to confirm you understand, usually in combination with some word or phrase with the same meaning, e.g.: 11.
A:
B: 9.
It seems a waste of time really Yes but if you keep trying I don’t know I don’t agree I don’t agree
yes, you do have four other colleagues on the side. because they’re also board members oh I see. ok ok
Because of these uses, oh is very appropriate at the beginning of a turn as a way of accepting someone’s answer to your question:
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12.
A: B: A:
Is that too sweet? yes oh
It is also used at the beginning of a turn with an evaluative word to assess the new information you have been given, e.g.:
might also recognize that they are also used in the middle of a turn when one is trying to find the right word. This is, needless to say, much better than silence, not least because it prevents the other person switching to the L1 or interrupting. A related use is when you are not sure what you want to say and you want to prevent silence, e.g.
13.
15.
Travel Agent: Your flights are all confirmed. Customer: oh wonderful
couple of other points about the erm er er about the er Vienna settlement in general
As a variant upon its use as a marker that one has been told something new, it can be used at the beginning of a turn when you have been reminded of something you had forgotten. The following illustrates this well:
Fewer recognize that er and erm have an important use at the beginning of a speaking turn when you may be unsure how the other person(s) will receive the information you are giving them:
14.
16.
A: B:
Remember he wanted to merge the groups. Don’t you remember? oh yeah. oh yes. of course
One use of oh links in with our earlier discussion of ways of keeping the other person talking. It can be used to accept the truth of the answer or statement you have just heard. If combined with really or a question to show surprise (oh did you?), it passes the talk back to the other speaker, who will usually confirm what they said and add to it.
B:
A: B: A:
I went up to Leeds oh did you? yeah saw Kathryn Clarke
These functions of oh are all natural to native speakers but they have to be learnt. If oh were omitted from 13 or 7, the effect would be subtly different. In the first case, the effect would be to suggest that A need not have mentioned the merging of groups, since B already knew about it, and in the second case the omission of oh would, depending on intonation choice, slightly increase the likelihood of B’s did you? being heard as genuine disbelief. 5.2 er, erm Like oh, the particle er and its variant erm are rarely treated as words and certain of their uses are more readily recognised than others. Most people would recognise that er or erm is used at the beginning of a speaking turn when one is unsure what it is that one wants to say. They
how long.. how long have you been off school then? er couple of weeks [this may seem to you rather a long time]
17.
A: B:
how did you know I was going? er. I don’t know I think Clare may have said something [perhaps I’m not supposed to know]
18.
A:
where where.. are you Australian or New Zealand? erm South African [I know you’ll despise me for that] (recorded during the period of Apartheid)
We saw an example of this when we looked at expressions of disbelief: 8 (repeated)
A:
B:
It should be noted that failure to recognise this use of er could lead to an increased tension between interactants. 5.3 well Perhaps one of the most interesting clues used in interaction (and one of the most misunderstood) is well. Poor drama scripts and fabricated transcriptions characteristically use it as a filler, rather like er and erm in one of their uses. In fact, though, it is no filler. The closest it gets to such a function is when it is used with anyway to get back to a topic after a digression (well anyway) or when it is used at the beginning of a turn to round off a topic near the end of a conversation: 19.
well, I’ll let you get back to work
When, however, it is used at the beginning of a speaking turn without a closing function, it is often there to indicate that there is something wrong with what has just
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been said. 20.
A:
B:
I mean it might take us another two months before we get out. Three months. Well I would say six months
Returning for a third time to our aerobics data, one can see that A’s utterance has the same purpose: 2 (extract)
A:
well I don’t know I must say a few years ago I would I would have agreed with you I was I was so desperately busy I didn’t really have time for any of this nonsense and I didn’t really believe in it (B: m-hm) but now that I have set aside an hour on a Friday night with a group I feel ten times better I could do (B: mhm) ten times (B: m-hm) the work I used to
In the IELTS Specimen materials tapescripts of what would typically be listened to by a learner taking the test (IELTS, 2003 [updated 2005], p 56-8) – there are just one instance each of oh and erm (none of er) but there are twelve instance of well. Compare this with their distribution in the Macmillan Spoken Corpus (the components I used were those containing casual talk, amounting to over 8 million words): 31,000 instances of oh, 33,000 instances of er, 25,000 instances of erm and 37,000 of well. In other words, the distribution of oh: er(m): well is approximately 1:2:1 as opposed to the IELTS ratio of 1:1:12. The problem lies with the overuse and misuse of well. Given the uses we were noting for well above, the following extract from the sample transcription given in the specimen materials for IELTS (IELTS Specimen Materials 2003, updated 2005, p. 56) should give us pause for thought. It simulates an interview between a police officer and a witness of a crime: 22.
M:
In a closely related use, well is used at the beginning of a turn when someone has asked you a question which assumes something that is not true.
F:
21.
F:
A: B:
M:
what she did the whole lot? well yeah, I think, well she didn’t do everything
Being able to recognise the significance of markers such as these is a necessary part of being a good listener. Being able to use them is a mark of a skilled conversationalist. But do we teach the use of these markers? As far as published materials are concerned, the answer is not often. There are virtuous exceptions. The pioneering language materials of Willis & Willis (1988), which did not fully find their audience, perhaps because they were so pioneering, teach a whole range of conversational skills, using authentic data, and include instances of the markers of the kind I have been describing with helpful, if partial, accounts of their functions. Generally, though, markers and the conversational skills I have been describing are not much taught. As for testing, not only do the tests not test them, they actually misuse them in the sample materials they provide, as I shall go on to demonstrate.
Let’s get back to the two men, if we can. Just tell me everything about them. Well, there was a younger one and an older one. Well, let’s start with the younger one, shall we? Well, age first then. He only looked about 17 – not more. Something like that.
None of these uses seem to conform to the functions we might expect for well and the use in three successive utterances is odd. Still worse is the following extract from the same fabricated interview: 23.
M: F:
What did he look like? You didn’t give the officer much information last night? Well, I did get quite a good look at his face
Here M is implicitly accusing F of being less helpful than she might. In such a case well might indeed occur, but we would expect it to be attached to a defensive statement, as in my modification of 23: 23 (modified) M:
5.4 The use of discourse clues in the IELTS Specimen Listening Test materials
What did he look like? You didn’t give the officer much information last night?
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F:
Well, I did give him a description.
So not only is the IELTS test not testing the clues that speakers use but its own uses will confuse those who do understand the significance of discourse markers and provide a bad model for those who do not. 6. Choosing the right grammar for the lexical choice Moving away from listening and speaking skills specifically to characteristics looked for in both speech and writing, learners are assessed in the IELTS test for grammatical range and accuracy and lexical resource (IELTS, 2003 [updated 2005], p 10). This sounds reasonable and clearly is central to any sensible assessment of conversational skills. The problem is that these three characteristics are really a single characteristic. Grammar and lexis are inextricable. As an instance, consider the word hard. It occurs a great proportion of the time in semi-fixed expressions such as worked hard, tried hard, fought hard, die hard, found it hard, prayed hard, raining hard hard luck, hard facts, hard lives, hard water, hard labour, hard winter, hard currency hard to believe, hard to understand, hard to imagine, hard to explain, hard to follow The choice of hard is bound up with the choice of one of these (or other similar) expressions, and the choice of grammatical construction is bound up with the choice of a particular sense of hard. The explanations for this are still a matter of debate. In a number of places, however, (e.g. Hoey, 2004, 2005), I have claimed that whenever we encounter a word (or syllable or combination of words), we note subconsciously a great deal about it and store what we note along with the word. I envisage a type of concordance of the word in our mind but one that is constantly being analysed (and one that is interconnected with all the other concordances in our mind). So, I argue, we note for every word we encounter the following things about it: ñ the other words it occurs with (its collocations), ñ the grammatical patterns it occurs in (its colligations), ñ the meanings with which it is associated (its semantic associations),
ñ the pragmatics it is associated with (its pragmatic associations), ñ the genre, style and social situation it is used in ñ whether it is used in a context we are likely to want to emulate or not. ñ the cohesion of the word (or its absence) (its textual collocations), ñ the textual position of the word, e.g. whether it typically begins or ends the sentences or paragraphs it appears in (its textual colligations) ñ its place in the larger semantics of the text (its textual semantic associations) So the word further, for example, collocates with information, evidence, education, details, afield and cuts (amongst many others). It can be used as an adjective, an adverb or a sentence conjunction [conjunct] (colligation). In its adjectival use, it is almost invariably used in pre-noun position (further damage, not the damage was further) (colligation). It has two major semantic associations. The first is that it occurs very frequently with NUMBER. Secondly, when it is not being used with information, evidence and education, it tends to occur with clear evaluations (criticism, progress) with a preponderance of these being negative (cuts, losses, problems, rate rises, delays, confusion, restrictions, blow, concessions, damage) (semantic association, pragmatic association); the negative feature in turn tends to take the form of a plural noun (colligation). Further is more associated with the written word than the spoken. It is used in contexts which we may want to emulate. It is not cohesive; it is rare for the word further to be repeated in the course of a text (textual collocation). This is a negative priming, i.e. we note that the word avoids a certain use. It has no special tendency to occur at the beginning of sentences (1 in 20 instances occurring at the beginning, which may be slightly low) but in combination with particular collocates (i.e. reading, information), it is characteristically positively primed for sentence initial position (textual colligation). Finally, it is associated with change and with problems requiring solution (textual semantic association). Because of these (and other) primings (which will vary slightly from person to person), we are capable of recognising almost immediately how a word is being used as soon as we hear or read it used the same way as before. They also mean that when we open our mouths or reach for a keyboard, we are likely to make use of them in our own utterances or sentences. Put another way, all the
34 features we notice prime us so that when we come to use the word ourselves, we are likely (in speech, particularly) to use it in the same lexical context, with the same grammar, in the same semantic context, as part of the same genre/style, in the same kind of context, with a similar pragmatics and in similar textual ways. So knowing a word and knowing its primings are the same. This means that learning a word is a much harder task than is usually imagined. If it is any comfort to the L2 speaker, we are all learners, whether we are so-called native speakers or students in the language classroom, since we none of us ever stop being primed. The only difference between the native speaker and the non-native speaker is the way that they are typically primed. The implications for testing, however, are considerable. As already noted, in IELTS, learners are assessed for grammatical range, grammatical accuracy and lexical resource, but we can see that these are not independent of each other. Lexical priming theory argues that they are in fact and in the most fundamental way inextricable. Do we teach the complexities of lexis? The answer is that, to a limited extent, we do. Willis & Willis (1988), already virtuous for their handling of conversational talk, score here as well as do Lewis (1997), McCarthy & O’Dell (1994) and Woolard (2004). Do IELTS and other tests assess a learner’s command of the collocations, colligations and semantic associations of the words s/he uses? The answer is almost certainly that they do, since these are what characterise a skilful language user. But it is doubtful whether the testers are fully aware that they are testing such knowledge, and it is a near certainty that the learner does not know that it is being tested. The position I have been putting with regard to vocabulary is a relatively new one and based on corpus evidence that has only been widely available for a decade. On the other hand much of what I have been presenting about conversation has been known for over 20 years, though here too corpus evidence is enhancing and transforming our understanding of speech. Given that the tests and the teaching that prepares for the tests have not attempted to address what we know about talk, whether it be the importance of turn-taking skills, the devices we use to signal our attitude to what each other is saying or the choice of appropriate lexical items with their collocations and colligations, I can only be pessimistic about the possibilities of change. Talking, as done by native speakers, will remain separated from teaching and testing, and
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we will continue to encourage interchanges such as the one with which this paper began: B: A: B: A: B: A:
How’s the weather? It was cloudy Oh what time is it? It’s twelve o’clock How are you? Not bad
‘Not bad’ is not good enough. I won’t be satisfied until every learner is ‘fine, thanks’, ‘very well, thank you’ or even ‘great, thanks’. My challenge to teachers and testers is that they teach and test how talkers really speak, or else, as for the Brazilian students quoted above, they will end up producing talk that bears only a passing resemblance to what real conversationalists actually do. Duncan Jr., S. and D W Fiske (1977). Face-to-face Interaction: Research, Methods and Theory. Lawrence Erlbaum Associates, Hillsdale, New Jersey. Gardner, R (1998) ‘Between speaking and listening: the vocalisation of understandings’ Applied Linguistics 19. 2. 204-224 Hoey, M (2001) ‘Spoken discourse’ in Language Awareness section of M Rundell (ed) Macmillan English Dictionary, Oxford: Macmillan Education, LA16-LA17 Hoey, M (2004) ‘The textual priming of lexis’ in G Aston, S Bernadini & D Stewart (eds) Corpora and Language Learners, Amsterdam: John Benjamins, pp 21-41 Hoey, M (2005) Lexical Priming: A New Theory of Words and Language, London: Routledge IELTS (2003, revised 2005) IELTS (International English Language Testing System) Specimen Materials. London: British Council, Cambridge: University of Cambridge IELTS (2005) IELTS (International English Language Testing System) English for International Opportunity, Handbook. London: British Council, Cambridge: University of Cambridge Lewis, M (1997) Implementing the Lexical Approach: Putting Theory into Practice, Hove UK: Language Teaching Publications McCarthy, M & F O’Dell (1994) English Vocabulary in Use, Cambridge: Cambridge University Press McCarthy, M (2003) ‘Talking back: ‘small’ interactional response tokens in everyday conversation’ in Research on Language in Social Interaction (special issue on Small Talk) (ed. by J Coupland) 36. 1. 33-63 Sacks, H, Schegloff, E A and G Jefferson. (1974) "A simplest systematics for the organization of turn taking for conversation." Language 50/4: 696-735, reprinted in J
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Schenkein (ed.) (1978).Studies in the organization of conversational interaction. New York: Academic, pp 1-55 Schegloff, Emanuel A (1982) ‘Discourse as interactional achievement, some uses of uh huh and other things that come between sentences’ in D Tannen (ed) Analysing Discourse: Text and Talk. Washington: Georgetown University Press, pp 71-93 Schiffrin, D (1987) Discourse Markers Cambridge: Cambridge University Press. Stenstr?m, A-B (1990) ‘Lexical items peculiar to spoken
discourse’ in J Svartvik (ed) The London-Lund Corpus of Spoken English, Lund: Lund University Press Tottie, G (1991) ‘Conversational style in British and American English: the case of backchannels’ in K Aijmer & B Altenburg (eds) English Corpus Linguistics London: Longman, pp 254-271 Willis, J & D Willis (1988) Collins COBUILD English Course, London: Collins Woolard, G (2004) Key Words for Fluency, Hove: Language Teaching Publications
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MAPTIO™ 2009
K·Ïfi ÛÔ˘ Ù·Í›‰È ÕÓÙ˘ ™ÙȘ 2 ºÂ‚ÚÔ˘·Ú›Ô˘, Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ Âη›‰Â˘Û˘ ıÚ‹ÓËÛ ÙËÓ ·ÒÏÂÈ· ÌÈ·˜ Ôχ ÛËÌ·ÓÙÈ΋˜ Á˘Ó·ÈΛ·˜ ·ÚÔ˘Û›·˜ ·fi ÙÔÓ ¯ÒÚÔ. H ÕÓÙ˘ KˆÛÙ¿ÎÔ˘, Û‡˙˘ÁÔ˜, ÌËÙ¤Ú·, ‰·ÛοϷ, ÂΉfiÙÚÈ·, Û˘ÁÁڷʤ·˜ Î·È ·ÁˆÓ›ÛÙÚÈ· ¤Ê˘Á ÚfiˆÚ· ·fi ÙË ˙ˆ‹. M¤¯ÚÈ ÙËÓ ÙÂÏÂ˘Ù·›· Ù˘ ÛÙÈÁÌ‹ ¤ÏÂÁ ÛÙÔ˘˜ ‰ÈÎÔ‡˜ Ù˘ ·ÓıÚÒÔ˘˜ —ÛÙÔ ÁÈfi Ù˘, ÛÙÔÓ Û‡ÓÙÚÔÊfi Ù˘ Î·È ÛÙÔ˘˜ Û˘ÓÂÚÁ¿Ù˜ Ù˘— fi¯È ÌÈ˙¤ÚÈ·, ÌËÓ Â›ÛÙ ·ÁÓÒÌÔÓ˜ ÛÙË ˙ˆ‹, Ó· ÙË ˙‹ÛÂÙ fiÌÔÚÊ·, ˆÚ·›· Î·È ¯·ÚÔ‡ÌÂÓ·. H ÕÓÙ˘ KˆÛÙ¿ÎÔ˘ ηıËÁ‹ÙÚÈ·-Û˘ÁÁڷʤ·˜ Î·È ÂΉfiÙÚÈ· AÁÁÏÈÎÒÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ‚È‚Ï›ˆÓ ÁÂÓÓ‹ıËΠÛÙË §·ÎˆÓ›· ÙÔ 1950 ·fi ÁÔÓ›˜ ·ÁÚfiÙ˜. ºÔ›ÙËÛ ÛÙÔ ¶·ÓÂÈÛÙ‹ÌÈÔ AıËÓÒÓ AÁÁÏÈ΋ ºÈÏÔÏÔÁ›· Î·È ÌÂÙ·Ù˘¯È·Î¤˜ ÛÔ˘‰¤˜ ÛÙÔ ¶·ÓÂÈÛÙ‹ÌÈÔ McGill ÙÔ˘ K·Ó·‰¿. TÔ 1973 ¿ÓÔÈÍ ÙÔ K¤ÓÙÚÔ •¤ÓˆÓ °ÏˆÛÛÒÓ ÛÙË K˘„¤ÏË-Aı‹Ó·. TÔ 1990 ›‰Ú˘Û Ì ÙÔ Û‡ÓÙÚÔÊfi Ù˘, £Ô‰ˆÚ‹ ¢È‰˘ÌÈÒÙË, ÙËÓ ÂÙ·ÈÚ›· HILLSIDE PRESS Ô˘ ‰Ú·ÛÙËÚÈÔÔÈÂ›Ù·È ÛÙËÓ ¤Î‰ÔÛË ÂÎ·È‰Â˘ÙÈÎÒÓ ‚È‚Ï›ˆÓ ÁÈ· ÙË ‰È‰·Ûηϛ· Ù˘ AÁÁÏÈ΋˜ °ÏÒÛÛ·˜. ¢ÈÂÙ¤ÏÂÛ ÁÈ· ÔÏÏ¿ ¯ÚfiÓÈ· ÁÚ·ÌÌ·Ù¤·˜ ÛÙÔ Û‡ÏÏÔÁÔ ¶Ù˘¯ÈÔ‡¯ˆÓ AÁÁÏÈ΋˜ ºÈÏÔÏÔÁ›·˜. Afi ÙÔ 1973 ÂÓÙ¿¯ıËΠÔÏÈÙÈο ÛÙÔ KKE EÛˆÙÂÚÈÎÔ‡ Î·È ÌÂÙ¤ÂÈÙ· ˆ˜ ̤ÏÔ˜ Ù˘ KÂÓÙÚÈ΋˜ EÈÙÚÔ‹˜ ÛÙËÓ EÏÏËÓÈ΋ AÚÈÛÙÂÚ¿ Î·È ÛÙÔÓ ™˘Ó·ÛÈÛÌfi. T· ‚È‚Ï›· Ù˘ A. KˆÛÙ¿ÎÔ˘ ηıÔÚ›˙ÔÓÙ·È ·fi ÙÔ ·ÓıÚˆÔÎÂÓÙÚÈÎfi ÛÙ›ÁÌ· Ô˘ ‹Ù·Ó Î·È ÙÔ fiÚ·Ì¿ Ù˘ ÁÈ· ÌÈ· ÎÔÈÓˆÓ›· Ô˘ Ó· ¯ˆÚ¿Ó fiÏÔÈ ÔÈ ¿ÓıÚˆÔÈ. Y‹ÚÍÂ È‰Ú˘ÙÈÎfi ̤ÏÔ˜ Ù˘ ÚÒÙ˘ (·Ì¤Ûˆ˜ ÌÂÙ¿ ÙËÓ ÂÚ›Ô‰Ô Ù˘ XÔ‡ÓÙ·˜) ·˘Ùԉȷ¯ÂÈÚÈ˙fiÌÂÓ˘ ÔÏÈÙÈÛÙÈ΋˜ ÂÙ·ÈÚ›·˜ ZEA. T· ‰ÈηÈÒÌ·Ù· ÙˆÓ Á˘Ó·ÈÎÒÓ ÛÙÔ ÔÏÈÙÈÎfi Î·È ÎÔÈÓˆÓÈÎfi Â›Â‰Ô Ù· ‰ÈÂΉ›ÎËÛ ÙfiÛÔ ˆ˜ È‰Ú˘ÙÈÎfi ̤ÏÔ˜ Ù˘ K›ÓËÛ˘ ¢ËÌÔÎÚ·ÙÈÎÒÓ Á˘Ó·ÈÎÒÓ fiÛÔ Î·È Ì ÙË Û˘ÌÌÂÙÔ¯‹ Ù˘ ÛÙ· ·ÁÎfiÛÌÈ· Forum Á˘Ó·ÈÎÒÓ. ÿ‰Ú˘Û ÙÔ HILLSIDE INSTITUTE ÌÂ Û˘Ó‰ÚÈ·Îfi ΤÓÙÚÔ Î·È ¯ÒÚÔ˘˜ ‰È·ÌÔÓ‹˜ ÛÙËÓ EÚ¤ÙÚÈ·-E˘‚Ô›·˜ ÛÙÔ NH™I TøN ONEIPøN. ™ÙÔ ı·ÙÚÈÎfi Ù˘ ¤ÚÁÔ «K¿Ó ¤Ú· ı¤Ïˆ Ó· ÂÚ¿Ûˆ» η٤ÁÚ·„ ÙȘ ÛΤ„ÂȘ Î·È ·ÓËÛ˘¯›Â˜ Ù˘: °È·Ù› Â›Ó·È ÌÂÚÈÎÔ› ¿ÓıÚˆÔÈ ·ÔÎÏÂÈṲ̂ÓÔÈ; °È·Ù› ÙÔ˘˜ ·ÁÓÔÔ‡ÌÂ; TÈ ÊÙ·›ÂÈ; ¶Ò˜ Á›ÓÂÙ·È Ó· ·ÏÏ¿ÍÔ˘Ó; MÔÚ› Ó· ·ÂÁÎψ‚ÈÛÙÔ‡Ó; ¶Ò˜; MfiÓÔÈ ÙÔ˘˜; ¶Ô‡ Ó· ‚ÚÔ˘Ó ÙË ‰‡Ó·ÌË ÔÈ ·‰‡Ó·ÙÔÈ; M‹ˆ˜ fiÏÔÈ ÂÌ›˜ ı¤ÏÔ˘Ì ÙÔ˘˜ ·‰‡Ó·ÌÔ˘˜ ÁÈ· Ó· ·ÈÛı·ÓfiÌ·ÛÙ ÈÔ ‰˘Ó·ÙÔ› Î·È Î˘Ú›·Ú¯ÔÈ;
ñ Œˆ˜ 3 ¿ÙÔΘ ‰fiÛÂȘ ÁÈ· ·ÁÔÚ¤˜ Ì ÈÛÙˆÙÈΤ˜ οÚÙ˜ ñ ŸÏ· Ù· Ó¤· Û¯ÔÏÈο ‚ÔËı‹Ì·Ù· 10% ñ MÈ· ÙÂÚ¿ÛÙÈ· Û˘ÏÏÔÁ‹ Ì ¯·ÚÙÔÛ¯ÔÏÈο ›‰Ë Û ¯·ÌËϤ˜ ÙÈ̤˜ ñ M ¤Ó· ÎÏÈÎ, ‰ˆÚÂ¿Ó ·ÔÛÙÔÏ‹ ‚È‚Ï›ˆÓ, ÛÙÔ www.florasfun.gr ñ∞ı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59 - ÙËÏ. 210-3215590 ñ¶ÂÈÚ·È¿˜ ∑ˆÛÈÌ¿‰ˆÓ 46 - ÙËÏ. 210-4172819 ñ∫·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31 - ÙËÏ. 210-9577435 ñ¡.πˆÓ›· §.∏Ú·ÎÏ›Ԣ 350 ∂ÌÔÚÈÎfi ∫¤ÓÙÚÔ πO¡π∞ 2000 ÙËÏ. 210-2710665 ñ¶ÂÚÈÛÙ¤ÚÈ ∂ıÓÈ΋˜ ∞ÓÙÈÛÙ¿Ûˆ˜ 87- ÙËÏ. 210-5756882 ñ∞ÈÁ¿Ïˆ ™Ù¤Ê·ÓÔ˘ ™·Ú¿ÊË 2 - ÙËÏ. 210-5312269 ñª·ÚÔ‡ÛÈ ªÈÏÙÈ¿‰Ô˘ 16 - ÙËÏ. 210-8066377 ñ∏ÏÈÔ‡ÔÏË ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 14 - ÙËÏ. 210-9955162 ñ÷ϿӉÚÈ ∏ÚÒ‰Ô˘ ∞ÙÙÈÎÔ‡ 4 - ÙËÏ. 210-6844417 ñ∫ÔÚ˘‰·ÏÏfi˜ ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56 - ÙËÏ. 210-4942302 ñ £ÂÛÛ·ÏÔÓ›ÎË ¶·‡ÏÔ˘ ªÂÏ¿ 24 & ∆ÛÈÌÈÛ΋ - ÙËÏ. 2310-224732 www.florasfun.gr
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MAPTIO™ 2009
SEETA: The new online virtual community Interview with Anna Parisi, SEETA Project Leader
What is SEETA? SEETA is a collective of Teachers’ Associations (TAs) that have linked together to form an on-line virtual community. Our overall objective is to provide an ongoing and structured means of communication among the TAs and a means of networking amongst ourselves without geographical constraints. The main aim is to work towards a close cooperation that will be to our mutual benefit. ‘In the new virtual future, national boundaries may no longer play a role and it is what we have in common as teachers and not our differences that will help us move forward.’ (SEETA Mission Statement)
How many members does SEETA have? Any individual teacher can register for free and participate in all the events and activities. Membership itself is confined to Teachers’ Associations and members of the TAs are also members of the SEETA community. Currently the SEETA community has 11 member associations:- ELTA Albania, BETA IATEFL Bulgaria, ELTA FYROM, TESOL Macedonia-Thrace Northern Greece, ELTAM Montenegro, IATEFL Poland, RATE Romania, ELTA Serbia, IATEFL Slovenia, INGED
Turkey and ETAI Israel.
Who was it initiated by? The original project was initiated by some members of the board of TESOL Macedonia-Thrace, Northern Greece early in 2007 as away of establishing closer contacts between TAs in the wider Balkans region. The project itself has been seed funded by the British Council Greece and supported by IATEFL.
Who is it run by? Essentially, the SEETA community is run by its member TAs in equal partnership. At the moment, TESOL Macedonia–Thrace Northern Greece is the lead TA and as Vice Chair I’ve taken on the role of SEETA Project Leader. This involves outlining strategy and planning the next steps forward for the SEETA Community, but it must be stressed that all actions are taken in collaboration with the all member TAs. At the heart of the project is a large group of teachers and TA committee members who are working together to build the community and direct it towards a common goal. Some roles are distinct, for example there is the SEETA surveys manager, a publicity manager and the SEETA moodle administra-
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MAPTIO™ 2009
tor and webmaster, which is a particularly demanding post, and there are many others involved from all the member TAs. To find out who they all are you can visit the platform and read their profiles.
Can you tell us a bit more about the online workshops. How are they conducted? How can a teacher attend and benefit? The online open forums are hosted by guest speakers who establish the topic for discussion and respond to questions posted on the forum. Any teacher can access the forums by registering on the platform; they are not confined to the member TAs – in fact, we’ve had postings from as far away as India on some of the forums. 260 people registered for the first open forum, an engaging discussion on the use of L1 in the classroom conducted by Penny Ur. Since then we’ve had an exciting one-week online course set up and led by Gavin Dudeney, where we looked at integrating new learning technologies into our teaching and an invitation by Phillip Kerr to tell each other how we got started in teaching and what has inspired us. Recently, two teacher trainers Nina Tsvetkova and Zarina Markova from Bulgaria designed and hosted an interactive workshop on intercultural education and young learners. Upcoming forums include:- Luke Prodromou on the topic of ‘The Good Language Teacher: what do we know –what do we think?’, Melania Paduraru, a State School Inspector, has designed an on-line mini course on ‘The ICT environment and the language teacher’ and Mario Rinvolucri will discuss ‘What have you always thought is absurd in EFL thinking ?’ Other guests will be Chaz Pugliese and Marialena Kalyva. Information and dates about these events are available at:- http://community.britishcouncil.org/seeta/ where you can also access the archived previous forums.
What other features does SEETA offer teachers of English? There is a resource bank, accessible to any teacher who has registered, that contains articles on current ELT issues along with some teaching ideas and practical tips that have been used by other teachers. Allied to this there are on-going forums were ideas can be exchanged and teachers can gain an insight into the teaching circumstances of their colleagues around the wider region. For example, if you have an interesting idea, you can develop it further through the platform or, alternatively, you can participate in the development of other teachers’ ideas. There are also the ‘SEETA Week’ activities which can be both fun and instructive and help to bring
teachers closer together. It is a chance to interact and exchange views easily and immediately and thus it provides an opportunity to both socialise and network and the chance to become actively involved in professional development. In essence, the SEETA community is a platform for interaction and what you get out of it is what you put in.
What does moodle mean? How can it be used by teachers and language institutes? Moodle is a free web application that educators can use to create effective online learning sites. One of the benefits of SEETA is that by becoming active teachers also become familiar with moodle and could apply the skill into their own teaching environment, which they and their school can benefit from. Universities and schools all over the world use moodle. One of its great advantages is that it is free.
How can a teacher get actively involved? Any teacher can join in. All they need to do is visit the site, where there are guidelines on how to register and how to find your way around. http://community.britishcouncil.org/seeta/
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MAPTIO™ 2009
°ÏÒÛÛ·, ·˘Ù‹ Ë ÁÓˆÛÙ‹-¿ÁÓˆÛÙË ™›ÏÈ· MÔ˘ÎÔ˘‚¿Ï· B.A., M.A., AÁÁÏÈ΋˜ °ÏÒÛÛ·˜ & §ÔÁÔÙ¯ӛ·˜ ¶·ÓÂÈÛÙËÌ›Ô˘ Buckingham ™˘ÁÁڷʤ·˜ AÁÁÏÈÎÒÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ‚È‚Ï›ˆÓ LITERA, I‰ÈÔÎÙ‹ÙÚÈ· K.•.°. ÚfiÛÊ·Ù· ¤Ó·˜ 44¯ÚÔÓÔ˜ Û˘Ì·ÙÚÈÒÙ˘ Ì·˜, Ô Iˆ¿ÓÓ˘ OÈÎÔÓfiÌÔ˘, ¤ÁÈÓ ڈÙÔÛ¤ÏÈ‰Ô ÛÙÔÓ Â˘Úˆ·˚Îfi Ù‡Ô. £· ÂÈ Î·Ó›˜, Ô ÚÒÙÔ˜ Â›Ó·È ‹ Ô ÙÂÏÂ˘Ù·›Ô˜. ¶Èı·ÓfiÓ Ó· Û˘Ì‚Â› Î·È ·˘Ùfi, ·ÊÔ‡ Ô Û˘Ì·ÙÚÈÒÙ˘ Ì·˜, Ì ηٷÁˆÁ‹ ·fi ÙËÓ KÚ‹ÙË, ¤¯ÂÈ ¤Ó· ȉȷ›ÙÂÚÔ Ù·Ï¤ÓÙÔ. °ÓˆÚ›˙ÂÈ Ó· ÌÈÏ¿ Î·È Ó· ÁÚ¿ÊÂÈ 32!!! ÁÏÒÛÛ˜, ÂÓÒ ÙÒÚ· Ì·ı·›ÓÂÈ ÙËÓ 33Ë! O Iˆ¿ÓÓ˘ OÈÎÔÓfiÌÔ˘ ÂÚÁ¿˙ÂÙ·È ˆ˜ ÌÂÙ·ÊÚ·ÛÙ‹˜ ÛÙËÓ E.E. ÁÈ· ÔÏÏ¿ ¯ÚfiÓÈ· Î·È Ì ÙË ÁÓÒÛË ÙfiÛˆÓ ÁψÛÛÒÓ, η٤¯ÂÈ ÙÔ ·ÁÎfiÛÌÈÔ ÚÂÎfiÚ Î·È ¯·Ú·ÎÙËÚ›˙ÂÙ·È ˆ˜ «Ê·ÈÓfiÌÂÓÔ ÁψÛÛÔÌ¿ıÂÈ·˜». ¶¤Ú· fï˜ ·fi ÙÔ ÂÓÙ˘ˆÛÈ·Îfi ÚÂÎfiÚ Î·È ÙÔ È‰È·›ÙÂÚÔ Ù·Ï¤ÓÙÔ, Â›Ó·È ÂÍ›ÛÔ˘ ÛËÌ·ÓÙÈÎfi Ó· ÛÙ·ıԇ̠ے ·˘Ù¿ Ô˘ Ô ›‰ÈÔ˜ ‰‹ÏˆÛ η-
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Ù¿ ÙË ‰È¿ÚÎÂÈ· Û˘Ó¤ÓÙ¢Í˘: «E›Ó·È ÁÈ· ̤ӷ ÌÈ· ‰È·ÊÔÚÂÙÈ΋ ÚÔÛ¤ÁÁÈÛË ÙÔ˘ ÎfiÛÌÔ˘. AÈÛı¿ÓÔÌ·È ÔÏ›Ù˘ ÙÔ˘ ÎfiÛÌÔ˘. °ÓˆÚ›˙ÔÓÙ·˜ ÙȘ ÁÏÒÛÛ˜, ÌÔÚÒ Ó· ÂÈÎÔÈÓˆÓÒ Ì ÙÔ˘˜ ·ÓıÚÒÔ˘˜ Î·È Ó· ÁÓˆÚ›Ûˆ ÙÔÓ ÔÏÈÙÈÛÌfi, ÙËÓ Ù¤¯ÓË, Ù· ‹ıË Î·È Ù· ¤ıÈÌ¿ ÙÔ˘˜, ÙËÓ ÎÔ˘ÏÙÔ‡Ú· ÙÔ˘˜. M ‚ÔËı¿ÂÈ Ó· ÂÌÏÔ˘Ù›Ûˆ ÙȘ ÁÓÒÛÂȘ ÌÔ˘ Î·È Ó· ·ÔÎƠ̂ۈ ÂÌÂÈڛ˜ ÚˆÙfiÁÓˆÚ˜». K·È Û’ ·˘Ù¿ Ù· ÏÂÁfiÌÂÓ· ÎÚ‡‚ÂÙ·È fiÏË Ë Ô˘Û›·. H ÁÏÒÛÛ· ·ÔÙÂÏ› ÙÔ ÎÏÂȉ› ›Ûˆ ·fi ÙȘ ϤÍÂȘ ÁÈ· Ó· ÁÓˆÚ›ÛÔ˘Ì ÙÔ˘˜ ¿ÏÏÔ˘˜ Ï·Ô‡˜. N· ÏËÛÈ¿ÛÔ˘Ì Ì ÙÔ ÌÔÓ·‰ÈÎfi ·˘Ùfi ÂÚÁ·Ï›Ô, ÙËÓ „˘¯‹ Î·È ÙÔ Ì˘·Ïfi ÂÓfi˜ ¿ÏÏÔ˘ ·ÓıÚÒÔ˘, Ô˘ ‰ÂÓ Â›Ó·È Ì¤ÏÔ˜ Ù˘ ÛÙÂÓ‹˜ ÎÔÈÓˆÓ›·˜ Ì·˜ Î·È Î·ÙÔÈΛ Û ¿ÏÏÔÓ ÙfiÔ. K·È Ì ÙËÓ ·ÓÙ·ÏÏ·Á‹ ÏËÚÔÊÔÚÈÒÓ, ·fi„ÂˆÓ Î·È Û˘Ó·ÈÛıËÌ¿ÙˆÓ, Ó· ηٷϿ‚Ô˘Ì ÙËÓ ·Í›· Ù˘ ·ÓıÚÒÈÓ˘ ˘fiÛÙ·Û˘. E‰Ò ÏÔÈfiÓ ¤ÊÙÂÈ ÙÔ ‚¿ÚÔ˜ Û ̷˜ ÙÔ˘˜ ‰·ÛοÏÔ˘˜. TÔ ‚¿ÚÔ˜ Ù˘ ÌÂÙ¿‰ÔÛ˘ Ù˘ ÁÓÒÛ˘ Ù˘ ÁÏÒÛÛ·˜, Ô˘ ·ÔÙÂÏ› ·ÚÈÔ ÛÙÔÈ¯Â›Ô Â·Ê‹˜. K·È ‰ÂÓ ÂÚÈÔÚ›˙ÂÙ·È ÛÙ· ÁÓˆÛÙÈο ‹ ÁÚ·ÌÌ·ÙÈο Ù˘ ÛÙÔȯ›· ÌfiÓÔ, ηıÒ˜ Ë ÁÏÒÛÛ· Â›Ó·È ¤Ó·˜ ˙ˆÓÙ·Ófi˜ ÔÚÁ·ÓÈÛÌfi˜, Ô˘ ÂÚÈÎÏ›ÂÈ Û˘Ó·ÈÛı‹Ì·Ù·, ÔÏÈÙÈÛÙÈο ÛÙÔȯ›·, ÈÛÙÔÚ›· Î·È Î¿ı ÙÈ Ô˘ ÌÔÚ› Ó· ¯·Ú·ÎÙËÚ›˙ÂÈ ¤Ó·Ó ÙfiÔ Î·È ÙÔ˘˜ ·ÓıÚÒÔ˘˜ ÙÔ˘. TÔ Î·ı‹ÎÔÓ ·¤Ó·ÓÙÈ ÛÙ· ·È‰È¿, Ô˘ Û‡‰Ô˘Ó Ó· ¤ÚıÔ˘Ó Û ·ʋ Ì ÙȘ ÁÏÒÛÛ˜, Â›Ó·È Ó· ÙÔ˘˜ ·Ú¤¯Ô˘Ì fi¯È ÙȘ ÛÙ›Ú˜ ÁÓÒÛÂȘ ÌÈ·˜ ÎÏ·ÛÛÈ΋˜ ÂÎÌ¿ıËÛ˘, ·ÏÏ¿ Ó· ÌÔÚ¤ÛÔ˘Ì ӷ ÙÔ˘˜ ÂÚ¿ÛÔ˘Ì ÙÔ Ì‹Ó˘Ì· Ù˘ ÌfiÚʈÛ˘ Î·È Ù˘ ‰È·ÊÔÚÂÙÈÎfiÙËÙ·˜. ¢È· ̤ÛÔ˘ Ù˘ ‰È‰·Ûηϛ·˜ ›̷ÛÙ Û ı¤ÛË Ó· ÂÚ¿ÛÔ˘Ì ÌËӇ̷ٷ Ô˘ ÂÌÂÚȤ¯Ô˘Ó ·Í›Â˜ ·Ó·ÓıÚÒÈÓ˜ Î·È Ó· ÙÔ˘˜ ‰ÒÛÔ˘Ì ӷ ηٷϿ‚Ô˘Ó fiÙÈ fiÏÔÈ Â›Ì·ÛÙ ÌÔÓ·‰ÈÎÔ› Î·È fiÏÔÈ Â›Ì·ÛÙ ‰È·ÊÔÚÂÙÈÎÔ›. N· Á›ÓÔ˘Ó ÎÔÈÓˆÓÔ› ÙˆÓ ·ÍÈÒÓ Ù˘ ·Ó·ÁÓÒÚÈÛ˘ Î·È Ù˘ Û˘ÓÂÚÁ·Û›·˜ Ì ÙÔ˘˜ ¿ÏÏÔ˘˜ Ï·Ô‡˜ Î·È ·ÓıÚÒÔ˘˜.
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MAPTIO™ 2009
M ·˘Ùfi ÙÔÓ ÙÚfiÔ Î·È Ì ·È‰·ÁˆÁÈ΋ ÚÔÛ¤ÁÁÈÛË, ÌÔÚ› Ó· ˘¿ÚÍÂÈ Ë ‰˘Ó·ÙfiÙËÙ·, Ë ÂÈÎÔÈÓˆÓ›· Ì ÔÔÈ·‰‹ÔÙ ÁÏÒÛÛ·, Ó· ÌËÓ Â›Ó·È ÌfiÓÔ ÁÚ·ÌÌ·ÙÈÎÔ› ηÓfiÓ˜ Î·È ÏÂÍÈÏfiÁÈÔ, Ì· Î·È ·Ó·ÁÓÒÚÈÛË ·˘ÙÔ‡ Ô˘ ÙËÓ ÔÌÈÏ› Î·È ÙË ÁÚ¿ÊÂÈ, ·fi ·˘ÙÔ‡˜ ÛÙÔ˘˜ ÔÔ›Ô˘˜ ·Â˘ı‡ÓÂÙ·È, ˆ˜ ÎÔÚ˘Ê·›· Ú¿ÍË ÂӉȷʤÚÔÓÙÔ˜ ÁÈ· ÙÔÓ ÔÏÈÙÈÛÌfi Î·È ÙȘ ·Í›Â˜ ÙÔ˘˜. ¶ÔÈÔ˜ ‰ÂÓ ·ÈÛı¿ÓÂÙ·È ÈηÓÔÔ›ËÛË fiÙ·Ó ·ÎÔ‡ÂÈ ¤Ó·Ó ͤÓÔ Ó· ÌÈÏ¿ÂÈ ÙË ÁÏÒÛÛ· ÙÔ˘; TÈ ÈÔ Â˘ÁÂÓ¤˜ Î·È ¿ÌÂÛÔ ·’ ·˘Ùfi. M ̷ıËÌ·ÙÈ΋ ·ÎÚ›‚ÂÈ· ·˘Ù‹ Ë ÂͤÏÈÍË ÊÙÈ¿¯ÓÂÈ ÌÈ· Á¤Ê˘Ú· ·Ó¿ÌÂÛ· ÛÙȘ ¯ÒÚ˜ Î·È ÙÔ˘˜ ÔÏÈÙÈÛÌÔ‡˜ Î·È ·Ô‰›‰ÂÈ ÙËÓ ÚÔÛ‰ÔÎÒÌÂÓË ÊÈÏ›· ÙˆÓ ·ÓıÚÒˆÓ-ÊÈÏ›· ÙˆÓ Ï·ÒÓ, ‰›ÓÔÓÙ·˜ ¤ÙÛÈ ÙË ‰˘Ó·ÙfiÙËÙ· ÛÙ· ·È‰È¿ Ó· ·ÓÔ›ÍÔ˘Ó ÙÔ˘˜ ÔÚ›˙ÔÓÙ¤˜ ÙÔ˘˜ Û’ ¤Ó· ·ÁÎÔÛÌÈÔÔÈË̤ÓÔ Î·È ÔÏ˘ÔÏÈÙÈÛÌÈÎfi ÂÚÈ‚¿ÏÏÔÓ. ÕÏψÛÙ ‰ÂÓ Ú¤ÂÈ Ó· ͯÓÔ‡ÌÂ, Û·Ó Ï·fi˜ Ì ¯ÈÏÈ¿‰Â˜ ¯ÚfiÓÈ· ÈÛÙÔÚ›·˜, ˆ˜ ÔÈ Î·Ù·ÎÙËÙ¤˜ Ô˘ ¤Ú·Û·Ó ·fi ÙÔÓ ÙfiÔ Ì·˜, «˘Ô¯ÚÂÒıËηӻ ÈÛÙÔÚÈο, Ó· ·ÊÔÌÔÈÒÛÔ˘Ó ÛÙÔȯ›· ÙÔ˘ ÔÏÈÙÈÛÌÔ‡ Ì·˜ Î·È Ó· ÛËÌ·ÙÔ‰ÔÙ‹ÛÔ˘Ó ¤ÙÛÈ ÙËÓ ¤Ó·ÚÍË Ù˘ ‰È΋˜ ÙÔ˘˜ ÔÏÈÙÈÛÙÈ΋˜ ÈÛÙÔÚ›·˜. K·È ·˘Ùfi ¤ÁÈÓ Ì ÚÒÙÔ ÛÙÔÈ¯Â›Ô Â·Ê‹˜ ÙË ÁÏÒÛÛ·, Û ÙÚfiÔ ÒÛÙ ٷ ¯ÚfiÓÈ· Ô˘ ¤Ú·Û·Ó Ó· ‰›ÓÔ˘Ó ÙË ‰˘Ó·ÙfiÙËÙ· Ù˘ ηϋ˜ ÁÂÈÙÔÓ›·˜ ÁÈ· ÛËÌ·ÓÙÈο ÌÂÁ¿Ï˜ ÈÛÙÔÚÈΤ˜ ÂÚÈfi‰Ô˘˜. M¤ÓÂÈ Û˘ÓÂÒ˜ ÌÂÙ¿ ·’ fiÏ· ·˘Ù¿ Ó· ·ÓÙÈÌÂÙˆ›ÛÔ˘Ì ÙË ÁÏÒÛÛ· Î·È ÙËÓ ÂÎÌ¿ıËÛ‹ Ù˘ fi¯È ÌfiÓÔ Û·Ó ÌÈ· Û˘ÓËıÈṲ̂ÓË ÂÎ·È‰Â˘ÙÈ΋ ‰È·‰Èηۛ·, ·ÏÏ¿ Û·Ó Ó· ÚfiÎÂÈÙ·È ÁÈ· ÌÈ· ‰È·ÚÎÒ˜ ÂÍÂÏÈÛÛfiÌÂÓË ‰Ú¿ÛË, Ë ÔÔ›· ‰ÂÓ Â›Ó·È ·ÏÒ˜ ·˘ı‡·ÚÎÙË ·ÏÏ¿ Ô˘ ÚÔÛ‰ÈÔÚ›˙ÂÈ Î·È ÙËÓ ÔÏÈÙÈÛÌÈ΋, ÈÛÙÔÚÈ΋ Î·È ÎÔÈÓˆÓÈ΋ Ù·˘ÙfiÙËÙ· ÙÔ˘ Ï·Ô‡ Ô˘ ÙË ¯ÚËÛÈÌÔÔÈ›. Œ¯ÔÓÙ·˜ ÙËÓ Ï‹ÚË Â›ÁÓˆÛË ·˘ÙÒÓ ÙˆÓ ÛÙÔȯ›ˆÓ, ÂÍ·ÛÊ·Ï›˙Ô˘Ì ÙÔ ·˘ÍË̤ÓÔ ÂӉȷʤÚÔÓ ÙˆÓ ‰È‰·ÛÎÔÌ¤ÓˆÓ Î·È ÂÈ-
ϤÔÓ ÙÔ˘˜ ÂÊԉȿ˙Ô˘Ì ÌÂ Û˘Ó‰˘·ÛÙÈ΋ ÁÓÒÛË, Ë ÔÔ›· Â›Ó·È Û›ÁÔ˘ÚÔ ˆ˜ ‚ÔËı¿ÂÈ ÛÙËÓ ÂÎÌ¿ıËÛË ÂÓÒ Ù·˘Ùfi¯ÚÔÓ· Â›Ó·È Û ı¤ÛË Ó· ·Ì‚χÓÂÈ ÙȘ fiÔȘ ‰È·ÊÔÚ¤˜ Î·È ·ÓÙÈı¤ÛÂȘ Î·È Ó· ·ӷÚÔÛ‰ÈÔÚ›ÛÂÈ ÙÔ Û‡ÛÙËÌ· ‰È‰·Ûηϛ·˜, Û Ӥ˜ ‰ËÌÈÔ˘ÚÁÈÎfiÙÂÚ˜ ηÙ¢ı‡ÓÛÂȘ. T¤ÏÔ˜, Ú¤ÂÈ Ó· Á›ÓÂÈ ·ÓÙÈÏËÙfi, ˆ˜, fiˆ˜ Î·È ÙÔ Û‡ÓÔÏÔ Ù˘ ÂÎ·È‰Â˘ÙÈ΋˜ ‰È·‰Èηۛ·˜ ¤ÙÛÈ Î·È Ë ÁÓÒÛË Í¤ÓˆÓ ÁψÛÛÒÓ, ‰ÂÓ Û˘Ó‰¤ÂÙ·È Î·Ù’ ·Ó¿ÁÎË Ì ·ÁÁÂÏÌ·ÙÈÎÔ‡˜ ÛÙfi¯Ô˘˜ ‹ ÚÔÛˆÈ΋ ÊÈÏÔ‰ÔÍ›·. AÔÙÂÏ› ÙÔÓ ÙÚfiÔ ÁÈ· Ó· ηٷÎÙ‹ÛÂÈ Ô ¿ÓıÚˆÔ˜ ÙÔ ·Á·ıfi Ù˘ ÁÓÒÛ˘, Ù˘ ÌfiÚʈÛ˘ Î·È Ó· ÂÈÙ‡¯ÂÈ ¤ÙÛÈ ÙËÓ Î·Ï˘Ù¤Ú¢ÛË Ù˘ ‰È΋˜ ÙÔ˘ ˙ˆ‹˜ Î·È Ù˘ ˙ˆ‹˜ ÙˆÓ Á‡Úˆ ÙÔ˘.
8
MAPTIO™ 2009
M·ı‹Ì·Ù· ÁÏÒÛÛ·˜ online K›Ó‰˘ÓÔ˜ ÁÈ· ÙËÓ ÍÂÓfiÁψÛÛË Âη›‰Â˘ÛË fiˆ˜ ÙËÓ Í¤ÚÔ˘ÌÂ; ÓËÛ˘¯›· Î·È ÚÔ‚ÏËÌ·ÙÈÛÌfi ÚÔηÏ› ÙÔ Úfi- ¿ÏÏÔÓ ÚÔÛʤÚÔÓÙ·˜ ÂÍ¿ÛÎËÛË ÛÙË ÁÏÒÛÛ· ÙÔ˘˜, ·ÛÊ·ÙÔ ‰ËÌÔÛ›Â˘Ì· ÙÔ˘ ‰ÈÂıÓÔ‡˜ ÂȉËÛÂÔÁÚ·- Ú¿ÏÏËÏ· ÂÍ·ÛÎÔ‡ÌÂÓÔÈ ÛÙË ÁÏÒÛÛ· ÂÓfi˜ ¿ÏÏÔ˘ «Ì·ÊÈÎÔ‡ Ú·ÎÙÔÚ›Ԣ Reuters, ÛÙÔ ÔÔ›Ô ·Ó·Ê¤- ıËÙ‹» ‹ ˙ˆÓÙ·Ó¿ online Ì·ı‹Ì·Ù· Ì ηıËÁËÙ¤˜. TÈ ÚÂÙ·È fiÙÈ Ô ÂΉÔÙÈÎfi˜ ÎÔÏÔÛÛfi˜ Pearson, ÁÓˆ- Û˘Ó¤ÂȘ ÚÔÌËÓ‡ÂÈ, fï˜, ÌÈ· Ù¤ÙÔÈ· ΛÓËÛË ·fi ¤ÛÙfi˜ ÛÙËÓ EÏÏ¿‰· Î·È ˆ˜ Longman, ۯ‰ȿ˙ÂÈ Ó·Ó ·ÁÎfiÛÌÈÔ ÂΉÔÙÈÎfi ÎÔÏÔÛÛfi fiˆ˜ Ë Pearson ÁÈ· ÙËÓ ·Ó¿Ù˘ÍË ÌÈ·˜ ˘ËÚÂÛ›·˜ ÂÎÌ¿ıËÛ˘ ·ÁÁÏÈÎÒÓ ÙÔÓ ·Ú·‰ÔÛÈ·Îfi ÙÚfiÔ ‰È‰·Ûηϛ·˜ ÙˆÓ Í¤ÓˆÓ Online ÛÂ Û˘ÓÂÚÁ·Û›· Ì ÙËÓ ÎÔÈÓfiÙËÙ· ÁψÛÛÒÓ; livemocha.com. M¤Û· Û 0,23 ‰Â˘ÙÂÚfiÏÂÙ·, ÌÈ· ·Ó·˙‹ÙËÛË ÛÙÔ H Livemocha ·Ú¤¯ÂÈ ·˘Ù‹ ÙË ÛÙÈÁÌ‹ ÙË ‰˘Ó·ÙfiÙË- Google Ì·˜ ‰›ÓÂÈ ¿Óˆ ·fi ‰ÂηÙÚ›· ÂηÙÔ̇ÚÈ· ηٷ ÛÙÔ˘˜ ·Ó¿ ÙËÓ ˘Ê‹ÏÈÔ ¯Ú‹ÛÙ˜ Ó· Ì¿ıÔ˘Ó Ù·¯ˆÚ‹ÛÂȘ ÛÙÔÓ ·ÁÎfiÛÌÈÔ ÈÛÙfi ÁÈ· ÙËÓ ÁÏÒÛÛ· Ù˘ ÂÈÏÔÁ‹˜ ÙÔ˘˜ ̤ۈ Ì·ıË“online english lessons”. H ÂͿψÛË ÙÔ˘ Ì¿ÙˆÓ ·ÏÏ¿ Î·È ·ÏÏËÏÔ‚Ô‹ıÂÈ·˜ Ì ¿ÏÏÔ˘˜ Ê·ÈÓÔ̤ÓÔ˘ Ù˘ ÂÎÌ¿ıËÛ˘ ÌÈ·˜ ͤÓ˘ ¯Ú‹ÛÙ˜ ‰ˆÚ¿Ó. E›Ó·È Ë ÚÒÙË ÊÔÚ¿ Ô˘ Ë ÁÏÒÛÛ·˜ ̤ۈ ÙÔ˘ ‰È·‰ÈÎÙ‡Ô˘ Ï¿Ì‚¿ÓÂÈ Î·Pearson Ì·›ÓÂÈ ÛÙÔ ¯ÒÚÔ ÙˆÓ online ÚÔïfiıËÌÂÚÈÓ¿ fiÏÔ Î·È ÌÂÁ·Ï‡ÙÂÚ˜ ‰È·ÛÙ¿ÛÂȘ, ÓÙˆÓ ·’·˘ı›·˜ ÛÙÔÓ Î·Ù·Ó·ÏˆÙ‹. ›Ù ̤ۈ ÈÛÙÔÛÂÏ›‰ˆÓ Ô˘ ·Ú¤¯Ô˘Ó Ì·ı‹TÔ Ê·ÈÓfiÌÂÓÔ ‰ÂÓ Â›Ó·È Î¿ÙÈ ÙÔ Î·ÈÓԇ̷ٷ ‰ˆÚ¿Ó, ›Ù ̤ۈ ÈÛÙÔÛÂÏ›‰ˆÓ Ô˘ ÚÈÔ. ø˜ ÛÙÈÁÌ‹˜, Ô ÂӉȷÊÂÚfiÌÂÓÔ˜ ¯Ú‹ÛÙ˘ ·Ú¤¯Ô˘Ó ηıËÁËÙ¤˜ ·ÓÙ› ·ÌÔÈ‚‹˜. ÌÔÚ› Ó· ‚Ú› ÌÈ· ÏËıÒÚ· ÂÈÏÔÁÒÓ ·fi O Sanjay (Shane) Jiandani ˙ÂÈ ÛÙËÓ IÛ··˘ÙÔÌ·ÙÔÔÈË̤ӷ Ì·ı‹Ì·Ù·, peer to peer Ó›· Î·È ÂÚÁ¿˙ÂÙ·È part time ˆ˜ ηıËÁËÙ‹˜ Sanjay Jiandani platforms, fiÔ˘ ¯Ú‹ÛÙ˜ ‚ÔËıÔ‡Ó Ô ¤Ó·˜ ÙÔÓ AÁÁÏÈÎÒÓ online Ì ÙËÓ Telelangue
A
9
MAPTIO™ 2009
— «Œ¯Ô˘Ì ÌÂÁ¿ÏË ÔÈÎÈÏ›· Ì·ıËÙÒÓ. Afi ÊÔÈÙËÙ¤˜ Î·È ÓÔÈÎÔ΢ڤ˜ ¤ˆ˜ ˘„ËÏfi‚·ıÌ· ÛÙÂϤ¯Ë ÂȯÂÈÚ‹ÛˆÓ. £· ¤ÏÂÁ· ·fi 20 ¤ˆ˜ 50 ÂÙÒÓ Î·È Î˘Ú›ˆ˜ ·fi ÙËÓ °·ÏÏ›·, ÙËÓ IÙ·Ï›· Î·È ÙËÓ IÛ·Ó›·», Ì·˜ ϤÂÈ Ô Sanjay. H Telelangue ··Û¯ÔÏ› ÂÚ› ÙÔ˘˜ 300 ηıËÁËÙ¤˜ Î·È ·Ú¤¯ÂÈ Âη›‰Â˘ÛË Î˘Ú›ˆ˜ ÛÙ· AÁÁÏÈο, ·ÏÏ¿ Î·È ÛÙ· °·ÏÏÈο, °ÂÚÌ·ÓÈο, IÙ·ÏÈο Î·È IÛ·ÓÈο. OÈ Î·ıËÁËÙ¤˜ ÂÚÁ¿˙ÔÓÙ·È ·fi ÙÔÓ ¯ÒÚÔ ÙÔ˘˜ ¯ÚËÛÈÌÔÔÈÒÓÙ·˜ ÙËϤʈÓÔ, skype Î·È msn. O Sanjay ‰È·‚ϤÂÈ Ù¤Ú·ÛÙÈ· ÂͿψÛË ·˘ÙÔ‡ ÙÔ˘ ÙÚfiÔ˘ ÂÎÌ¿ıËÛ˘ ‰Â‰Ô̤Ó˘ Ù˘ Ú·Á‰·›·˜ ÂͤÏÈ͢ Ù˘ Ù¯ÓÔÏÔÁ›·˜ Î·È Ùˆ ÔÏ˘Ì¤ÛˆÓ. «O Ì·ıËÙ‹˜ ‰ÂÓ ¯ÚÂÈ¿˙ÂÙ·È Ó· ÌÂÙ·ÎÈÓËı› ÁÈ· Ó· οÓÂÈ Ì¿ıËÌ·. ¶ÚÔÁÚ·ÌÌ·Ù›˙ÂÙ·È ·Ó¿ÏÔÁ· Ì ÙËÓ ÒÚ· Ô˘ ‰È·ı¤ÙÂÈ, ›Ù ·˘Ù‹ Â›Ó·È ÛÙȘ 8 ÙÔ ‚Ú¿‰˘, ›Ù ÛÙȘ 4 Ù· ÍËÌÂÚÒWorldspeaking. •ÂΛÓËÛ ÙÔÓ ¢ÂΤ̂ÚÈÔ Ì ٤ÛÛÂÚ· Ì·Ù·. ¶¿ÓÙ· ˘¿Ú¯ÂÈ ‰˘Ó·ÙfiÙËÙ· Ó· ‚ÚÂı› ηıËÁËÌ·ı‹Ì·Ù· ÙËÓ Ë̤ڷ (οı ̿ıËÌ· ‰È·ÚΛ 30 ÏÂÙ¿) Ù‹˜ Ônline Î¿Ô˘ ÛÙÔÓ ÎfiÛÌÔ». Î·È Û‹ÌÂÚ· ·Ú·‰›‰ÂÈ ¤Ó· ̤ÛÔ fiÚÔ 8-10 Ì·ıËÌ¿ÙˆÓ ™Ù· ÂfiÌÂÓ· Ù‡¯Ë Ù˘ e Lingua Franca, ı· Û·˜ ··Ó¿ÏÔÁ· Ì ÙÔÓ ÂχıÂÚÔ ¯ÚfiÓÔ Ô˘ ‰È·ı¤ÙÂÈ. ÚÔ˘ÛÈ¿ÛÔ˘Ì ÌÈ· ÈÔ ÔÏÔÎÏËڈ̤ÓË ÂÈÎfiÓ· Ù˘ ·ÁÔÚ¿˜ Í¤ÓˆÓ ÁψÛÛÒÓ Ì¤Ûˆ ÙÔ˘ ‰È·‰ÈÎÙ‡Ô˘. ¶ÔÈfi Â›Ó·È ÙÔ ÚÔÊ›Ï ÙÔ˘ ̤ÛÔ˘ Ì·ıËÙ‹ ÙÔ˘;
H e-Lingua Franca ı· ΢ÎÏÔÊÔÚ› Û ÌËÓÈ·›· ‚¿ÛË Ì fiÏ· Ù· Ó¤· Ù˘ ÍÂÓfiÁψÛÛ˘ Âη›‰Â˘Û˘ ÛÙËÓ EÏÏ¿‰·. ◊‰Ë ·ÔÛÙ¤ÏÏÂÙ·È Û 7.000 ·Ô‰¤ÎÙ˜ ·ÓÂÏÏ·‰Èο. E¿Ó Û·˜ ¿ÚÂÛ ÙÔ ÚÒÙÔ Ù‡¯Ô˜ Î·È ı· ı¤Ï·Ù ӷ ÙÔ ÌÔÈÚ·ÛÙ›Ù ̒ ¤Ó·Ó Ê›ÏÔ/Ë, ηıËÁËÙ‹/ÙÚÈ· Í¤ÓˆÓ ÁψÛÛÒÓ, ÁÚ¿„Ù ̷˜ ÛÙÔ [email protected]
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MAPTIO™ 2009
¤Ó·˜ ÔÚÁ·ÓÈÛÌfi˜ ÌË ÎÂÚ‰ÔÛÎÔÈÎÔ‡ ¯·Ú·TÔ English Speaking Board (ESB) ȉڇıË- ÎÙ‹Ú·. A˘Ù¿ ·fi ÌfiÓ· Â›Ó·È Ë Î·Ï‡ÙÂÚË ÂÁΠÙÔ 1953 Û·Ó ¤Ó·˜ ÚˆÙÔfiÚÔ˜ ÔÚÁ·ÓÈÛÌfi˜ Á‡ËÛË ÁÈ· ÙËÓ ·ÍÈÔÈÛÙ›· Î·È ÙËÓ ÔÈfiÙËÙ· ÂÍÂÙ¿ÛÂˆÓ Î·È ÈÛÙÔÔÈ‹ÛÂˆÓ Ù˘ AÁÁÏÈ΋˜ ÙˆÓ ÂÍÂÙ¿ÛˆÓ. ÁÏÒÛÛ·˜. ¶ÔÈÔ˜ ·Ó·ÁÓˆÚ›˙ÂÈ ™·Ó ÂÍÂÙ·ÛÙÈÎfi˜ ÔÚÁ·ÓÈÛÌfi˜ Â›Ó·È Û˘ÁÎÂÓÙڈ̤ÓÔ˜ ·ÔÎÏÂÈÛÙÈο ÛÙȘ ÂÍÂÙ¿ÛÂȘ Ù˘ ÙÔ ESB ESOL INTERNATIONAL; AÁÁÏÈ΋˜, Ú¿ÁÌ· Ô˘ ÙÔ˘ ‰›‰ÂÈ ÔÏÏ¿ ÏÂÔOÈ ÂÍÂÙ¿ÛÂȘ Â›Ó·È ·ÍÈÔÏÔÁË̤Ó˜ Î·È ·Ó·ÓÂÎÙ‹Ì·Ù· Î·È ·ÍÈÔÈÛÙ›·. ÁÓˆÚÈṲ̂Ó˜ ·fi ÙËÓ QCA. ¶ÂÚÈÏ·Ì‚¿ÓÔ™‹ÌÂÚ· ÙÔ ESB ÚÔÛʤÚÂÈ ÙȘ ÂÍÂÙ¿ÛÂȘ ÓÙ·È ÛÙÔÓ Î·Ù¿ÏÔÁÔ ÂÍÂÙ¿ÛÂˆÓ Ô˘ Ô UCAS ÙÔ˘ Û ÔÏϤ˜ ¯ÒÚ˜, fiˆ˜ Ë K›Ó·, Ë M·Ï·È- (Universities and Colleges Admissions Û›·, Ë IÛ·Ó›·, Ë EÏÏ¿‰·, Ë IÙ·Ï›· Î·È ¿ÏϘ. Services) ·Ó·ÁÓˆÚ›˙ÂÈ Û·Ó ÎÚÈÙ‹ÚÈ· ÁÓÒÛ˘ ŸÏ· ·˘Ù¿ Ù· ¯ÚfiÓÈ· ÙÔ ESB ¤¯ÂÈ ·Ú·Ì¤- AÁÁÏÈÎÒÓ ÁÈ· ÂÈÛ‰Ô¯‹ ÛÙ· BÚÂÙ·ÓÈο AEI. ÓÂÈ ·fiÏ˘Ù· ·ÊÔÛȈ̤ÓÔ˜ ÛÙÔ ÌÔÓ·‰ÈÎfi ·- ™ÙËÓ EÏÏ¿‰· ÔÈ ÂÍÂÙ¿ÛÂȘ ¤¯Ô˘Ó ·Ó·ÁÓˆÚÈÓÙÈΛÌÂÓÔ ÁÈ· ÙÔ ÔÔ›Ô È‰Ú‡ıËÎÂ Î·È Â›Û˘ Ûı› ·fi ÙÔ A™E¶ ÙÔÓ ¢ÂΤ̂ÚÈÔ ÙÔ˘ 2008.
¶ÔÈÔ Â›Ó·È ÙÔ ESB;
¶ÔÈ· Â›Ó·È Ù· ›‰· Ô˘ ÚÔÛʤÚÔÓÙ·È; OCNW ESOL INTERNATIONAL
°ÓÒÛË Û‡Ìʈӷ Ì EÏÏËÓÈÎfi ¶¢
E˘Úˆ·˚Îfi ¶Ï·›ÛÈÔ
Level 3 Level 2 Level 1 Entry Level 3
ÕÚÈÛÙË ¶Ôχ ηϋ M¤ÙÚÈ· K·Ï‹
C2 C1 B2 B1
°È·Ù› ESB ESOL INTERNATIONAL; ñ H fiÏË ÊÈÏÔÛÔÊ›· ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ Ô˘ ‰ÂÓ ‚¿˙ÂÈ ·Á›‰Â˜ ÛÙÔ˘˜ ÂÍÂÙ·˙fiÌÂÓÔ˘˜ ·ÏÏ¿ ÛÙ· ›ÛÈ· ÈÛÙÔÔÈ› ÙȘ ÁÓÒÛÂȘ Ô˘ ¤¯Ô˘Ó. ñ H ·Ó·ÌÊÈÛ‚‹ÙËÙË ·Ó·ÁÓÒÚÈÛË ÛÙËÓ M. BÚÂÙ·Ó›·, ÙËÓ EÏÏ¿‰· Î·È ‰ÈÂıÓÒ˜. ñ TÔ ·ÍÈfiÈÛÙÔ ÙÔ˘ ÔÚÁ·ÓÈÛÌÔ‡ Ô˘ ÙȘ ‰ÈÔÚÁ·ÓÒÓÂÈ ÛÙËÓ EÏÏ¿‰· (¶·ÓÂÏÏ‹ÓÈÔ˜ ™‡Ó‰ÂÛÌÔ˜) Ì ›ڷ ÛÙË ‰ÈÔÚÁ¿ÓˆÛË ·‰È¿-
‚ÏËÙˆÓ ÂÍÂÙ¿ÛˆÓ. ñ H ‰ÈÏ‹ ÛÊÚ·Á›‰· ÔÈfiÙËÙ·˜ ·fi QAA Î·È QCA. ñ H ·Ó·ÁÓÒÚÈÛË ·fi Ù· BÚÂÙ·ÓÈο AEI
¶fiÙ ı· ‰ÈÂÍ·¯ıÔ‡Ó ÔÈ ÂÍÂÙ¿ÛÂȘ; ™ÙȘ 9 Î·È 10 M·˝Ô˘ Î·È ÙÔ ¢ÂΤ̂ÚÈÔ ÁÈ· ÙÔ 2009. O ¶·ÓÂÏÏ‹ÓÈÔ˜ ™‡Ó‰ÂÛÌÔ˜ ‰¤¯ÂÙ·È ·ÈÙ‹ÛÂȘ Û˘ÌÌÂÙÔ¯‹˜ ‹‰Ë.
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MAPTIO™ 2009
EDI ESOL International Qualifications Q & A ¶ÔÈÔ˜ Â›Ó·È Ô ÔÚÁ·ÓÈÛÌfi˜ EDI ; TÔ EDI (Education Development International) Â›Ó·È ¤Ó·˜ ÚˆÙÔfiÚÔ˜ ‰ÈÂıÓ‹˜ ÊÔÚ¤·˜ ÈÛÙÔÔ›ËÛ˘ Ô˘ ‰ËÌÈÔ˘ÚÁ‹ıËΠ̠ÙË Û˘Á¯ÒÓ¢ÛË ÙÔ˘ K¤ÓÙÚÔ˘ EÍÂÙ¿ÛÂˆÓ ÙÔ˘ EÌÔÚÈÎÔ‡ Î·È BÈÔÌ˯·ÓÈÎÔ‡ EÈÌÂÏËÙËÚ›Ô˘ ÙÔ˘ §ÔÓ‰›ÓÔ˘ (LCCI) Î·È ÙÔ˘ ÂÈÊ·ÓÔ‡˜ ÔÚÁ·ÓÈÛÌÔ‡ ·ÍÈÔÏfiÁËÛ˘ ̤ۈ ‰È·‰ÈÎÙ‡Ô˘ GOAL. O ÊÔÚ¤·˜ EDI ·Ú¤¯ÂÈ ÈÛÙÔÔÈ‹ÛÂȘ ‰ÈÂıÓÒ˜ ̤ۈ ÂÓfi˜ ‰ÈÎÙ‡Ô˘ 4.000 Î·È ¿Óˆ ÂÁÁÂÁÚ·ÌÌ¤ÓˆÓ Î¤ÓÙÚˆÓ Û ÂÚÈÛÛfiÙÂÚ˜ ·fi 100 ¯ÒÚ˜ ·ÁÎÔÛÌ›ˆ˜. OÈ ÈÛÙÔÔÈ‹ÛÂȘ ·˘Ù¤˜ ·Ó·ÁÓˆÚ›˙ÔÓÙ·È ·fi ¶·ÓÂÈÛÙ‹ÌÈ·, ˘Ô˘ÚÁ›· ¶·È‰Â›·˜ Î·È EÚÁ·Û›·˜, ·ÁÁÂÏÌ·ÙÈÎÔ‡˜ ÊÔÚ›˜ Î·È ÂÚÁÔ‰fiÙ˜ Û ·ÁÎfiÛÌÈÔ Â›Â‰Ô.
AÁÁÏÈο ˆ˜ ÌËÙÚÈ΋ ÁÏÒÛÛ· Î·È ÔÈ ÔÔ›ÔÈ ÂÈı˘ÌÔ‡Ó Ó· ·ÔÎÙ‹ÛÔ˘Ó ‰ÈÂıÓÒ˜ ·Ó·ÁÓˆÚÈṲ̂ӷ ÈÛÙÔÔÈËÙÈο AÁÁÏÔÌ¿ıÂÈ·˜ ˘„ËÏ‹˜ ÔÈfiÙËÙ·˜.
E›Ó·È ·Ó·ÁÓˆÚÈṲ̂Ó˜ ÔÈ ÈÛÙÔÔÈ‹ÛÂȘ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ EDI ESOL;
TÔ A™E¶ (AÓÒÙ·ÙÔ ™˘Ì‚Ô‡ÏÈÔ EÈÏÔÁ‹˜ ¶ÚÔÛˆÈÎÔ‡) ·Ó·ÁÓÒÚÈÛ ÙÔ EDI ESOL INTERNATIONAL ÁÈ· Ù· ›‰· B1, B2, C1 ÙÔÓ ™Â٤̂ÚÈÔ ÙÔ˘ 2008. TÔ EDI ESOL International Â›Ó·È ·Ó·ÁÓˆÚÈṲ̂ÓÔ ·fi ÙÔÓ ·ÚÌfi‰ÈÔ ÊÔÚ¤· Ù˘ BÚÂÙ·Ó›·˜, ÙÔ Qualifications and Curriculum Authority (QCA) K¿ıÂ Â›Â‰Ô EDI ESOL International ·ÔÙÂÏÂ›Ù·È ·fi ÙÚ›· ˘Ô¯ÚˆÙÈο ̤ÚË (Reading, Listening & Writing) Î·È ¤Ó· Úԙ ÔÈÔ˘˜ ·Â˘ı‡ÓÔÓÙ·È ÔÈ ÈÛÙÔÔÈ‹- ·ÈÚÂÙÈÎfi (Speaking). ÛÂȘ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ EDI ESOL ; ™ÙÔÓ ›Ó·Î· Ô˘ ·ÎÔÏÔ˘ı› ‚Ï¤Ô˘Ì ÙËÓ OÈ ÈÛÙÔÔÈ‹ÛÂȘ EDI ESOL International ·ÓÙÈÛÙÔȯ›· ÙˆÓ ÂȤ‰ˆÓ Ì ·˘Ù¿ ÙÔ˘ KÔÈ(ÚÔËÁÔ‡ÌÂÓÔ˜ Ù›ÙÏÔ˜ ÙÔ˘˜ JETSET) ·Â˘- ÓÔ‡ E˘Úˆ·˚ÎÔ‡ ¶Ï·ÈÛ›Ô˘ AÓ·ÊÔÚ¿˜ ı‡ÓÔÓÙ·È Û ˘Ô„ËÊ›Ô˘˜ Ô˘ ‰ÂÓ ¤¯Ô˘Ó Ù· (CEF) ÁÈ· ÙȘ •¤Ó˜ °ÏÒÛÛ˜: E¶I¶E¢A EDI Certificates in ESOL International EDI Level 2 Certificate in ESOL International EDI Level 1 Certificate in ESOL International EDI Entry Certificate in ESOL International (Entry Level 3) EDI Entry Certificate in ESOL International (Entry Level 2) EDI Entry Certificate in ESOL International (Entry Level 1)
E¶I¶E¢A JETSET
KÔÈÓfi E˘Úˆ·˚Îfi ¶Ï·›ÛÈÔ AÓ·ÊÔÚ¿˜ ÁÈ· ¶ÈÛÙÔÔÈ‹ÛÂȘ °ÏˆÛÛÔÌ¿ıÂÈ·˜
JETSET 6
C1 E›Â‰Ô ¶Ôχ K·Ï‹˜ °ÓÒÛ˘
JETSET 5
B2 E›Â‰Ô K·Ï‹˜ °ÓÒÛ˘
JETSET 4
B1 E›Â‰Ô M¤ÙÚÈ·˜ °ÓÒÛ˘
JETSET 3
A2 E›Â‰Ô B·ÛÈ΋˜ °ÓÒÛ˘
JETSET 2
A1 E›Â‰Ô ™ÙÔȯÂÈÒ‰Ô˘˜ °ÓÒÛ˘
TÈ Â›‰Ô˘˜ ·Û΋ÛÂȘ ÂÚÈÏ·Ì‚¿ÓÂÈ Ë Â- ÏÒÓ ÂÈÏÔÁÒÓ (multiple choices), ÙÔ ÔÔ›Ô ‚·ıÌÔÏÔÁÂ›Ù·È ËÏÂÎÙÚÔÓÈο. A˘Ùfi ÂÍ·ÛʷϛͤٷÛË; H ηٷÓfiËÛË ÙÔ˘ ÁÚ·ÙÔ‡ Î·È ÙÔ˘ ÚÔÊÔÚÈÎÔ‡ ÏfiÁÔ˘ (Reading & Listening) ÂϤÁ¯ÂÙ·È Ì¤Ûˆ ÂÚˆÙËÌ¿ÙˆÓ ÔÏÏ·Ï‹˜ ÂÈÏÔÁ‹˜ Î·È Ù‡Ô˘ ™ˆÛÙfi / §¿ıÔ˜. OÈ ˘Ô„‹ÊÈÔÈ ÛËÌÂÈÒÓÔ˘Ó ÙȘ ··ÓÙ‹ÛÂȘ ÙÔ˘˜ ۠ͯˆÚÈÛÙfi ¤ÓÙ˘Ô ··ÓÙ‹ÛÂˆÓ (answer sheet) ÔÏÏ·-
˙ÂÈ ÌÈ· ·ÓÙÈÎÂÈÌÂÓÈ΋ ·ÍÈÔÏfiÁËÛË, ‰Â‰Ô̤ÓÔ˘ fiÙÈ ‰ÂÓ ··ÈÙÂ›Ù·È Û˘ÌÏ‹ÚˆÛË ·ÓÔȯÙÒÓ ÂÚˆÙ‹ÛÂˆÓ Î·È ÌÈ· 100% ·ÍÈfiÈÛÙË Î·È ·ÎÚÈ‚‹˜ ËÏÂÎÙÚÔÓÈ΋ ‚·ıÌÔÏfiÁËÛË ¯¿ÚË ÛÙË ¯Ú‹ÛË OMR (Optical Mark Reader). H ·Ú·ÁˆÁ‹ ÁÚ·ÙÔ‡ ÏfiÁÔ˘ (Writing) Â-
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MAPTIO™ 2009
ÚÈÏ·Ì‚¿ÓÂÈ ¤Ó· Û˘Ó‰˘·ÛÌfi ·ÓÔȯÙÒÓ ˘ÔÎÂÈÌÂÓÈÎÒÓ ÂÚˆÙËÌ¿ÙˆÓ Ô˘ ··ÈÙÔ‡Ó Û‡ÓÙÔ̘ ‹/Î·È ÈÔ Ì·ÎÚÔÛÎÂÏ›˜ ··ÓÙ‹ÛÂȘ. H ‚·ıÌÔÏfiÁËÛË Á›ÓÂÙ·È ·fi ÂÍÂÙ·ÛÙ‹ ÙÔ˘ EDI. T· ÚÔÊÔÚÈο (Speaking) ·ÍÈÔÏÔÁÔ‡ÓÙ·È ÚÒÙÔÓ ·fi ÙÔ˘˜ Oral Examiners Î·È ÙÂÏÈο ·fi ÙÔ˘˜ ÂÍÂÙ·ÛÙ¤˜ ÙÔ˘ EDI, ηıÒ˜ Ë ÂͤٷÛË Ë¯ÔÁÚ·ÊÂ›Ù·È Î·È ·ÔÛÙ¤ÏÏÂÙ·È ÙÂÏÈÎÒ˜ ÛÙË BÚÂÙ·Ó›· Ì·˙› Ì ٷ ˘fiÏÔÈ· ̤ÚË.
¶ÔÈ· Â›Ó·È Ù· ÏÂÔÓÂÎÙ‹Ì·Ù· ÙˆÓ ÈÛÙÔÔÈ‹ÛÂˆÓ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ EDI ESOL; ñ OÈ ÈÛÙÔÔÈ‹ÛÂȘ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ EDI ESOL ·Ó·ÁÓˆÚ›˙ÔÓÙ·È ·fi ÙÔ Q.C.A Î·È ÙÔ A.™.E.¶ ñ OÈ ÈÛÙÔÔÈ‹ÛÂȘ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ EDI ESOL Â›Ó·È ‰ÈÂıÓÒ˜ ·Ó·ÁÓˆÚÈṲ̂ÓÔÈ Ù›ÙÏÔÈ ÛÔ˘‰ÒÓ Û 100 Î·È Ï¤ÔÓ ¯ÒÚ˜, ·fi ˘Ô˘ÚÁ›· ¶·È‰Â›·˜ Î·È EÚÁ·Û›·˜, ¶·ÓÂÈÛÙ‹ÌÈ· ηıÒ˜ EÏÏËÓÈΤ˜ Î·È ÔÏ˘ÂıÓÈΤ˜ ÂÙ·ÈÚ›˜. ñ EȉÈο ÚÔÛ·ÚÌÔṲ̂ÓÔ Î·È ÁÈ· ˘Ô„‹ÊÈÔ˘˜ ÌÈÎÚ‹˜ ËÏÈΛ·˜ ñ M¤ÛÔ˜ fiÚÔ˜ ÂÈÙ˘¯›·˜ (‚¿ÛË) 50% ÌÂ Û˘Ì„ËÊÈÛÌfi ÙˆÓ ÂÍÂÙ·˙fiÌÂÓˆÓ ‰ÂÍÈÔًوÓ: L i s t e n i n g , Reading,Writing ñ OÈ ÁÚ·Ù¤˜ ÙÔ˘ ÂÍÂÙ¿ÛÂȘ ‰›ÓÔ˘Ó ¤ÌÊ·ÛË ÛÙËÓ Î·ıËÌÂÚÈÓ‹ ÂÈÎÔÈÓˆÓ›·, ÁÈ’ ·˘Ùfi Î·È Ù· ÚÔÊÔÚÈο ÙÔ˘ (Speaking) Â›Ó·È ÚÔ·ÈÚÂÙÈο ñ ¶ÏÂÔÓÂÎÙ‹Ì·Ù· ÂȉÈο ÁÈ· ÙÔ˘˜ ÊÚÔÓÙÈÛÙËÚÈÔ‡¯Ô˘˜/ηıËÁËÙ¤˜ Ô˘ ı· Âηȉ‡ÛÔ˘Ó ÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘˜ ÁÈ· ÙÔ EDI
¶fiÛÔ Û˘¯Ó¿ ‰ÈÂÍ¿ÁÔÓÙ·È ÔÈ ÂÍÂÙ¿ÛÂȘ
ÛÙËÓ EÏÏ¿‰·; °È· ÙÔÓ ÚÒÙÔ ¯ÚfiÓÔ ÏÂÈÙÔ˘ÚÁ›·˜ ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ EDI ESOL International ı· ÈÛ¯‡ÛÔ˘Ó 2 ËÌÂÚÔÌËӛ˜ ñ 2 & 3 M·˝Ô˘ 2009 ñ ¢ÂΤ̂ÚÈÔ˜ 2009 H ÙÂÏÂ˘Ù·›· ËÌÂÚÔÌËÓ›· ·Ú·Ï·‚‹˜ ·ÈÙ‹ÛÂˆÓ ÁÈ· ÙËÓ ÂÍÂÙ·ÛÙÈ΋ ÂÚ›Ô‰Ô ÙÔ˘ M·˝Ô˘ 2009 Â›Ó·È 6 M·ÚÙ›Ô˘ 2009
¶fiÙ ·Ó·ÎÔÈÓÒÓÔÓÙ·È Ù· ·ÔÙÂϤÛÌ·Ù·; EÓÙfi˜ 4-6 ‚‰ÔÌ¿‰ˆÓ ·fi ÙË ‰ÈÂÍ·ÁˆÁ‹ ÙˆÓ ÂÍÂÙ¿ÛˆÓ
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MAPTIO™ 2009
Ocnw Esol International Questions and Answers ¶ÔÈÔ Â›Ó·È ÙÔ OCNW; TÔ Open College of the North West (OCNW) Â›Ó·È ÙÔ ·ÔÙ¤ÏÂÛÌ· ÌÈ·˜ Û˘ÓÂÚÁ·Û›·˜ ÎÔÚ˘Ê·›ˆÓ BÚÂÙ·ÓÈÎÒÓ ·ÓÂÈÛÙ‹ÌȈÓ. TÔ˘ University of Lancaster, ÙÔ University of Liverpool, ÙÔ University of Central Lancashire, Î·È ¿ÏψÓ. ◊Ù·Ó ÙÔ ÚÒÙÔ «AÓÔÈÎÙfi KÔÏϤÁÈÔ» Ô˘ ÛÙ‹ıËΠÙÔ 1975, Ì ÛÎÔfi Ó· ÚÔÛʤÚÂÈ ÙËÓ Â˘Î·ÈÚ›· ÚfiÛ‚·Û˘ Û ·ÓÂÈÛÙ‹ÌÈ· Û ¯ÈÏÈ¿‰Â˜ ·ÓıÚÒÔ˘˜ Ô˘ ‰ÂÓ Â›¯·Ó ÙËÓ Ù‡¯Ë Ó· ÊÔÈÙ‹ÛÔ˘Ó ÛÙ· ·Ó¿ÎÚÈ‚· ȉȈÙÈο ÎÔÏϤÁÈ· Ô˘ ηٿ ·Ú¿‰ÔÛË ÚÔÂÙÔÈÌ¿˙Ô˘Ó ÙÔ˘˜ ÕÁÁÏÔ˘˜ ÚÔÓÔÌÈÔ‡¯Ô˘˜ ÁÈ· ÙËÓ ·ÓÒÙ·ÙË ·È‰Â›·. ŸÏ· ·˘Ù¿ Ù· ¯ÚfiÓÈ· ÙÔ OCNW ¤¯ÂÈ ‰È·ÙËÚ‹ÛÂÈ ·fi ÙË ÌÈ· ÙËÓ ·˘ÙÔÓÔÌ›· ÙÔ˘ Î·È ·fi ÙËÓ ¿ÏÏË ÙÔÓ ÌË ÎÂÚ‰ÔÛÎÔÈÎfi ¯·Ú·ÎÙ‹Ú· ÙÔ˘.
ÏfiÁËÛË ·fi ÙËÓ QAA (Quality Assurance Agency) Î·È ÙËÓ QCA (Qualifications and Curriculum Authority). H ÚÒÙË (QAA) Â›Ó·È Ô ÔÚÁ·ÓÈÛÌfi˜ Ô˘ ÂϤÁ¯ÂÈ ÙËÓ ÔÈfiÙËÙ· Î·È ·ÍÈÔÏÔÁ› Ù· I‰Ú‡Ì·Ù· AÓÒÙ·Ù˘ Eη›‰Â˘Û˘, ÂÓÒ Ë QCA ·ÍÈÔÏÔÁ› Î·È ÂϤÁ¯ÂÈ ÙËÓ ÔÈfiÙËÙ· ÚÔÁÚ·ÌÌ¿ÙˆÓ ÚÔ-AÓÒÙ·Ù˘. A˘Ù‹ Ë È‰È·ÈÙÂÚfiÙËÙ· Â›Ó·È Î¿ÙÈ Û·Ó ‰ÈÏ‹ ÛÊÚ·Á›‰· ÂÁÁ‡ËÛ˘.
¶ÔÈÔ˜ ·Ó·ÁÓˆÚ›˙ÂÈ ÙÔ OCNW ESOL INTERNATIONAL; OÈ ÂÍÂÙ¿ÛÂȘ Â›Ó·È ·ÍÈÔÏÔÁË̤Ó˜ Î·È ·Ó·ÁÓˆÚÈṲ̂Ó˜ ·fi ÙËÓ QCA. ¶ÂÚÈÏ·Ì‚¿ÓÔÓÙ·È ÛÙÔÓ Î·Ù¿ÏÔÁÔ ÂÍÂÙ¿ÛÂˆÓ Ô˘ Ô UCAS (Universities and Colleges Admissions Services) ·Ó·ÁÓˆÚ›˙ÂÈ Û·Ó ÎÚÈÙ‹ÚÈ· ÁÓÒÛ˘ AÁÁÏÈÎÒÓ ÁÈ· ÂÈÛ‰Ô¯‹ ÛÙ· BÚÂÙ·ÓÈο AEI. ™ÙËÓ EÏÏ¿‰· ÔÈ ÂÍÂÙ¿ÛÂȘ ¤¯Ô˘Ó ·Ó·ÁÓˆÚÈÛı› ·fi ÙÔ A™E¶ ÙÔÓ ™Â٤̂ÚË ÙÔ˘ 2008.
TÈ Î¿ÓÂÈ ÙÔ OCNW ÌÔÓ·‰ÈÎfi; TÔ OCNW Â›Ó·È Ô ÌÔÓ·‰ÈÎfi˜ ÔÚÁ·ÓÈÛÌfi˜ ÛÙÔ Hӈ̤ÓÔ B·Û›ÏÂÈÔ Ô˘ Û˘Ó‰˘¿˙ÂÈ ·ÍÈÔ-
¶ÔÈ· Â›Ó·È Ù· ›‰· Ô˘ ÚÔÛʤÚÔÓÙ·È; T· ·ÔÙÂϤÛÌ·Ù· ‰È·‚·ıÌ›˙ÔÓÙ·È ˆ˜:
OCNW ESOL INTERNATIONAL
°ÓÒÛË Û‡Ìʈӷ Ì EÏÏËÓÈÎfi ¶¢
E˘Úˆ·˚Îfi ¶Ï·›ÛÈÔ
Level 3 Level 2 Level 1 Entry Level 3
ÕÚÈÛÙË ¶Ôχ ηϋ M¤ÙÚÈ· K·Ï‹
C2 C1 B2 B1
™‡Ó‰ÂÛÌÔ˜) Ì ›ڷ ÛÙË ‰ÈÔÚÁ¿ÓˆÛË ·‰È¿‚ÏËÙˆÓ ÂÍÂÙ¿ÛˆÓ. TÈ Î¿ÓÂÈ ÙȘ ÂÍÂÙ¿ÛÂȘ OCNW ESOL ñ H ‰ÈÏ‹ ÛÊÚ·Á›‰· ÔÈfiÙËÙ·˜ ·fi QAA INTERNATIONAL Ó· ͯˆÚ›˙Ô˘Ó; Î·È QCA. ñ H fiÏË ÊÈÏÔÛÔÊ›· ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ Ô˘ ñ H ·Ó·ÁÓÒÚÈÛË ·fi Ù· BÚÂÙ·ÓÈο AEI ‰ÂÓ ‚¿˙ÂÈ ·Á›‰Â˜ ÛÙÔ˘˜ ÂÍÂÙ·˙fiÌÂÓÔ˘˜ ·ÏÏ¿ ÛÙ· ›ÛÈ· ÈÛÙÔÔÈ› ÙȘ ÁÓÒÛÂȘ Ô˘ ¤¯Ô˘Ó. ¶fiÙ ı· ‰ÈÂÍ·¯ıÔ‡Ó ÔÈ ÂÍÂÙ¿ÛÂȘ; ñ H ·Ó·ÌÊÈÛ‚‹ÙËÙË ·Ó·ÁÓÒÚÈÛË ÛÙËÓ M. ™ÙȘ 9 Î·È 10 M·˝Ô˘ Î·È ÙÔ ¢ÂΤ̂ÚÈÔ ÁÈ· BÚÂÙ·Ó›·, ÙËÓ EÏÏ¿‰· Î·È ‰ÈÂıÓÒ˜. ñ TÔ ·ÍÈfiÈÛÙÔ ÙÔ˘ ÔÚÁ·ÓÈÛÌÔ‡ Ô˘ ÙȘ ÙÔ 2009. O ¶·ÓÂÏÏ‹ÓÈÔ˜ ™‡Ó‰ÂÛÌÔ˜ ‰¤¯ÂÙ·È ‰ÈÔÚÁ·ÓÒÓÂÈ ÛÙËÓ EÏÏ¿‰· (¶·ÓÂÏÏ‹ÓÈÔ˜ ·ÈÙ‹ÛÂȘ Û˘ÌÌÂÙÔ¯‹˜ ‹‰Ë. DISTINCTION, MERIT, PASS, FAIL
15
MAPTIO™ 2009
¢È·¯Â›ÚÈÛË ¯ÚfiÓÔ˘. ŒÌÊ˘ÙÔ ¯¿ÚÈÛÌ· ‹ ·ÔÙ¤ÏÂÛÌ· ÚÔÁÚ·ÌÌ·ÙÈÛÌÔ‡ Î·È Âη›‰Â˘Û˘; ¢Ú £ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘, EÎ·È‰Â˘ÙÈ΋ ™‡Ì‚Ô˘ÏÔ˜. EȉÈ΋ ¶·È‰·ÁˆÁfi˜ [email protected] ηÈÓÔ‡ÚÁÈÔ˜ ¯ÚfiÓÔ˜ ÍÂΛÓËÛÂ Î·È Ì·˙› ÙÔ˘ ÍÂΛÓËÛ ¤Ó·˜ Ó¤Ô˜ ·ÎÏÔ˜ ÚÔÛ‰ÔÎÈÒÓ ÁÈ· fiÏÔ˘˜ Ì·˜. AÍÈÔÏÔÁÒÓÙ·˜ Ù· ÂÈÙ‡ÁÌ·Ù· Î·È ÙȘ ‰˘ÛÎÔϛ˜ Ô˘ ·ÓÙÈÌÂÙˆ›Û·Ì ÙËÓ ÚÔËÁÔ‡ÌÂÓË ¯ÚÔÓÈ¿, ı¤ÙÔ˘Ì ӤԢ˜ ÛÙfi¯Ô˘˜ Î·È Î·Ù·ÛÙÚÒÓÔ˘Ì ۯ¤‰ÈÔ Â›Ù¢Í˘ ÙÔ˘˜. ŒÓ·˜ ηıÔÚÈÛÙÈÎfi˜ ·Ú¿ÁÔÓÙ·˜ ÁÈ· ÙËÓ Â›Ù¢ÍË ÙˆÓ ÛÙfi¯ˆÓ Ì·˜ Â›Ó·È Ë ÛˆÛÙ‹ ‰È·¯Â›ÚÈÛË ¯ÚfiÓÔ˘. ÕÓıÚˆÔÈ fiÏˆÓ ÙˆÓ ËÏÈÎÈÒÓ ·Ú·ÔÓÈÔ‡ÓÙ·È fiÙÈ ‰ÂÓ ¤¯Ô˘Ó ¯ÚfiÓÔ. ¢ÂÓ ÚÔÏ·‚·›ÓÔ˘Ó Ó· ‰ÈÂÎÂÚ·ÈÒÛÔ˘Ó ÙȘ ˘Ô¯ÚÂÒÛÂȘ ÙÔ˘˜, ‰ÂÓ ÚÔÏ·‚·›ÓÔ˘Ó Ó· ·ÊÈÂÚÒÛÔ˘Ó ¯ÚfiÓÔ ÛÙ· ·È‰È¿ ÙÔ˘˜, ‰ÂÓ ÚÔÏ·‚·›ÓÔ˘Ó Ó· ÂÎÙÂϤÛÔ˘Ó Û˘ÁÎÂÎÚÈ̤Ó˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ ̤۷ ÛÂ Û˘ÁÎÂÎÚÈ̤ÓÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ·, ‰ÂÓ ÚÔÏ·‚·›ÓÔ˘Ó Ó· ‰È·‚¿ÛÔ˘Ó Ù· Ì·ı‹Ì·Ù¿ ÙÔ˘˜, Î·È ›Ûˆ˜ ÙÔ ÈÔ ÛËÌ·ÓÙÈÎfi ·fi fiÏ·, ‰ÂÓ ÚÔÏ·‚·›ÓÔ˘Ó Ó· ‚ÚÔ˘Ó ÂχıÂÚÔ ¯ÚfiÓÔ Î·È Ó· ·Û¯ÔÏËıÔ‡Ó Ì ‰Ú·ÛÙËÚÈfiÙËÙ˜ (hobbies) Ô˘ ‚ÔËıÔ‡Ó Î¿ı ¿ÓıÚˆÔ Ó· ·ÈÛı·Óı› ηχÙÂÚ· Î·È Ó· ··ÏÏ·Á› ·fi ÙÔ ¿Á¯Ô˜ Ù˘ ηıËÌÂÚÈÓfiÙËÙ·˜. O ¯ÚfiÓÔ˜ Â›Ó·È Ô ÈÔ ÔχÙÈÌÔ˜ fiÚÔ˜ Ô˘ ¤¯Ô˘ÌÂ. E›Ó·È ÔÏ˘ÙÈÌfiÙÂÚÔ˜ ·ÎfiÌ· Î·È ·fi ÙÔ ¯Ú‹Ì·, ‰ÈfiÙÈ Ô ¯·Ì¤ÓÔ˜ ¯ÚfiÓÔ˜ ‰ÂÓ ÎÂÚ‰›˙ÂÙ·È ÔÙ¤ Î·È Ì ηӤӷ ÙÚfiÔ, Û ·ÓÙ›ıÂÛË Ì ÙÔ ¯Ú‹Ì· Ô˘ ÌÔÚԇ̠ӷ ÙÔ ·ÔÎÙ‹ÛÔ˘Ì ͷӿ ·ÎfiÌ· Î·È fiÙ·Ó ÙÔ ¤¯Ô˘Ì ¯¿ÛÂÈ. ™˘ÓÂÒ˜, ÙÔ ‘ÎÂÊ¿Ï·ÈÔ ¯ÚfiÓÔ˘’ Ô˘ ¤¯ÂÈ Ô Î·ı¤Ó·˜ Ú¤ÂÈ Ó· Ì¿ıÂÈ Ó· ÙÔ ÂÂÓ‰‡ÂÈ ÚÔÛ¯ÙÈο ÂÈÙ˘Á¯¿ÓÔÓÙ·˜ ÙÔ˘˜ ÛÙfi¯Ô˘˜ ÙÔ˘ Î·È Ó· ÌËÓ ·Ó·ÏÒÓÂÙ·È Û ‰Ú·ÛÙËÚÈfiÙËÙ˜ Ô˘ ‰ÂÓ ÙÔ˘ ÚÔÛʤÚÔ˘Ó Î·Ì›· ¢¯·Ú›ÛÙËÛË Î·È ‰ÂÓ ·Ó·ÙÚÔÊÔ‰ÔÙÔ‡Ó ÙȘ ‰˘Ó¿ÌÂȘ ÙÔ˘. OÈ ÁÚ‹ÁÔÚÔÈ Ú˘ıÌÔ› Ù˘ ηıËÌÂÚÈÓfiÙËÙ·˜ ÛÂ Û˘Ó‰˘·ÛÌfi Ì ÙȘ ·˘ÍË̤Ó˜ ··ÈÙ‹ÛÂȘ Ô˘ Ì·˜ ÂÈ‚¿ÏÏÂÈ Ô Ó¤Ô˜ ÙÚfiÔ˜ ˙ˆ‹˜, οÓÔ˘Ó ÂÈÙ·ÎÙÈ΋ ÙËÓ ·Ó¿ÁÎË ÁÈ· ÚÔÁÚ·ÌÌ·ÙÈÛÌfi, ¤ÙÛÈ ÒÛÙ ӷ ·ÔÊ¢¯ıÔ‡Ó ÎÚ›ÛÂȘ ·ÓÈÎÔ‡, ·ÈÛı‹Ì·Ù· ÌÂÈÔÓÂÍ›·˜, ˆ˜ ·ÔÙ¤ÏÂÛÌ· ·ÓÂÎÏ‹ÚˆÙˆÓ ÚÔÛˆÈÎÒÓ ÛÙfi¯ˆÓ Î·È ÂÌÊ¿ÓÈÛË „˘¯ÔÏÔÁÈÎÒÓ Î·È ÛˆÌ·ÙÈÎÒÓ
O
‰È·Ù·Ú·¯ÒÓ, ˆ˜ ·fiÚÚÔÈ· ¤ÎıÂÛ˘ ÙÔ˘ ·˘ÙÔ‡ Ì·˜ Û ˘¤ÚÌÂÙÚÔ ¿Á¯Ô˜ Î·È ›ÂÛË. ¢ÂÓ Â›Ó·È Î·ıfiÏÔ˘ Ù˘¯·›Ô ÙÔ ÁÂÁÔÓfi˜ Ù˘ ·‡ÍËÛ˘ Ù˘ ÂÌÊ¿ÓÈÛ˘ ÎÚ›Û˘ ·ÓÈÎÔ‡ Û ·È‰È¿ Û¯ÔÏÈ΋˜ ËÏÈΛ·˜. ŒÓ·˜ ÌÂÁ¿ÏÔ˜ ·ÚÈıÌfi˜ Ì·ıËÙÒÓ ·‰˘Ó·ÙÔ‡Ó Ó· ·ÓÙ·ÔÎÚÈıÔ‡Ó Â·ÚÎÒ˜ ÛÙȘ ˘Ô¯ÚÂÒÛÂȘ ÙÔ˘˜, Î·È Î¿ı ̤ڷ ‰›ÓÔ˘Ó Ì¿¯Ë Ì ÙÔ ¯ÚfiÓÔ. H Ì›ˆÛË ÙˆÓ ˆÚÒÓ Ù˘ ÍÂÎÔ‡Ú·Û˘, Î·È Ë ¤ÏÏÂÈ„Ë ÂÓ·Û¯fiÏËÛ˘ Ì Â͈ۯÔÏÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ Â›Ó·È ÌfiÓÔ ¤Ó· ̤ÚÔ˜ ÙˆÓ ÂÈÙÒÛÂˆÓ Ù˘ η΋˜ ‰È·¯Â›ÚÈÛ˘ ¯ÚfiÓÔ˘. A˜ ‰Ô‡ÌÂ, ÏÔÈfiÓ, ÙÈ Â›Ó·È Ô ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜. ‘¶ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜’ Â›Ó·È Ó· ·›ÚÓÂÈ Î·Ó›˜ ¤ÁηÈÚ· ·fiÊ·ÛË ÙÈ Ó· οÓÂÈ, Ò˜ Ó· ÙÔ Î¿ÓÂÈ, Î·È fiÙ ӷ ÙÔ Î¿ÓÂÈ. E›Ó·È ¤Ó·˜ ¢¤ÏÈÎÙÔ˜ Ì˯·ÓÈÛÌfi˜ ÁÈ· ÙË Ï‹„Ë ·ÔÊ¿ÛˆÓ. AÚÎÂÙÔ› ¿ÓıÚˆÔÈ ·ÚÓÔ‡ÓÙ·È Ó· ÚÔÁÚ·ÌÌ·Ù›ÛÔ˘Ó, ·fi Êfi‚Ô fiÙÈ ‰ÂÓ ı· ÌÔÚ¤ÛÔ˘Ó Ó· ˘ÏÔÔÈ‹ÛÔ˘Ó ÙÔ˘˜ ÛÙfi¯Ô˘˜ ÙÔ˘˜. A˜ ÌËÓ Í¯ӿÌ fiÙÈ Ô ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ Ì·˜ ʤÚÓÂÈ ·ÓÙÈÌ¤ÙˆÔ˘˜ Ì ÙȘ ÂÈÏÔÁ¤˜ Ì·˜, ·Ó·ÁÓˆÚ›˙Ô˘Ì ÙȘ ÚÔÙÂÚ·ÈfiÙËÙ˜ Ì·˜ Î·È ·ÍÈÔÏÔÁԇ̠ÙÔÓ Â·˘Ùfi Ì·˜ ̤۷ ·fi ÙËÓ Ú·ÁÌ¿ÙˆÛË ÙˆÓ ÛÙfi¯ˆÓ Ì·˜. O ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ ıˆÚÂ›Ù·È ÛˆÛÙfi˜ fiÙ·Ó Â›Ó·È Â˘¤ÏÈÎÙÔ˜. AÚÎÂÙ¤˜ ÊÔÚ¤˜ ÔÈ ¿ÓıÚˆÔÈ ı¤ÙÔ˘Ó ÂÚÈÛÛfiÙÂÚÔ˘˜ ÛÙfi¯Ô˘˜ ·fi ·˘ÙÔ‡˜ Ô˘ Â›Ó·È Û ı¤ÛË Ó· ÂÎÏËÚÒÛÔ˘Ó Î·È ÙÔ ‰È·ÈÛÙÒÓÔ˘Ó ÌfiÓÔ fiÙ·Ó ¤Ú¯ÂÙ·È Ë ÒÚ· ÂÎfiÓËÛ˘ ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ Ô˘ ¤¯Ô˘Ó ÔÈ ›‰ÈÔÈ Û¯Â‰È¿ÛÂÈ. ¶¿ÓÙ· fï˜ ˘¿Ú¯ÂÈ Ë ‰˘Ó·ÙfiÙËÙ· ÙÔ˘ ·ӷÚÔÛ‰ÈÔÚÈÛÌÔ‡ ÙˆÓ ÛÙfi¯ˆÓ Î·È Â·Ó·Û¯Â‰È·ÛÌÔ‡ ÙÔ˘ ËÌÂÚ‹ÛÈÔ˘, ‚‰ÔÌ·‰È·›Ô˘ ‹ ÂÙ‹ÛÈÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ Ì·˜. M¤Û· ·fi ¤Ó· ‚‰ÔÌ·‰È·›Ô ÚfiÁÚ·ÌÌ·, ÛÙÔ ÔÔ›Ô ı· ¤¯Ô˘ÌÂ Û˘ÌÂÚÈÏ¿‚ÂÈ ÙËÓ ÂÚÁ·Û›· Ì·˜ (‹ ÙÔ Û¯ÔÏ›Ô), ÙȘ ˘Ô¯ÚÂÒÛÂȘ Ì·˜ (ÌÂϤÙË Ì·ıËÌ¿ÙˆÓ, ‰È¿‚·ÛÌ· ÙˆÓ ·È‰ÈÒÓ, Î.Ï.), ÙȘ ‰Ú·ÛÙËÚÈfiÙËÙ˜ Ì·˜ ( ÊÚÔÓÙÈÛÙ‹ÚÈ·, Á˘ÌÓ·ÛÙ‹ÚÈÔ, Î.Ï.) ‰È·ÈÛÙÒÓÔ˘Ì fiÙÈ Ô ¯ÚfiÓÔ˜ Â›Ó·È Û˘ÁÎÂÎÚÈ̤ÓÔ˜ Î·È ÔχÙÈÌÔ˜. ¢ÂÓ ·Ê‹ÓÂÈ ÂÚÈıÒÚÈ· Û·Ù¿Ï˘, ÌÈ·˜ Î·È Ù· ·ÔÙÂϤÛÌ·Ù· ¤¯Ô˘Ó ¿ÌÂÛÔ ·ÓÙ›ÎÙ˘Ô ÛÙËÓ ÔÈfiÙËÙ· Ù˘ ˙ˆ‹˜ Ì·˜.
16
MAPTIO™ 2009
¢ÂÓ Ú¤ÂÈ Ó· ͯӿÌ fiÙÈ Ô ¯ÚfiÓÔ˜ ÌÔÚ› Ó· Â›Ó·È Ô Î·Ï‡ÙÂÚÔ˜ Ê›ÏÔ˜ Ì·˜ ‹ Ô ¯ÂÈÚfiÙÂÚÔ˜ ¯ıÚfi˜ Ì·˜! EÌ›˜ ÂÈϤÁÔ˘Ì ÙÔ ÚfiÏÔ Ô˘ ı¤ÏÔ˘Ì ӷ ÙÔ˘ ‰ÒÛÔ˘ÌÂ Î·È ÂΛÓÔ˜ Ì·˜ ÂÈ‚Ú·‚‡ÂÈ ·Ó¿ÏÔÁ·. O ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ ÁÈ· ÔÏÏÔ‡˜ ÈÛÔ‰˘Ó·Ì› Ì ·‡ÍËÛË ÙÔ˘ ¿Á¯Ô˘˜. AÈÛı¿ÓÔÓÙ·È fiÙÈ ‘Ó›ÁÔÓÙ·È’ fiÙ·Ó Î·ÏÔ‡ÓÙ·È Ó· ۯ‰ȿÛÔ˘Ó ÙÔ Â‚‰ÔÌ·‰È·›Ô ÙÔ˘˜ ÚfiÁÚ·ÌÌ·. A˘Ùfi fï˜ ‰ÂÓ Â›Ó·È Ù›ÔÙ ¿ÏÏÔ ·fi ÌÈ· „¢‰·›ÛıËÛË! A˘Ùfi Ô˘ ÙÔ˘˜ ‰ËÌÈÔ˘ÚÁ› ÛÙÚ˜ Â›Ó·È Ë ·Ó¿ÁÎË ÁÈ· ÚÔÛ‰ÈÔÚÈÛÌfi ÛÙfi¯ˆÓ, ÁÈ· ·ÍÈÔÏfiÁËÛË ÙˆÓ ÚÔÙÂÚ·ÈÔÙ‹ÙˆÓ ÙÔ˘˜ Î·È ‰¤ÛÌ¢ÛË ÁÈ· ÙËÓ ˘ÏÔÔ›ËÛË ÙÔ˘˜. O ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ ÂÏ¢ıÂÚÒÓÂÈ ÙÔÓ ¿ÓıÚˆÔ ·fi ÙÔ ÛÙÚ˜ Î·È ÙÔ˘ ‰›ÓÂÈ ¤Ó· ÔχÙÈÌÔ ‰ÒÚÔ: ÂχıÂÚÔ ¯ÚfiÓÔ ÁÈ· ÙÔÓ Â·˘Ùfi ÙÔ˘. TÈ Ì·˜ ‘ÙÚÒÂÈ’ ÙÔ ¯ÚfiÓÔ;;; H ·¿ÓÙËÛË Â›Ó·È ·Ï‹: H ·Ó·‚ÏËÙÈÎfiÙËÙ·. H ·Ó·‚ÏËÙÈÎfiÙËÙ· ÁÂÓÈο ‚·Û›˙ÂÙ·È Û Êfi‚Ô ·ÔÙ˘¯›·˜ Î·È ·ÌÊÈ‚ÔÏ›·. ¢ËÏÒÓÂÈ ¤ÏÏÂÈ„Ë ÂÌÈÛÙÔÛ‡Ó˘ ÛÙÔÓ Â·˘Ùfi Ì·˜ Î·È ÛÙȘ ÈηÓfiÙËÙ˜ Ì·˜. AÚÎÂÙÔ› ¿ÓıÚˆÔÈ, Û˘ÌÂÚÈÏ·Ì‚·ÓÔÌ¤ÓˆÓ Î·È ·˘ÙÒÓ Ì ÂÈÛÙËÌÔÓÈ΋ ¿ÚÎÂÈ·, ‰ÈÛÙ¿˙Ô˘Ó Ó· ÂÌÏ·ÎÔ‡Ó Û ‰Ú·ÛÙËÚÈfiÙËÙ˜ ·fi Êfi‚Ô fiÙÈ ‰ÂÓ ı· Ù· ηٷʤÚÔ˘Ó Î·È ·˘Ùfi ı· ¤¯ÂÈ ·ÓÙ›ÎÙ˘Ô ÛÙËÓ ÂÈÎfiÓ· ÙÔ˘˜. ŒÓ·˜ ÂÍ›ÛÔ˘ ÛËÌ·ÓÙÈÎfi˜ ÏfiÁÔ˜ Ô˘ ˆı› ÙÔÓ ¿Ó-
ıÚˆÔ ÛÙËÓ ·Ó·‚ÏËÙÈÎfiÙËÙ· Â›Ó·È Ë ·ÓÈηÓfiÙËÙ¿ ÙÔ˘ Ó· ‰ÂÛÌ¢ı› Û οÙÈ. TÔ ÌÂÙ·ÊÚ¿˙ÂÈ ‚¤‚·È· ˆ˜ ¤ÏÏÂÈ„Ë ÎÈÓ‹ÙÚˆÓ ‹ ¤ÏÏÂÈ„Ë ¯ÚfiÓÔ˘, ·ÏÏ¿ Ë ·Ï‹ıÂÈ· Â›Ó·È fiÙÈ ·‰˘Ó·Ù› Ó· ‰ÂÛÌ¢ı› Û ¤Ó· Ó¤Ô ÛÙfi¯Ô, ·ÓÂÍ¿ÚÙËÙ· Ì ÙÔ fiÛÔ ÛËÌ·ÓÙÈÎfi˜ Â›Ó·È ÁÈ· ÂΛÓÔÓ. Y¿Ú¯ÂÈ Ê˘ÛÈο Î·È Ë Î·ÙËÁÔÚ›· ·ÓıÚÒˆÓ Ô˘ ı¤ÏÔ˘Ó ¿ÓÙ· Ó· ‰ÔÎÈÌ¿˙Ô˘Ó ÙȘ ·ÓÙÔ¯¤˜ ÙÔ˘˜ Î·È ÙËÓ Ù‡¯Ë ÙÔ˘˜, ·Ê‹ÓÔÓÙ·˜ Ù· ¿ÓÙ· ÁÈ· ÙËÓ ÙÂÏÂ˘Ù·›· ÛÙÈÁÌ‹. AÓ·‚¿ÏÏÔ˘Ó ÙȘ ÂÚÁ·Û›Â˜ ÙÔ˘˜ Î·È ÚÔÛ·ıÔ‡Ó Ó· ÙȘ ‰ÈÂÎÂÚ·ÈÒÛÔ˘Ó ÙËÓ ÙÂÏÂ˘Ù·›· ÛÙÈÁÌ‹, ¤ÙÛÈ ÒÛÙ ӷ ¿ÚÔ˘Ó ÙËÓ ÈηÓÔÔ›ËÛË fiÙÈ ÙÂÏÈο Ù· ηٿÊÂÚ·Ó. E›Ó·È ÌÈ· ÌÔÚÊ‹ ·Ó¿Á΢ ÁÈ· ÂÈ‚Ú¿‚¢ÛË ÙÔ˘ ·˘ÙÔ‡ ÙÔ˘˜ ̤۷ ·fi ÌÈ· ηٿÛÙ·ÛË Ô˘ ‚¿˙ÂÈ Û ‰ÔÎÈÌ·Û›· ÙËÓ „˘¯Ô-Û˘Ó·ÈÛıËÌ·ÙÈ΋ ˘Á›· ÙfiÛÔ ÙˆÓ ›‰ÈˆÓ fiÛÔ Î·È ÙˆÓ ¿ÏÏˆÓ ·ÓıÚÒˆÓ Ô˘ ÂÌϤÎÔÓÙ·È Û ·˘Ù‹. H ·‰˘Ó·Ì›· Û˘ÁΤÓÙÚˆÛ˘ Ô‰ËÁ› ›Û˘ Û ·Ó·‚ÏËÙÈÎfiÙËÙ·. Y¿Ú¯Ô˘Ó ¿ÙÔÌ· Ô˘ Â›Ó·È Â˘¿ÏˆÙ· ÛÙË ‰È¿Û·ÛË ÚÔÛÔ¯‹˜ ·fi ‰È¿ÊÔÚÔ˘˜ Â͈ÁÂÓ›˜ ·Ú¿ÁÔÓÙ˜ Î·È ˆ˜ Û˘Ó¤ÂÈ· ·‰˘Ó·ÙÔ‡Ó Ó· ÂÚÁ·ÛıÔ‡Ó Î·È Ó· ¤¯Ô˘Ó ÔÈÔÙÈÎfi ¯ÚfiÓÔ ‰Ô˘ÏÂÈ¿˜. H ·Ó·‚ÏËÙÈÎfiÙËÙ· ·ÓÙÈÌÂÙˆ›˙ÂÙ·È Ì ÂÈÙ˘¯›· fiÙ·Ó ·Ú¯Èο ÙÔ ¿ÙÔÌÔ ÙËÓ ·Ó·ÁÓˆÚ›ÛÂÈ Î·È ÂÈÛËÌ¿ÓÂÈ ÙȘ ·Èٛ˜ Ô˘ ÙËÓ ÚÔηÏÔ‡Ó. OÚÁ·ÓÒÓÔÓÙ·˜ ÙÔ ¯ÚfiÓÔ, ‰È·ÌÔÈÚ¿˙ÔÓÙ¿˜ ÙÔÓ Û ÌÈÎÚfiÙÂÚ˜ ÌÔÓ¿-
TÚÂÏϤ˜ ÚÔÛÊÔÚ¤˜* Û ÏÂÍÈο ¤ˆ˜ ÙÔ Ù¤ÏÔ˜ M·ÚÙ›Ô˘ EÎÙÒÛÂȘ ·fi 25% ¤ˆ˜ 45% Û AÁÁÏÈο, °·ÏÏÈο, IÙ·ÏÈο, IÛ·ÓÈο & EÏÏËÓÈο ÏÂÍÈο
* °È· Ó· Ï¿‚ÂÙ ÙÔÓ Ï‹ÚË Î·Ù¿ÏÔÁÔ ÙˆÓ ÚÔÛÊÔÚÒÓ Ì·˜, ÁÚ¿„Ù ̷˜ ÛÙÔ [email protected] ñ∞ı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59 - ÙËÏ. 210-3215590 ñ¶ÂÈÚ·È¿˜ ∑ˆÛÈÌ¿‰ˆÓ 46 - ÙËÏ. 210-4172819 ñ∫·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31 - ÙËÏ. 210-9577435 ñ¡.πˆÓ›· §.∏Ú·ÎÏ›Ԣ 350 ∂ÌÔÚÈÎfi ∫¤ÓÙÚÔ πO¡π∞ 2000 -ÙËÏ. 210-2710665 ñ¶ÂÚÈÛÙ¤ÚÈ ∂ıÓÈ΋˜ ∞ÓÙÈÛÙ¿Ûˆ˜ 87- ÙËÏ. 210-5756882 ñ∞ÈÁ¿Ïˆ ™Ù¤Ê·ÓÔ˘ ™·Ú¿ÊË 2 - ÙËÏ. 210-5312269 ñª·ÚÔ‡ÛÈ ªÈÏÙÈ¿‰Ô˘ 16 - ÙËÏ. 210-8066377 ñ∏ÏÈÔ‡ÔÏË ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 14 - ÙËÏ. 210-9955162 ñ÷ϿӉÚÈ ∏ÚÒ‰Ô˘ ∞ÙÙÈÎÔ‡ 4 - ÙËÏ. 210-6844417 ñ∫ÔÚ˘‰·ÏÏfi˜ ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56 - ÙËÏ. 210-4942302 ñ £ÂÛÛ·ÏÔÓ›ÎË ¶·‡ÏÔ˘ ªÂÏ¿ 24 & ∆ÛÈÌÈÛ΋ - ÙËÏ. 2310-224732
MAPTIO™ 2009
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17 ÓÙ·˜ ËÌÂÚ‹ÛÈÔ, ‚‰ÔÌ·‰È·›Ô ‹ ÂÙ‹ÛÈÔ ÚfiÁÚ·ÌÌ·, Ô Î¿ı ¿ÓıÚˆÔ˜ ÌÔÚ› Ó· ··ÏÏ·Á› ·fi ÙÔ ¿Á¯Ô˜ Ù˘ ¤ÏÏÂȄ˘ ¯ÚfiÓÔ˘. O ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ οÓÂÈ ÙÔÓ ¿ÓıÚˆÔ ÈÔ ÒÚÈÌÔ Î·È ÚÔÛ¯ÙÈÎfi ÛÙȘ ÂÈÏÔÁ¤˜ ÙÔ˘. M·ı·›ÓÂÈ Ó· ·ÍÈÔÏÔÁ› ÙȘ ‰Ú·ÛÙËÚÈfiÙËÙ˜ ÙÔ˘, Ó· ‚¿˙ÂÈ ÚÔÙÂÚ·ÈfiÙËÙ˜ Î·È Ó· ÌËÓ ÊÔ‚¿Ù·È Ó· ·ӷÚÔÛ‰ÈÔÚ›ÛÂÈ ÙÔ˘˜ ÛÙfi¯Ô˘˜ ÙÔ˘, fiÙ·Ó ·˘ÙÔ› ‰ÂÓ ÙÔ˘ ÚÔÛʤÚÔ˘Ó Â˘¯·Ú›ÛÙËÛË Î·È Î·Ï‹ ÔÈfiÙËÙ· ˙ˆ‹˜. A˜ ÌËÓ Í¯ӿÌ fiÙÈ Ô ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ Â›Ó·È ÌÂÙ·‰ÔÙÈÎfi˜. ŒÓ·˜ ÁÔÓÈfi˜ Ô˘ ¤¯ÂÈ Î·Ï‹ ‰È·¯Â›ÚÈÛË ¯ÚfiÓÔ˘ ı· ÌÂÙ·‰ÒÛÂÈ Î·È ÛÙÔ ·È‰› ÙÔ˘ ·˘Ù‹ ÙËÓ ·Í›· Î·È ı· ÙÔ˘ ‰ÒÛÂÈ ÙÔ Î·Ï‡ÙÂÚÔ ÂÊfi‰ÈÔ ÁÈ· ÙË ˙ˆ‹ ÙÔ˘. ŒÓ·˜ ÂÎ·È‰Â˘ÙÈÎfi˜ Ô˘ Â›Ó·È ‘Ê›ÏÔ˜’ Ì ÙÔ ¯ÚfiÓÔ, ı· ‰È‰¿ÍÂÈ ÙË ‰È·¯Â›ÚÈÛË ¯ÚfiÓÔ˘ ÛÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘ Î·È ı· ÙÔ˘˜ ‚ÔËı‹ÛÂÈ ¤ÙÛÈ ÒÛÙ ÙÔ fiÌÔÚÊÔ ·ÏÏ¿ ‰‡ÛÎÔÏÔ Ù·Í›‰È Ù˘ ÁÓÒÛ˘ Ó· Â›Ó·È ··ÏÏ·Á̤ÓÔ ·fi ÙÔ ¿Á¯Ô˜ Î·È ÙÔ Û˘Ó¯¤˜ ΢ӋÁÈ ÙÔ˘ ¯ÚfiÓÔ˘. A˜ ‰Â¯ÙÔ‡ÌÂ, ÏÔÈfiÓ, ÙËÓ ÚfiÎÏËÛË Ó· οÓÔ˘Ì ÙÔ ¯ÚfiÓÔ ÙÔÓ Î·Ï‡ÙÂÚÔ Ê›ÏÔ Ì·˜ Î·È ·˜ ÂÙÔÈÌ·ÛÙԇ̠ÁÈ· Ӥ˜ ıÂÙÈΤ˜ ÂÌÂÈڛ˜ Ô˘ ·ÔÚÚ¤Ô˘Ó ·fi ÙÔ ÛˆÛÙfi ÚÔÁÚ·ÌÌ·ÙÈÛÌfi. BÈ‚ÏÈÔÁÚ·Ê›· Bellman G. (1993). Getting things done. B K Publishers, Mc Graw Hill Dobbins Richard, Pettman Barrie.(1997). Manage your time well . Management Research News McCarthy, K. W. (1992). The On-Purpose Person: Making Your Life Make Sense. Pinon Press. Colorado Springs: Colorado. Blumenthal, J. (1998). How to take control of your life and say "good-bye" to stress. Bottom Line Personal 20(6): 9-10. March 15.
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1.
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Social Psychology and ELTTHE HALO EFFECT Nick Michelioudakis (B. Econ., Dip. RSA, MSc [TEFL]) has been working in the field of ELT for more years than he cares to remember. He is currently a teacher at the Deree College. He likes to think of himself as a ‘frontline teacher’ and is particularly interested in one-to-one teaching. When he is not struggling with students, he likes to spend his time in a swimming pool or playing chess. If you would like to ask any questions, make any comments read some of his published articles or find out about forthcoming events, please visit his site at www.michelioudakis.org.
ow important is one’s handwriting? Hardly at all you might say, especially today when most people use a computer. Yet research shows otherwise. In a revealing experiment, a number of exam scripts were copied twice – once in good handwriting and once in bad handwriting. They were then passed on to two groups of examiners who were told to mark them and were specifically instructed to mark for content. Amazingly, the poorly-written scripts got significantly lower marks than the others (Sutherland 1992). Why did such a thing happen? The answer is that very often when we have to assess someone (or something) and this person has a salient, positive feature, the latter colours our judgment, so we tend to make all kind of positive attributions to this person, judgments which are at best only marginally related to the quality which stands out. This is called the ‘Halo Effect’.
H
An experiment: One would expect the scientific world to be less susceptible to such an effect. Not so. In 1982, two psychologists decided to try out an interesting experiment. They selected 12 well-known journals of psychology and to each one they sent an article to be considered for publication. These articles are routinely checked by two authorities on the particular field as well as the editor. The results: in 8 out of the 12 cases the articles were deemed unworthy of publication. Out of 16 ‘evaluators’ and 8 editors who (presumably) read them, not a single one had a different view. Well, one might say, not all articles submitted are up to par. This is true, only in this case these particular articles had been published by the very same journals, under the same title only a few months previously! The only thing the two psychologists had changed were the names of the authors (eminent university professors) to imaginary ones and their affiliations (originally such prestigious universities as Harvard or Princenton) to non-existent (and by definition obscure) ones! Well, you might think, at least 4 of the
articles were thought to be good. Not quite. In 3 out of the 4 cases someone simply realised that they had published this material before (Sutherland 1992) Why did such a thing happen? The answer is probably that journals like the above are probably inundated by submissions from academics on the make and are anxious to add yet another entry in their CV. It is equally likely that many of these articles are run-of-the-mill, with little to recommend them. This being so, it makes sense for the ‘evaluators’ to resort to ‘shortcuts’ (Cialdini 2001) – rather than scrutinize each script, they look at the name of the writer first. If s/he is a famous professor from an Ivy-League University, then the article is more likely to be worthy of publication. But if we start thinking like this, then an amazing change happens: as Sutherland (1992) points out, when faced with a piece of work by an established writer, we tend to look for its positive aspects, while if the writer’s name rings no bells then we start looking for flaws! Still not convinced? Here is another example. In the mid-70s, someone sent a book to no less than 27 different publishers and literary agents. No marks for guessing what happened. All 27 rejected it. Yet this book (‘Steps’ by Kosinsky) had actually been published in 1969 and had won the American National Book Award! All that had been changed was the title and the name of the writer. What is more remarkable is that one of the publishers who rejected the ‘new book’ was ‘Random House’ – the ones who had published the original one!! (ibid.) Lest you think that this phenomenon is restricted to the world of books and publishing, here are some more examples to show you just how widespread it is: Goodlooking people are universally thought to be friendlier, more intelligent and more humorous, tall people are thought to have all kind of leadership qualities, they are clearly favoured in job interviews and make more money than people like me who are slightly challenged in the
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vertical dimension, and, of course, men of a high social status are judged as more attractive by women(Brehm, Kassin & Fein 2002). Applications in the field of teaching: If we can create for ourselves this ‘aura’ of the competent/charismatic/special teacher, then we are halfway towards winning the battle for the ‘hearts and minds’ of our students. Here are some ideas: Friendliness: When I ask my students to describe the best teacher they know, they almost invariably mention someone posessing this quality. When I try to probe deeper to see what it is about their method that is so special, my students are often stumped. It is because attitude is such a salient feature that it colours the students’ perception of the teacher both as an individual and as a professional. First impressions: Teachers often ‘save’ their best techniques for later – a big mistake in my view. By using your favourite materials/techniques early on, you create a positive impression in the students’ minds which will pre-dispose them favourably towards all your subsequent
M’ ¤Ó· ·Ïfi ÙËÏÂÊÒÓËÌ· ¤¯ÂÙ fiÔÈÔ ‚È‚Ï›Ô ˙ËÙ‹ÛÂÙÂ! ñ ñ ñ ñ
KÔÓÙ¿ Û·˜ ¿ÌÂÛ· Ì courier ™ÙȘ ηχÙÂÚ˜ ÙÈ̤˜ Ù˘ ·ÁÔÚ¿˜ ™˘Ó¯‹˜ ÂÓË̤ڈÛË ¢øPEAN ·ÔÛÙÔÏ‹ Ì courier ÁÈ· ·ÁÔÚ¤˜ ¿Óˆ ÙˆÓ 80 ¢ÚÒ
lessons. Professionalism: Little details like being prepared, giving an outline of your lesson in advance, revising what you did the previous time, showing students that there is a continuity in your sessions – all these create an impression of ‘professionalism’ and they are more observable than, say, a profound activity sequence. The point is that once you have acquired a reputation as a ‘true professional’, this reputation precedes you and everything you do will then be seen in this light! Success: Unfortunately perhaps, teachers too are judged by results. This is particularly true in the case of 1-1 lessons. Consequently, there is a lot to be said for ‘blowing your own trumpet’. This will create an expectation of success which boosts the students’ confidence and acts like a self-fulfilling prophecy (Dornyei 2001). Titles: As I have said in other articles and as the above experiment clearly demonstrates, titles like ‘MSc’, ‘PhD’ etc. never fail to impress people about your competence – so if you have them, flaunt them! Similarly, if you happen to work for a prestigious institution, then mention it to your students. I remember how people’s faces used to
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light up when I told them I was an Oral Examiner for the British Council! Looks: At the cost of repeating myself, the importance of being good-looking can hardly be exaggerated. Not only does this quality affect the ‘marks’ one gets in virtually all other fields, but there is evidence that this positive pre-disposition of others actually elicits all kind of positive behaviours from others (Aronson 1999). The moral is clear: it pays to work on your appearance!
References 1. Aronson, E. “The Social Animal” Worth – Freeman, 1999 2. Brehm, S., Kassin, S. & Fein S. “Social Psychology” Houghton Mifflin, 2002 3. Cialdini, R. “Influence – Science and Practice”, Allyn & Bacon 2001 4. Dornyei, Z. “Motivational Strategies in the Language Classroom” CUP, 2001 5. Sutherland, S. “Irrationality” Constable and Company, 1992
What about ELT? For once, I would like to focus more narrowly on the field of EFL teaching. Are there any elements which can create a ‘Halo Effect’? Yes, there are - two of them: a) Your passport and b) your accent. Let me explain. I believe that if wouldbe employers receive 2 identical CVs, one from a native speaker and another from a Greek teacher, there AÔÎÙ‹ÛÙ ÙÒÚ· ÙËÓ Î¿ÚÙ· ̤ÏÔ˘˜ ÙÔ˘ ºÏˆÚ¿˜ are many cases when Book Club Î·È ·ÔÏ·‡ÛÙ ٷ ·ÔÎÏÂÈÛÙÈο only the former will be ÚÔÓfiÌÈ· ÙˆÓ ÌÂÏÒÓ Ì·˜. short-listed. I believe ñ EȉÈΤ˜ ÚÔÛÊÔÚ¤˜ ·ÔÎÏÂÈÛÙÈο ÁÈ· ̤ÏË that if two Greek EFL ñ +7% ÂÈÛÙÚÔÊ‹ Ì ·ÁÔÚ¤˜ 100 ¢ÚÒ ÏÔÁÔÙ¯ӛ·˜ Î·È Û¯ÔÏÈÎÔ‡ ‚ÔËı‹Ì·ÙÔ˜, teachers go through an ÁÈ· Ó· ·ÔÎÙ‹ÛÂÙ ÂÚÈÛÛfiÙÂÚ· ·Á·Ë̤ӷ interview and one of ‚È‚Ï›· ÊıËÓfiÙÂÚ·! them has a native-like ñ EÓË̤ڈÛË ÁÈ· ÂΉËÏÒÛÂȘ ñ EȉÈΤ˜ ÂÎÙÒÛÂȘ Û ‰È¿ÊÔÚ˜ accent while the other ηÙËÁÔڛ˜ ÚÔ˚fiÓÙˆÓ one does not, then the ñ HÏÂÎÙÚÔÓÈ΋ ÂÓË̤ڈÛË ÁÈ· Ӥ˜ ΢ÎÏÔÊÔڛ˜ former is far more H ÂÁÁÚ·Ê‹ Û·˜ ÛÙÔ ºÏˆÚ¿˜ Book Club Â›Ó·È likely to be hired, even ‰ˆÚ¿Ó. AÚΛ Ó· ‰È·ı¤ÛÂÙ ÌfiÓÔ 3 ÏÂÙ¿ ·fi ÙÔ if the latter has better ¯ÚfiÓÔ Û·˜ ÁÈ· Ó· Û˘ÌÏËÚÒÛÂÙ ÙËÓ ·›ÙËÛË qualifications/more ÂÁÁÚ·Ê‹˜ Î·È ·Ì¤Ûˆ˜ ·Ú¯›˙ÂÙ ӷ ·ÔÏ·Ì‚¿ÓÂÙ ٷ ÚÔÓfiÌÈ· ÙˆÓ ÌÂÏÒÓ Ì·˜. experience. And I am certain that (ceteris AÈÙ‹ÛÂȘ ÂÁÁÚ·Ê‹˜ paribus) native speakÛ fiÏ· Ù· ‚È‚ÏÈԈϛ· º§øPA™ ers are on average better paid when it comes * ŸÏ˜ ÔÈ ·ÚÔ¯¤˜ ÛÙ· ̤ÏË ÙÔ˘ ºÏˆÚ¿˜ Book Club ·ÊÔÚÔ‡Ó Ù· ÂÏÏËÓÈο ÏÔÁÔÙ¯ÓÈο ‚È‚Ï›· ÁÈ· ÂÓ‹ÏÈΘ Î·È ·È‰È¿. to private lessons. ¢ÂÓ ÂÚÈÏ·Ì‚¿ÓÔÓÙ·È ÔÈ ·ÁÔÚ¤˜ ÍÂÓfiÁψÛÛˆÓ, Û¯ÔÏÈÎÒÓ ‚ÔËıËÌ¿Now, I do not have ÙˆÓ, ÏÂÍÈÎÒÓ, ¯·ÚÙÔÛ¯ÔÏÈÎÒÓ Î·È ÂÔÙÈÎÔ‡ ˘ÏÈÎÔ‡. any hard evidence for all this, but I am preñ∞ı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59 - ÙËÏ. 210-3215590 ñª·ÚÔ‡ÛÈ ªÈÏÙÈ¿‰Ô˘ 16 - ÙËÏ. 210-8066377 pared to bet good ñ¶ÂÈÚ·È¿˜ ∑ˆÛÈÌ¿‰ˆÓ 46 - ÙËÏ. 210-4172819 ñ∏ÏÈÔ‡ÔÏË ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 14 - ÙËÏ. 210-9955162 money that all 3 ñ∫·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31 - ÙËÏ. 210-9577435 ñ÷ϿӉÚÈ ∏ÚÒ‰Ô˘ ∞ÙÙÈÎÔ‡ 4 - ÙËÏ. 210-6844417 ñ¡.πˆÓ›· §.∏Ú·ÎÏ›Ԣ 350 ∂ÌÔÚÈÎfi ∫¤ÓÙÚÔ πO¡π∞ 2000 ñ∫ÔÚ˘‰·ÏÏfi˜ ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56 - ÙËÏ. 210-4942302 hypotheses are true. ÙËÏ. 210-2710665 ñ £ÂÛÛ·ÏÔÓ›ÎË ¶·‡ÏÔ˘ ªÂÏ¿ 24 & ∆ÛÈÌÈÛ΋ - ÙËÏ. 2310Anyone for research?
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Talking, Teaching, Testing Reprinted by kind permission of TESOL Greece Michael Hoey* University of Liverpool
1. Introduction The language-teaching courses which I have used both as tutor and learner have typically assumed that there are two kinds of language – formulaic and non-formulaic – and that these different kinds of language have different functions, the (semi-)formulaic language being used for the expression of needs and the non-formulaic language being for the communication of information. Thus, routinely, language course-books will teach you how to book a room, order a coffee and buy a ticket for a train using largely unanalyzed formulae; when they turn their attention to the communication (and receipt) of information, the attitudes they adopt to language are quite different. Most tests (TOEFL, IELTS etc) have made the same assumptions as the course books, but their focus is characteristically on ways of assessing how successfully the candidate is capable of comprehending and communicating information. In this paper I shall be suggesting that the formulae we use are less formulaic than they seem and the creative language is more formulaic than you might imagine. In short the course books and the tests are neither representing nor testing the language as it is. One of the most widely used tests is the IELTS test (International English Language Testing System), run by the British Council and the University of Cambridge. This is a test of considerable merit and is significantly better in a number of respects than most of its rivals. The criticisms that follow should not therefore be seen as targeting the IELTS test particularly. Rather, my argument is that if the weaknesses I shall demonstrate are true of IELTS, they are likely to be even more evi-
dent in other tests. In this paper, in fact, I want to draw attention to some very old facts and some rather new facts that suggest that we need to test (& teach) a wider range of conversational skills, to use authentic talk for listening tests, to see talk as about more than informational transfer and to see lexical resource and grammatical range, and lexical and grammatical accuracy, as inextricable.
2. Some problematic data Some years ago, a Brazilian language teacher shared with me some spoken data he had collected in his classes. He was rightly pleased that he had encouraged his students to talk but we agreed that the talk they had produced, valuable as it was from many perspectives, was untypical of natural conversation amongst native speakers. One of the conversations was the following; although it looks like an extract, it is in fact complete. There are three speakers, and the data were collected in a classroom as part of an ELT class: 1. A: Good morning B: Good morning A: I love Tina Turner B: Tina Turner? A: Tina Turner is a famous singer. B: Singer? A: Yes. Silence – 4 secs B: What’s her nationality? A: She’s American B: Where was she performing? A: At the Canec?o
* Michael Hoey is the Dean of Arts at the University of Liverpool. He has been Baines Professor of English Language since 1993 and was Director of the Applied English Language Studies Unit from 1993 to 2003. He was elected to the Academy of Learned Societies for the Social Sciences in 2004. He is currently Chair of the English Advisory Committee of the Assessment and Qualifications Alliance (AQA) and a member of AQA's Curriculum & Assessment Quality Committee. He was part of the group that designed the National Curriculum Certificate in English and chair a group that has designed a new A level in Critical Thinking. He has been a member of Council of the University of Liverpool and a member of Council of University College, Chester, also serving on their Audit Committee. He is chief advisor to Macmillan Publishers on dictionaries, one of which won the Duke of Edinburgh English Speaking Union English Language Book Award 2002 and the British Council ELT Innovation Award 2004 for Innovation, and co-edit (with Tony McEnery) a series of corpus linguistics monographs for Routledge. Michael Hoey is one of the plenary speakers at the 30th TESOL Greece Annual Convention, on March 14th – 15th.
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B: A: B: A: B: A: B: A: B: A: B: A: B: A: C:
How long was she performing there? Only only three days How’s the weather? It was cloudy Oh what time is it? It’s twelve o’clock How are you? Not bad Uh, Elian And you? Fine, thanks How, oh what do you live? I live in Passo Manso And you? I live in Bahia
Voices C: What did you do last week? B: Nothing special C: And you? A: Eh, I went I went to the beach C: How was the weather? A: It was very hot There are a range of ways in which this conversation (if it can be called such) differs from naturally occurring dialogues. In the first place, in naturally occurring conversation, ‘frozen’ pairs – formulaic expressions – normally occur only near the beginning and end of the conversation. But here we have the following exchanges occurring in the middle of the conversation: 1 (extract)
B: A: B: A: B:
How are you? Not bad Uh, Elian And you? Fine, thanks
Secondly, in ordinary conversations speakers know how to begin and end their conversation. The second exchange in the above interaction is not a normal way of starting such talk: 1 (extract)
A: B:
I love Tina Turner Tina Turner?
conversation is made up of simple question-answer pairs) and topics may get developed over a number of such exchanges. Furthermore, speakers may disrupt the talk – they may interrupt, overlap, go off at a tangent – because usually they have something to say! So talking in neat grammatical sentences, showing grammatical range, demonstrating grammatical accuracy and displaying an appropriate lexical resource, all of which the Brazilian students are on the way to doing, are not enough for a speaker to succeed in real-life conversation. The learner needs also to be able to take turns and (just as importantly) know how to avoid taking turns; s/he needs, too, to be able to maintain an appropriate level of fluency while saying what they want to say. Since these are necessary conversational skills for any speaker, it would appear to follow that we should teach and test these abilities. If we look more closely at the conversational skills that the Brazilian students above had yet to acquire, we will identify certain skills that native speakers all have and learners find it hard to acquire. These include recognizing when a turn is being offered and taking a turn when it is not explicitly offered, avoiding silence between turns, keeping the speaker speaking (a very valuable skill for a learner) and understanding the implication of little clues in the other person’s response (as well as knowing how to use them in one’s own response). About each of these skills there has been much discovered, some of it known for decades, yet it remains unclear that this knowledge has had much impact upon even the most communicative of teaching.
3. Turn offering and taking Sacks et al (1974/1978) note that native speakers may ensure that hearers know that it is their turn by using markers of explicit control, that is by selecting who speaks and/or the kind of response. This much the Brazilian students can do. They routinely specify the kind of response that is required – almost always an answer to a question – and on one occasion one of them specifies who should speak next: 1 (extract)
No wonder speaker B sounds surprised at this unexpected start to a conversation! But the problems with this interaction run deeper. In ordinary talk the person who replies does not always do what the other person wants or expects, speakers may not stick to simple exchanges (virtually all of the above
B:
Uh, Elian
Clearly, there is more to turn-taking than this. In addition to indicating who should speak next and how they should respond, native speakers have a number of signals that they use, consciously or subconsciously, to ensure that their hearers know that it is now an appropriate moment for them to take a turn. These, again,
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have for the most part been known for many years (Duncan, 1974; Duncan & Niederehe, 1974, Duncan & Fiske, 1977), and include the use of tag questions (e.g. isn’t it?; doesn’t he?) and of empty sociocentric phrases (e.g. you know;, and things) after potential completion points, a drop in the pitch and/or the loudness of the speaker’s voice, the arrival at a point of grammatical completeness, a lengthening of the speaker’s syllables (i.e. a drawl) and, if the speaker has been gesticulating, stopping the gesticulation. Knowledge of these features is inherent to being a good conversationalist, but do we teach these features? The answer would seem to be only rarely. Do we test these features? The answer is definitely not. A corresponding and related set of skills that all successful conversationalists have is the knowledge, in English, of the need to avoid silence between turns. This means that they know when it is their turn to speak and how to get and keep a turn. Obviously one of the strategies they use is to listen for all the exit signals being given by the speaker as described above. But in addition they listen for potential completion points in an utterance and for problems in the speaker’s attempt to construct an utterance (e.g. hesitation, pausing, stuttering). Given either the presence of clues from the speaker that s/he is ready to stop speaking or indications that the speaker is finding it difficult constructing what s/he wants to say, they characteristically leap in quickly before the first speaker can continue and before another hearer (if there is one) leaps in first. To ensure that what they want to say is not misheard and to establish their presence as speakers, they may overlap the start of their turn with any tag questions, sociocentric phrases and terms of address that the previous speaker was using. For the same reason (though as we shall see, there are other more powerful reasons as well), they may start with (almost) empty phrases, e.g. well, right, oh, which are not information-rich in the event of there being a slight overlap between the two speakers. When they start speaking, they may also turn their head away slightly to break eye contact, which shows that it is a true turn and not just an attention marker (known as back-channelling). With the same intent, they may start gesticulating. Just as no longer gesticulating signals willingness to end a turn, so starting to gesticulate signals that you have indeed begun a turn. Once again, if we ask whether such features are ever mentioned in the language classroom, the answer must be ‘rarely’. And of course, if we ask whether they are a
factor in any language test, the answer is straightforwardly negative. The oral test situations described in section X would not give rise to the need for such conversational skills.
4. Keeping the speaker speaking At some time or other, all learners need a little time to plan what they want to say, or else they are not confident that they understand fully what the other person is trying to say and would welcome a little more time to allow themselves to ‘tune in’, or else they simply have nothing (yet) to say. For this reason, knowing how to keep the other person talking is a valuable skill and one that I would have welcomed having been taught in the languages I attempt to speak. There are six strategies that may be employed to keep the speaker talking. These are: 1. sounds such as m-hm, yeah, right, uhuh, mm 2. nods of the head 3. completing a speaker’s sentence 4. briefly restating what the speaker has just said for him/her 5. requesting clarification 6. expressions of disbelief (adapted & amplified from Duncan & Fiske, 1977) The first of the strategies listed above is perhaps the most common and can be seen in operation in the following extract from a conversation among friends about working out at a gym: 2.
A:
B:
well I don’t know I must say a few years ago I would I would have agreed with you I was I was so desperately busy I didn’t really have time for any of this nonsense and I didn’t really believe in it (B: m-hm) but now that I have set aside an hour on a Friday night with a group I feel ten times better I could do (B: m-hm) ten times (B: m-hm) the work I used to do you really though
Each of speaker B’s interventions has the effect of giving the speaker reassurance that he is being attended to and thereby encouraging him to continue. (Here and in all subsequent examples, except where explicitly noted, the examples are authentic. I have noted the source where
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known; most examples come from data collected by my students.) Each of the items in the list – mm, yeah, right etc – have their own slightly different functions (Schegloff, 1982; Tottie, 1991; Gardner, 1998; Hoey, 2001). For example, mm has the following uses. To begin with, it is used to show the other person that you are attending to what s/he is saying. It does not have the effect of interrupting the other person and usually doesn’t stop the other person talking, e.g. 3.
A: B: A:
I mean I feel so passionate that we should keep going but mm I also feel just that I am able to contribute next to nothing in terms of time
The above example could have been transcribed in the same way as example 1 as a single block. It is the briefest of turns. In the following case, it is clearer that it is a true turn, being used however to pass the speaking turn back to the other speaker. It shows that the listener is willing to fulfil her speaking responsibilities but leaves the other person to do the talking: 4.
A: B: A:
They did that in summer, didn’t they? mm Mind you, that was when they were doing all the roadworks
It is instructive to compare the effect of using yes in place of mm.
Nodding (the second strategy on my list) serves a similar function to mm and stands for a whole range of non-verbal equivalents of mm and oh, which include attentive eye contact and sideways movements of the head as well, of course, as nodding itself. The use of mm, yeah etc and nodding have often been characterised in terms of ‘backchannelling’ – channelling a message of attention or appreciation back to the speaker, without breaking into his or her turn – and backchannelling has been treated in the literature as a quite different kind of phenomenon. But this misses the point that both minimal utterances and nodding are in fact brief turns in which listeners acknowledge the information that they have just received, in much the same way that listeners accept an offer or answer a question. The difference between an acknowledging turn and an accepting or answering turn, however, and the reason their major function has been missed, is that while acceptances and answers come after offers and questions, acknowledgements are often simultaneous with the information they acknowledge, typically occurring during the first speaker’s turn rather than at the end – which is why of course they work well as a way of deferring transfer of the turn. The next two strategies on my list are more conventional in being used at the end of the previous speaker’s turn, but they are parasitical upon the syntax and intonation of the previous utterance. An example of sentence completion as a device for returning the turn to the previous speaker is the following, from data of students talking about a student society, collected by Martin Warren: 5.
4a (adapted)
A: B: A:
They did that in summer, didn’t they? yes Mind you, that was when they were doing all the roadworks
In this version the likelihood of B being expected to add to what she is saying is increased, and this would be still more true if they did were used in place of mm. 4b (adapted)
A: B: A:
They did that in summer, didn’t they? They did. Mind you, that was when they were doing all the roadworks
G: N: G:
Things were more a sort of hi! you know imploring people to do things at please Yeah
N’s please overlaps with at and follows naturally on from G’s utterance – do things please. G acknowledges the rightness of N’s completion and then continues speaking. A similar strategy is that of paraphrasing briefly what someone has just said in order to show that you have understood it. The effect, as with utterance completion, is to suggest a harmony of minds and thereby encourage the original speaker to continue. An example, from the same data source as the previous, is the following exchange:
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6.
G:
N: G:
Do you remember that one I sent round at Stratford about the English club? You know, pull your finger out and all that Do something Yeah, but that was more a sort of
Do something repeats, in slightly more decorous language, the meaning behind pull your finger out.
ding, I don’t believe it, really?, seriously?). Again these can be sincere or insincere, but insincere expressions are vastly more common and the expression of disbelief is usually designed to show how interesting or surprising you find the information you have been given. An instance of an insincere expression of disbelief is the following: 8.
Completing someone else’s utterance or paraphrasing a phrase from it requires considerable linguistic skill and is unlikely to be something the average learner would feel confident doing, but the last two strategies on my list, requesting clarification and expressing disbelief, can be used even at a relatively early stage in the development of conversational skills. They are more conventional in they are used at the end of the previous speaker’s turn, rather than being an intervention, and each has the appearance of a proper turn, i.e. they have syntax, intonation and a limited lexis. Nevertheless they have the same effect of keeping the other person talking. The strategy of requesting clarification can be sincere or insincere, though it appears to be more commonly the former. Two good examples of clarification requests can be found in the following (taken and slightly simplified from the Macmillan English Corpus): 7.
A:
B: A:
B: A:
Incidentally what er arrangements if any have Mike and Dawn made for this er summer? How do you mean? Well, wasn’t Dawn saying something about their going to France this year or something? When was that? When they were here I think.
The first is the most general kind of request for clarification, which basically asks the other person to be more precise or to express themselves more clearly. It can only be used sparingly, because it basically accuses the previous speaker of poor expression. Another common general clarification request is ‘What do you mean?’ The second kind of request for clarification, exemplified by When was that?, carries no such pejorative overtones. It simply asks for further detail. Such expressions show interest in what the other person has been saying and can be used safely, if in moderation. Still more useful are expressions of disbelief (you’re kid-
A: B: A:
I went up to Leeds oh did you? yeah saw Kathryn Clarke
Speaker B is not of course questioning the truthfulness of speaker A, even though the wording might be thought to indicate this. We have already seen an instance of what appears to be a sincere expression of disbelief in example 1, repeated below for convenience: 2 (repeated)
A:
B:
well I don’t know I must say a few years ago I would I would have agreed with you I was I was so desperately busy I didn’t really have time for any of this nonsense and I didn’t really believe in it (B: m-hm) but now that I have set aside an hour on a Friday night with a group I feel ten times better I could do (B: mhm) ten times (B: m-hm) the work I used to do you really though?
B here may be genuinely doubting the efficacy of the aerobics class in making A that much better a worker! All these strategies are, in my view, the mark of a successful conversationalist. Most of them make the other person feel good, and they all keep the talk flowing. This alone would be a reason to teach and test them as skills, since they are not directly transferable (apart from the first, in part) from the L1 to the L2. But of course they are also valuable as ways of avoiding a turn without failing as a conversationalist, and ensure a continued flow of good listening practice from the other speaker. Do we teach these skills, though? In my experience, the answer is ‘not often’, and we certainly do not test them. Despite the merits of the IELTS test and its ubiquity, it is not necessary to undertake detailed research to show
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that it does not test the listening and speaking skills I have been describing in a natural manner. In the first place, listening skills are tested by asking the learner factual questions about a fabricated interaction heard on a tape (IELTS, 2003 [updated 2005], p 56-7; 2005, p6). But apart from when they watch TV, most people rarely listen to fabricated interactions. And with the same exception, we are rarely part of an interaction while not being an active participant. Speaking skills in IELTS are likewise tested by getting the learners to speak first about themselves for 4-5 minutes and then on a surprise topic for 1-2 minutes after a minute’s preparation (IELTS, 2003 [updated 2005], p 49-51). But apart from when we teach, how often do we find ourselves able to prepare a topic, still less briefly prepare on a surprise topic? Again, I suspect rarely so. The only time I ever find myself talking with brief preparation on surprise topics is at conferences as a part of panel discussions, and that is neither a common nor a normal kind of speaking activity. After the prepared surprise topic, the learner is then engaged in dialogue by the tester on what the IELTS test describes as “more abstract issues and concepts which are thematically linked to the topic prompt”(IELTS, 2003 [updated 2005], p 49). I hardly need note that this does not reflect daily experience with the language (or at least not my daily experience).
5. Clues in the utterance One of the most important skills that native speakers have and that non-native speakers find it hard to acquire is that of understanding the implication of little clues that the other person gives in their utterance (and knowing how to use them in one’s own responses). I once attempted to learn Cantonese (with little success), and one of the trickiest features of the language for the English speaker was the range of utterance-final particles with the range of subtle pragmatic messages they send. English is altogether less systematic and the particles take a different form, but the analogy is not entirely inexact in that apparently meaningless words or phrases can be used to let the listener know how the speaker is reacting to something, without being overt about it. As an example, consider the following exchange:
on occasion overlook the two hidden clues within the utterance that shows this to be the case: 9a.
A: B:
Yes but means ‘no, and here comes a reason for disagreeing’. I don’t know means ‘I do know but I don’t want to offend by openly disagreeing’. The clues we include in our speech have been widely studied, most notably by Schiffrin (1987). Stenstr?m (1990) identifies a range of such speech-specific features and McCarthy (2003) picks up a range of high frequency short response tokens (as he terms them) and shows how important they are to the ongoing interaction. But there is still much to be done. Furthermore there are a great number of such features to be described and it would take a book to do them justice. Here – the result of the use of corpus methodology on a one million word corpus of spoken English – are some of the observations that I was able to make about just three such clues (discourse markers): oh, er and well. 5.1 oh A common ‘word’ in spoken English, though rarely awarded the status of a word, oh is used by speakers to perform a number of functions. The first of these is to mark the beginning of a turn or to serve as a complete turn to show that you have just been told something new. 10.
Doctor: Patient:
A: B:
It seems a waste of time really Yes but if you keep trying I don’t know
All native speakers would see B’s utterance as disagreeing with A, but even advanced non-native speakers may
I think you’ve probably got what we call dry eyes oh
Separately, or in conjunction with the above, oh is used at the beginning of a turn to confirm you understand, usually in combination with some word or phrase with the same meaning, e.g.: 11.
A:
B: 9.
It seems a waste of time really Yes but if you keep trying I don’t know I don’t agree I don’t agree
yes, you do have four other colleagues on the side. because they’re also board members oh I see. ok ok
Because of these uses, oh is very appropriate at the beginning of a turn as a way of accepting someone’s answer to your question:
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12.
A: B: A:
Is that too sweet? yes oh
It is also used at the beginning of a turn with an evaluative word to assess the new information you have been given, e.g.:
might also recognize that they are also used in the middle of a turn when one is trying to find the right word. This is, needless to say, much better than silence, not least because it prevents the other person switching to the L1 or interrupting. A related use is when you are not sure what you want to say and you want to prevent silence, e.g.
13.
15.
Travel Agent: Your flights are all confirmed. Customer: oh wonderful
couple of other points about the erm er er about the er Vienna settlement in general
As a variant upon its use as a marker that one has been told something new, it can be used at the beginning of a turn when you have been reminded of something you had forgotten. The following illustrates this well:
Fewer recognize that er and erm have an important use at the beginning of a speaking turn when you may be unsure how the other person(s) will receive the information you are giving them:
14.
16.
A: B:
Remember he wanted to merge the groups. Don’t you remember? oh yeah. oh yes. of course
One use of oh links in with our earlier discussion of ways of keeping the other person talking. It can be used to accept the truth of the answer or statement you have just heard. If combined with really or a question to show surprise (oh did you?), it passes the talk back to the other speaker, who will usually confirm what they said and add to it.
B:
A: B: A:
I went up to Leeds oh did you? yeah saw Kathryn Clarke
These functions of oh are all natural to native speakers but they have to be learnt. If oh were omitted from 13 or 7, the effect would be subtly different. In the first case, the effect would be to suggest that A need not have mentioned the merging of groups, since B already knew about it, and in the second case the omission of oh would, depending on intonation choice, slightly increase the likelihood of B’s did you? being heard as genuine disbelief. 5.2 er, erm Like oh, the particle er and its variant erm are rarely treated as words and certain of their uses are more readily recognised than others. Most people would recognise that er or erm is used at the beginning of a speaking turn when one is unsure what it is that one wants to say. They
how long.. how long have you been off school then? er couple of weeks [this may seem to you rather a long time]
17.
A: B:
how did you know I was going? er. I don’t know I think Clare may have said something [perhaps I’m not supposed to know]
18.
A:
where where.. are you Australian or New Zealand? erm South African [I know you’ll despise me for that] (recorded during the period of Apartheid)
We saw an example of this when we looked at expressions of disbelief: 8 (repeated)
A:
B:
It should be noted that failure to recognise this use of er could lead to an increased tension between interactants. 5.3 well Perhaps one of the most interesting clues used in interaction (and one of the most misunderstood) is well. Poor drama scripts and fabricated transcriptions characteristically use it as a filler, rather like er and erm in one of their uses. In fact, though, it is no filler. The closest it gets to such a function is when it is used with anyway to get back to a topic after a digression (well anyway) or when it is used at the beginning of a turn to round off a topic near the end of a conversation: 19.
well, I’ll let you get back to work
When, however, it is used at the beginning of a speaking turn without a closing function, it is often there to indicate that there is something wrong with what has just
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been said. 20.
A:
B:
I mean it might take us another two months before we get out. Three months. Well I would say six months
Returning for a third time to our aerobics data, one can see that A’s utterance has the same purpose: 2 (extract)
A:
well I don’t know I must say a few years ago I would I would have agreed with you I was I was so desperately busy I didn’t really have time for any of this nonsense and I didn’t really believe in it (B: m-hm) but now that I have set aside an hour on a Friday night with a group I feel ten times better I could do (B: mhm) ten times (B: m-hm) the work I used to
In the IELTS Specimen materials tapescripts of what would typically be listened to by a learner taking the test (IELTS, 2003 [updated 2005], p 56-8) – there are just one instance each of oh and erm (none of er) but there are twelve instance of well. Compare this with their distribution in the Macmillan Spoken Corpus (the components I used were those containing casual talk, amounting to over 8 million words): 31,000 instances of oh, 33,000 instances of er, 25,000 instances of erm and 37,000 of well. In other words, the distribution of oh: er(m): well is approximately 1:2:1 as opposed to the IELTS ratio of 1:1:12. The problem lies with the overuse and misuse of well. Given the uses we were noting for well above, the following extract from the sample transcription given in the specimen materials for IELTS (IELTS Specimen Materials 2003, updated 2005, p. 56) should give us pause for thought. It simulates an interview between a police officer and a witness of a crime: 22.
M:
In a closely related use, well is used at the beginning of a turn when someone has asked you a question which assumes something that is not true.
F:
21.
F:
A: B:
M:
what she did the whole lot? well yeah, I think, well she didn’t do everything
Being able to recognise the significance of markers such as these is a necessary part of being a good listener. Being able to use them is a mark of a skilled conversationalist. But do we teach the use of these markers? As far as published materials are concerned, the answer is not often. There are virtuous exceptions. The pioneering language materials of Willis & Willis (1988), which did not fully find their audience, perhaps because they were so pioneering, teach a whole range of conversational skills, using authentic data, and include instances of the markers of the kind I have been describing with helpful, if partial, accounts of their functions. Generally, though, markers and the conversational skills I have been describing are not much taught. As for testing, not only do the tests not test them, they actually misuse them in the sample materials they provide, as I shall go on to demonstrate.
Let’s get back to the two men, if we can. Just tell me everything about them. Well, there was a younger one and an older one. Well, let’s start with the younger one, shall we? Well, age first then. He only looked about 17 – not more. Something like that.
None of these uses seem to conform to the functions we might expect for well and the use in three successive utterances is odd. Still worse is the following extract from the same fabricated interview: 23.
M: F:
What did he look like? You didn’t give the officer much information last night? Well, I did get quite a good look at his face
Here M is implicitly accusing F of being less helpful than she might. In such a case well might indeed occur, but we would expect it to be attached to a defensive statement, as in my modification of 23: 23 (modified) M:
5.4 The use of discourse clues in the IELTS Specimen Listening Test materials
What did he look like? You didn’t give the officer much information last night?
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F:
Well, I did give him a description.
So not only is the IELTS test not testing the clues that speakers use but its own uses will confuse those who do understand the significance of discourse markers and provide a bad model for those who do not. 6. Choosing the right grammar for the lexical choice Moving away from listening and speaking skills specifically to characteristics looked for in both speech and writing, learners are assessed in the IELTS test for grammatical range and accuracy and lexical resource (IELTS, 2003 [updated 2005], p 10). This sounds reasonable and clearly is central to any sensible assessment of conversational skills. The problem is that these three characteristics are really a single characteristic. Grammar and lexis are inextricable. As an instance, consider the word hard. It occurs a great proportion of the time in semi-fixed expressions such as worked hard, tried hard, fought hard, die hard, found it hard, prayed hard, raining hard hard luck, hard facts, hard lives, hard water, hard labour, hard winter, hard currency hard to believe, hard to understand, hard to imagine, hard to explain, hard to follow The choice of hard is bound up with the choice of one of these (or other similar) expressions, and the choice of grammatical construction is bound up with the choice of a particular sense of hard. The explanations for this are still a matter of debate. In a number of places, however, (e.g. Hoey, 2004, 2005), I have claimed that whenever we encounter a word (or syllable or combination of words), we note subconsciously a great deal about it and store what we note along with the word. I envisage a type of concordance of the word in our mind but one that is constantly being analysed (and one that is interconnected with all the other concordances in our mind). So, I argue, we note for every word we encounter the following things about it: ñ the other words it occurs with (its collocations), ñ the grammatical patterns it occurs in (its colligations), ñ the meanings with which it is associated (its semantic associations),
ñ the pragmatics it is associated with (its pragmatic associations), ñ the genre, style and social situation it is used in ñ whether it is used in a context we are likely to want to emulate or not. ñ the cohesion of the word (or its absence) (its textual collocations), ñ the textual position of the word, e.g. whether it typically begins or ends the sentences or paragraphs it appears in (its textual colligations) ñ its place in the larger semantics of the text (its textual semantic associations) So the word further, for example, collocates with information, evidence, education, details, afield and cuts (amongst many others). It can be used as an adjective, an adverb or a sentence conjunction [conjunct] (colligation). In its adjectival use, it is almost invariably used in pre-noun position (further damage, not the damage was further) (colligation). It has two major semantic associations. The first is that it occurs very frequently with NUMBER. Secondly, when it is not being used with information, evidence and education, it tends to occur with clear evaluations (criticism, progress) with a preponderance of these being negative (cuts, losses, problems, rate rises, delays, confusion, restrictions, blow, concessions, damage) (semantic association, pragmatic association); the negative feature in turn tends to take the form of a plural noun (colligation). Further is more associated with the written word than the spoken. It is used in contexts which we may want to emulate. It is not cohesive; it is rare for the word further to be repeated in the course of a text (textual collocation). This is a negative priming, i.e. we note that the word avoids a certain use. It has no special tendency to occur at the beginning of sentences (1 in 20 instances occurring at the beginning, which may be slightly low) but in combination with particular collocates (i.e. reading, information), it is characteristically positively primed for sentence initial position (textual colligation). Finally, it is associated with change and with problems requiring solution (textual semantic association). Because of these (and other) primings (which will vary slightly from person to person), we are capable of recognising almost immediately how a word is being used as soon as we hear or read it used the same way as before. They also mean that when we open our mouths or reach for a keyboard, we are likely to make use of them in our own utterances or sentences. Put another way, all the
34 features we notice prime us so that when we come to use the word ourselves, we are likely (in speech, particularly) to use it in the same lexical context, with the same grammar, in the same semantic context, as part of the same genre/style, in the same kind of context, with a similar pragmatics and in similar textual ways. So knowing a word and knowing its primings are the same. This means that learning a word is a much harder task than is usually imagined. If it is any comfort to the L2 speaker, we are all learners, whether we are so-called native speakers or students in the language classroom, since we none of us ever stop being primed. The only difference between the native speaker and the non-native speaker is the way that they are typically primed. The implications for testing, however, are considerable. As already noted, in IELTS, learners are assessed for grammatical range, grammatical accuracy and lexical resource, but we can see that these are not independent of each other. Lexical priming theory argues that they are in fact and in the most fundamental way inextricable. Do we teach the complexities of lexis? The answer is that, to a limited extent, we do. Willis & Willis (1988), already virtuous for their handling of conversational talk, score here as well as do Lewis (1997), McCarthy & O’Dell (1994) and Woolard (2004). Do IELTS and other tests assess a learner’s command of the collocations, colligations and semantic associations of the words s/he uses? The answer is almost certainly that they do, since these are what characterise a skilful language user. But it is doubtful whether the testers are fully aware that they are testing such knowledge, and it is a near certainty that the learner does not know that it is being tested. The position I have been putting with regard to vocabulary is a relatively new one and based on corpus evidence that has only been widely available for a decade. On the other hand much of what I have been presenting about conversation has been known for over 20 years, though here too corpus evidence is enhancing and transforming our understanding of speech. Given that the tests and the teaching that prepares for the tests have not attempted to address what we know about talk, whether it be the importance of turn-taking skills, the devices we use to signal our attitude to what each other is saying or the choice of appropriate lexical items with their collocations and colligations, I can only be pessimistic about the possibilities of change. Talking, as done by native speakers, will remain separated from teaching and testing, and
MAPTIO™ 2009
we will continue to encourage interchanges such as the one with which this paper began: B: A: B: A: B: A:
How’s the weather? It was cloudy Oh what time is it? It’s twelve o’clock How are you? Not bad
‘Not bad’ is not good enough. I won’t be satisfied until every learner is ‘fine, thanks’, ‘very well, thank you’ or even ‘great, thanks’. My challenge to teachers and testers is that they teach and test how talkers really speak, or else, as for the Brazilian students quoted above, they will end up producing talk that bears only a passing resemblance to what real conversationalists actually do. Duncan Jr., S. and D W Fiske (1977). Face-to-face Interaction: Research, Methods and Theory. Lawrence Erlbaum Associates, Hillsdale, New Jersey. Gardner, R (1998) ‘Between speaking and listening: the vocalisation of understandings’ Applied Linguistics 19. 2. 204-224 Hoey, M (2001) ‘Spoken discourse’ in Language Awareness section of M Rundell (ed) Macmillan English Dictionary, Oxford: Macmillan Education, LA16-LA17 Hoey, M (2004) ‘The textual priming of lexis’ in G Aston, S Bernadini & D Stewart (eds) Corpora and Language Learners, Amsterdam: John Benjamins, pp 21-41 Hoey, M (2005) Lexical Priming: A New Theory of Words and Language, London: Routledge IELTS (2003, revised 2005) IELTS (International English Language Testing System) Specimen Materials. London: British Council, Cambridge: University of Cambridge IELTS (2005) IELTS (International English Language Testing System) English for International Opportunity, Handbook. London: British Council, Cambridge: University of Cambridge Lewis, M (1997) Implementing the Lexical Approach: Putting Theory into Practice, Hove UK: Language Teaching Publications McCarthy, M & F O’Dell (1994) English Vocabulary in Use, Cambridge: Cambridge University Press McCarthy, M (2003) ‘Talking back: ‘small’ interactional response tokens in everyday conversation’ in Research on Language in Social Interaction (special issue on Small Talk) (ed. by J Coupland) 36. 1. 33-63 Sacks, H, Schegloff, E A and G Jefferson. (1974) "A simplest systematics for the organization of turn taking for conversation." Language 50/4: 696-735, reprinted in J
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Schenkein (ed.) (1978).Studies in the organization of conversational interaction. New York: Academic, pp 1-55 Schegloff, Emanuel A (1982) ‘Discourse as interactional achievement, some uses of uh huh and other things that come between sentences’ in D Tannen (ed) Analysing Discourse: Text and Talk. Washington: Georgetown University Press, pp 71-93 Schiffrin, D (1987) Discourse Markers Cambridge: Cambridge University Press. Stenstr?m, A-B (1990) ‘Lexical items peculiar to spoken
discourse’ in J Svartvik (ed) The London-Lund Corpus of Spoken English, Lund: Lund University Press Tottie, G (1991) ‘Conversational style in British and American English: the case of backchannels’ in K Aijmer & B Altenburg (eds) English Corpus Linguistics London: Longman, pp 254-271 Willis, J & D Willis (1988) Collins COBUILD English Course, London: Collins Woolard, G (2004) Key Words for Fluency, Hove: Language Teaching Publications
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