Lingua Franca 10 Mar-apr 2007

K.E.M.¶.A£. 4687

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Teaching Adults English or Unteaching them Greek first by Sylvia Kar .........................................................................................2
Sarbel in Patras.....................................................................................3
I am not where I hoped to be by Cliff Parry.........................................7
Motivating the unmotivated by Theodora Papadopoulou .................8


Que faire avec les bons et les mauvais élèves par Constantin Tegos10
Social Psychology and ELT- Dissonance reduction by Nick Michelioudakis.......................................................................12
Motivation and Motivating Second Language Learners by Alexander Nikolaou........................................................................13
AÙÔÌÈ΋ Eȯ›ÚËÛË ‹ OÌfiÚÚ˘ıÌË EÙ·ÈÚ›·? ......................................14

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MAPT.-A¶PI§. 2007

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æ˘¯ÔÁÚ·ÊËÌ· Ù˘ OÏÁ·˜ °ÂÚÈÙÛ›‰Ô˘ .................................................18

¤Î‰ËÏÔ ÂӉȷʤÚÔÓ ÙË ‰È¿ÏÂÍË Î¿ÔÈ·˜ ‹‰Ë ηٷÍȈ̤Ó˘ ηıËÁ‹ÙÚÈ·˜, Û˘ÁÁڷʤˆ˜ Î·È ÂΉfiÙÚÈ·˜, fiˆ˜ Â›Ó·È Ë Î· ™›ÏÈ· MÔ˘ÎÔ˘‚¿Ï·, Ë ÔÔ›· ÚÔÛ¿ıËÛ ӷ ÌÔÈÚ·ÛÙ› Ì·˙› ÙÔ˘˜ ÙË ‰ÂηÂÙ¿¯ÚÔÓË ›ڷ Ù˘ Î·È Ó· ÙÔ˘˜ Û˘Ì‚Ô˘Ï‡ÛÂÈ Û¯ÂÙÈο Ì ÙȘ ·ÁˆÓ›Â˜ Î·È ÙȘ ·Ôڛ˜ Ô˘ Ù˘¯fiÓ ÙÔ˘˜ ··Û¯ÔÏÔ‡Ó. ◊Ù·Ó ÌÈ· ÔÌÈÏ›· ÁÈ· ÙËÓ T¤¯ÓË Ù˘ ¢È‰·Ûηϛ·˜, Ì ˙ËÙÔ‡ÌÂÓÔ ÙËÓ ˘Ô‰ÂÈÁÌ·ÙÈ΋ ‰È‰·Ûηϛ· Î·È ÙËÓ ·ÚÌfi˙Ô˘Û· Û˘ÌÂÚÈÊÔÚ¿ ÙÔ˘ ηıËÁËÙ‹ ̤۷ ÛÙËÓ Ù¿ÍË, Ô˘ Û›ÁÔ˘Ú· ı· Ê·Ó› ¯ÚËÛÈÌfiÙ·ÙË ÛÙÔ˘˜ ÊÔÈÙËÙ¤˜ ηٿ Ù· ÚÒÙ· ÙÔ˘˜ ‚‹Ì·Ù· ÛÙÔÓ ·¯·Ó‹ ¯ÒÚÔ Ù˘ EÎ·›‰Â˘Û˘. MÂÙ¿ ÙË ‰È¿ÏÂÍË ·ÎÔÏÔ‡ıËÛ ‰È·ÓÔÌ‹ ÂÎ·È‰Â˘ÙÈÎÔ‡ ˘ÏÈÎÔ‡, ηıÒ˜ Î·È ‚‚·ÈÒÛÂˆÓ ·Ú·ÎÔÏÔ‡ıËÛ˘ Û fiÏÔ˘˜ fiÛÔ˘˜ ·Ú¢ڤıËÛ·Ó.


10 idées pour tout changer par Vasiliki Botsi ...................................20

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235/2000, 247/91), Ù· K¤ÓÙÚ· AÔηٿÛÙ·Û˘ Î·È ·ÔıÂÚ·›·˜ (¶¢395/93), ÙȘ MÔÓ¿‰Â˜ æ˘¯È΋˜ YÁ›·˜ (N. 2716/99), Ù· º·Ú̷Λ·(N. 5607/32), ñ Ù· ȉȈÙÈο ÂÏÈÎÔ‰ÚfiÌÈ·(N. 5017/1931,B¢ 313/66) Ÿˆ˜ ‰È·ÈÛÙÒÓÂÙ·È, Ù· K¤ÓÙÚ· •¤ÓˆÓ °ÏˆÛÛÒÓ Â›Ó·È ·fi ÙȘ Ï›Á˜ ηÙËÁÔڛ˜ ‰Ú·ÛÙËÚÈÔًوÓ, Ô˘ ‰ÂÓ ÂÈÙÚ¤ÂÙ·È Ë ÌÂÙ·‚›‚·ÛË Ô‡Ù Ù˘ ¿‰ÂÈ·˜ ›‰Ú˘Û˘ , Ô‡Ù Ù˘ ¿‰ÂÈ·˜ ÏÂÈÙÔ˘ÚÁ›·˜ Î·È ‰ÂÓ Û˘ÌÂÚÈÏ·Ì‚¿ÓÔÓÙ·È Û η̛· ·fi ÙȘ ·ÓˆÙ¤Úˆ ηÙËÁÔڛ˜, ‰Â‰Ô̤ÓÔ˘ fiÙÈ Ô AN 2545/40, Ô ÔÔ›Ô˜ ‰È¤ÂÈ ÙËÓ ÏÂÈÙÔ˘ÚÁ›· ÙÔ˘˜, ‰ÂÓ ÂÈÙÚ¤ÂÈ Ù›ÔÙ ۯÂÙÈÎÒ˜ Î·È ‰ÂÓ ¤¯ÂÈ ¤ÎÙÔÙ ÙÚÔÔÔÈËı›. ¶Ú·ÎÙÈο ·˘Ùfi ÛËÌ·›ÓÂÈ ˆ˜ Û ÂÚ›ÙˆÛË ÌÂÙ·‚›‚·Û˘ ÂÓfi˜ K¤ÓÙÚÔ˘ •¤ÓˆÓ °ÏˆÛÛÒÓ ··ÈÙÂ›Ù·È ÂÎ Ó¤Ô˘ ‰È·‰Èηۛ· ¤Î‰ÔÛ˘ ¿‰ÂÈ·˜ I‰Ú‡Ûˆ˜ ÛÙÔ fiÓÔÌ· ÙÔ˘ Ó¤Ô˘ ȉÈÔÎÙ‹ÙË ·ÏÏ¿ Î·È ¿‰ÂÈ·˜ ÏÂÈÙÔ˘ÚÁ›·˜, ·ÎfiÌ· Î·È Â¿Ó ‰ÂÓ ¤¯ÂÈ Â¤ÏıÂÈ Î·ÌÌ›· ·ÏÏ·Á‹ ÛÙÔ ÎÙ›ÚÈÔ.

Passing on the torch Mary Glasgow Magazines Greece changes hands so I have already hired a years at New Editions, I full office staff and also had taken more of an enlisted my nephew, office-based role. I am who like me has fallen in now very keen to get love with Greece!” back out and visit all School owners and those people I have met teachers will be able to over the years, both at buy their Mary Glasgow exhibitions and in their Readers and Timesaver schools,” says Chejon. photocopiable resource Chejon has already books through their started promotion of the usual bookshops. Mary Glasgow However, the magazines Magazines material, should be ordered attending exhibitions in directly from Chejon. both Athens and “We have managed to Thessaloniki. “The continue the special low feedback I have already price for the Mary received from teachers Glasgow Magazines in regarding the magazines Chejon Fernandes, Kaki Barouti, Stella Flora and Garth Wantenaar Greece and Cyprus by and resource material the ELT world. Realising this, Chejon not having an increase. I am sure that all has been very positive indeed,” says teachers and parents will agree that two Chejon. “It was really exciting listening has enlisted his nephew Garth to help euros twenty per magazine is excellent to teachers talk so enthusiastically about support him in offering school owners value considering that you are giving the Mary Glasgow Magazines product!” and teachers a high level of service. students material that is both languageAs everyone knows Greece is one of the “Obviously we need to maintain the based and level-specific,” enthuses largest and most important markets in service level Stella and George offered,

Chejon. “I can also guarantee teachers that the students will be very motivated to read the articles and do the exercises, as the age level of the magazines correlates exactly with the age level of our pupils in Greece.” It has been proven that young students will read something in a foreign language when the material is appropriate to that age level and presented in an exciting magazine format. Your students will not find the Mary Glasgow magazines daunting in the least because they will be seen as fun and interesting, with their highquality glossy photos and up-to-date articles. Mary Glasgow Magazines will be sponsoring a series of teacher-related articles to be run in the Lingua Franca, so look out for them in forthcoming issues. Good luck to Chejon Fernandes and his whole team. If you would like to contact Chejon his details are as follows: Chejon Fernandes Tel: +30 210 9680 517 Fax: +30 210 8941 455 Email: [email protected]

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Teaching adults English or «Unteaching» them Greek first and related problems

Juvenes Translatores

by Sylvia Kar s a classroom teacher of English I have often been confronted with the “problem” of adult learners. Please don’t misunderstand or misjudge me. I don’t refer to adult learners as a problem, but the baggage of the mother tongue interference they bring along with them is the problem. I’m sure that all of you out there, who have ever taught adults a foreign language, are nodding your heads. Before you can teach these people some things, especially writing, you must “unteach” what they’ve learned about writing in the Greek School System. It’s a totally different ballgame. Imagine a 50 year old man who is very fluent (or thinks he is) in writing Greek essays, suddenly confronted with 250-300 word, discursive essay topic. Imagine translating a half paragraph sentence from Greek to English. What’s even more fascinating is grading and correcting such an essay! So what do we do? First and foremost we know that adult learners are more highly motivated than our younger language learners. Secondly their goals are much more specific and they seek out new learning experiences for very important reasons. They may be up for promotion and require proof of language proficiency or they may have been fired and are looking to change profession or even to improve themselves. This means that adults have to cope with lifealtering events. The more changes an adult goes through, the more likely he is to seek

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out learning opportunities. Finally, adults who are motivated to seek out a learning experience do so chiefly because they have a use for the knowledge or skill being sought out. Learning for them is a means to an end and not an end in itself. This makes them eager and willing to learn but it’s not always so easy and problems do arise. One major problem that often arises is the mixed ability classroom or the mixed age classroom. Unlike younger students, adults have something real to lose in a classroom situation. Self-esteem and ego are on the line when they are asked to risk trying a new behavior in front of peers or younger students. Bad experiences in traditional education, feelings about authority and the preoccupation with events outside the classroom affects in-class experience. They may not be so interactive. Adults have expectations, and it is critical to take time early on to clarify and articulate all expectations before getting into content. The instructor can assume responsibility only for his or her own expectations, not for those

of the students. Adults bring a great deal of life experience into the classroom, an invaluable asset to be acknowledged, tapped and used. They too though, can learn well-and much – from dialogue with respected peers or even younger learners. It is the job of the teacher to create a harmonious classroom atmosphere from a melting pot of students and there abilities. This can be accomplished without too much difficulty and can have fun doing it, but no one says it’s easy! What’s more difficult to do with adults is to integrate new knowledge with previous knowledge. They must be made to actively participate in the learning experience something they may be reluctant to do. The key here is class control. Teachers must balance the presentation of new material, debate and discussion, the sharing of relevant student experiences, and the clock. Ironically, it seems that instructors are best able to establish control when we risk giving it up. When we forget about egos and stifle the tendency to be threatened by challenge to our plans and methods, we gain the kind of facilitative control needed for effective adult learning. As a teacher, first and foremost, and one who’s often had the experience of having a class full of mixed ability and mixed age students: anywhere from 18-21 students and ages 16-70, it’s no party, but, it can be done and believe it or not, it can even be fun. Just keep away from the “Teacher’s” whiskey!

MÂÙ·ÊÚ¿ÛÙÂ Î·È ÎÂÚ‰›ÛÙ ŒÓ·˜ ηÈÓÔ‡ÚÈÔ˜ ‰È·ÁˆÓÈÛÌfi˜ Ô˘ ı· ‚Ú·‚‡ÛÂÈ ÙÔ˘˜ ηχÙÂÚÔ˘˜ Ó¤Ô˘˜ E˘Úˆ·›Ô˘˜ ÌÂÙ·ÊÚ·ÛÙ¤˜ ·Ó·ÎÔÈÓÒıËΠ·Ô ÙËÓ E˘Úˆ·È΋ EÓˆÛË. ™Ù· Ï·›ÛÈ· ÙˆÓ ÂΉËÏÒÛÂˆÓ ÁÈ· ÙÔÓ ÂÔÚÙ·ÛÌfi Ù˘ Û˘Óı‹Î˘ Ù˘ PÒÌ˘ Î·È ÙˆÓ 50 ¯ÚfiÓˆÓ Ù˘ EE, ‰ÂηÂÙ¿¯ÚÔÓÔÈ ÌÂÙ·ÊÚ·ÛÙ¤˜ ı· ¤¯Ô˘Ó ÙËÓ ‰˘Ó·ÙfiÙËÙ· Ó· Ï¿‚Ô˘Ó Ì¤ÚÔ˜ Û ¤Ó·Ó ‰È·ÁˆÓÈÛÌfi ÌÂÙ¿ÊÚ·Û˘, ÙÔÓ OÎÙÒ‚ÚÈÔ ÙÔ˘ 2007. OÈ Ì·ıËÙ¤˜ ÌÔÚÔ‡Ó Ó· ÂÈϤÍÔ˘Ó Ó· ÌÂÙ·ÊÚ¿ÛÔ˘Ó ¤Ó· ΛÌÂÓÔ ·Ô Î·È ÚÔ˜ ÔÔÈ·‰‹ÔÙ ·Ô ÙȘ 23 Â›ÛË̘ ÁÏÒÛÛ˜ Ù˘ EÓˆÛ˘. O ‰È·ÁˆÓÈÛÌfi˜ ı· Ï¿‚ÂÈ ¯ÒÚ· Ù·˘Ùfi¯ÚÔÓ· Î·È ÛÙȘ 27 ¯ˆÚ˜-̤ÏË. OÈ Û˘ÌÌÂÙÔ¯¤˜ ı· ÎÚÈıÔ‡Ó ·Ô Â·ÁÁÂÏ̷ٛ˜ ÌÂÙ·ÊÚ·ÛÙ¤˜ Î·È Î·È ÔÈ 27 ηχÙÂÚÔÈ, ¤Ó·˜ ·Ô Î¿ı ¯ÒÚ·, ı· ÎÂÚ‰›ÛÔ˘Ó ¤Ó· ‰È‹ÌÂÚÔ Ù·Í›‰È ÁÈ· ‰‡Ô ¿ÙÔÌ· ÛÙȘ BڢͤÏϘ. K·Ù¿ ÙËÓ ‰È¿ÚÎÂÈ· Ù˘ ·Ú·ÌÔÓ‹˜ ÙÔ˘˜ ı· ¤¯Ô˘Ó ÙËÓ Â˘Î·ÈÚ›· Ó· ÂÎÚÔÛˆ‹ÛÔ˘Ó ÙÔ Û¯ÔÏÂ›Ô ÙÔ˘˜ Û ÌÈ· ÂȉÈ΋ ÙÂÏÂÙ‹, fiÔ˘ Î·È ı· ÁÓˆÚ›ÛÔ˘Ó ÙÔÓ E˘Úˆ·›Ô E›ÙÚÔÔ ÁÈ· ı¤Ì·Ù· ÔÏ˘ÁψÛÛ›·˜ Leonard Orban.

¶ÏËÚÔÊÔڛ˜ ı· ‚Ú›Ù ÛÙËÓ ÈÛÙÔÛÂÏ›‰· http://europa.eu/langua ges/en/document/96/7 E›Û˘, ÌÔÚ›Ù ӷ ·¢ı˘Óı›Ù ÛÙËÓ ËÏÂÎÙÚÔÓÈ΋ ‰È‡ı˘ÓÛË [email protected]

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Sarbel in Patras Fairyland all over Greece s part of their continued support for English teachers and students, Express Publishing was the proud sponsor of the annual prom organised by PALSO Patra earlier this month, where the special musical guest was Greece’s Eurovision hopeful, Sarbel. His energetic appearance was enthusiastically greeted by all, both young and not quite so young as they sang along with his rendition of the Eurovision entry “Yassou Maria”. Following this, the large number of children present were entertained by Erlina. Already familiar to many of them, Erlina performed tricks and the children actively participated in the fun, educational activities and were rewarded with gifts. Fairymania is currently sweeping the country. Since the launch of this new primary series earlier this year, children in language schools around the country have taken Erlina and her friends to their hearts. Express Publishing has been inundated with registration forms from children wishing to become members of the Fairyland Club, and the offices in Athens have been turned into a wonderful art gallery by the huge number of entries for the recent competitions.

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Erlina and her little friends at Doxa Metaxa Language School, Thessaloniki Erlina and her fans in Patra!

Pupils of Anastassaki Language School, Heraclion in action!

Pupils of Chatzivassiliou Language School, Kavala discover the joys of Puppet Theatre with Fairyland

Erlina at the Bakaloudi Language School, Veria carnival event

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New Word on the Block In this column we will be presenting you with new words, or new uses of old words so that you will always be up to date! n this column we will be presenting you with new words, or new uses of old words so that you will always be up to date !

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Stollywood Anyone with even a passing interest in cinema is sure to be aware of the phenomenon that is Bollywood, India's commercial film industry, and of the genre of colourful musicals that are synonymous with this name. The term 'Bollywood' was of course coined by a fusion of 'Bombay' and 'Hollywood', and this coinage has been so successful that commentators have used it as a model whenever they seek a name for the emerging film industry from another country. Pakistan's commercial cinema, based in Lahore, has been dubbed 'Lollywood', and now that Russia's film industry is apparently undergoing a renaissance after a period of stagnation in the 1990s, the nickname Stollywood has been coined for it. But whereas the names 'Bollywood' and 'Lollywood' link the principal city of a country's film industry with the mecca of American cinema, the moniker 'Stollywood' is

somewhat different. It makes a play on 'Stolly', an informal name for a well-known Russia vodka, Stolichnaya, brought to prominence in Britain by the sitcom Absolutely Fabulous. But Russia is not the only country staking a claim to the name 'Stollywood'. It has also been used to refer to the film industry in Sweden (arising from a more conventional fusion of 'Stockholm' and 'Hollywood'). While the application of the word in the Russian context may be more verbally inventive, it could also be – like Russian cinema itself – a little too unconventional to take off. Spendy Some new words come about because an advance in technology or a new cultural trend creates a need for them. In other cases, however, a word catches on purely because it appeals to people as an interesting alternative for an existing term. Such would appear to be the case with spendy, which is basically a synonym for 'expensive'. If there is a difference between the two words, it is probably that calling something 'expensive' suggests that buying it will cause you

people. Given that these young people are now grown up and indulging in spendy cars and spendy holidays at a greater rate than ever, it would appear that the campaign was not entirely successful.

Source: Chambers Wordwatch Column Editor: Lawrence Mamas (Betsis ELT) [email protected]

hardship, but saying that it is 'spendy' suggests that it may cost a lot but, hey, you're going to have a lot of fun in the process. Hence it is often used in relation to luxury items such as jewellery and large-screen televisions. The current prominence of the word is probably the result of cultural borrowing from the United States, where the word has been established for some time, especially in the mid-west. It is not entirely new to Britain, however. In the 1980s, the Huddersfield and Bradford Building Society featured a cartoon character called Mr Spendy – modelled on Roger Hargreaves' popular Mr Men characters – in a campaign to teach financial prudence to young

WAG Rivalry, drama, passion and despair - and that was just off the pitch. Football's World Cup, held this summer in Germany, was noted as much for the antics of the England team's other halves as for its sporting action. The WAGs - as the wives and girlfriends of the team were dubbed by the press - were a gaggle of champagne-guzzling shopaholics, dressed head-to-toe in designer gear with outsize sunglasses, thousand-pound handbags and flawless tans. Led by Victoria Beckham, the tabloidcrowned 'Queen of the WAGs', they prowled the German streets and left a trail of paparazzi, celeb-spotters and bemused locals in their perfumed wake. Whether carousing in bars until dawn, flashing their platinum credit cards, indulging in internecine bickering, or jostling for the limelight, the women had as many column inches devoted

to them as their footballing partners did. Some commentators dismissed 'WAG' as a World Cup buzz word that would swiftly be forgotten, but the term is showing signs of linguistic longevity. Although it was originally used only in the plural, journalists now use it as a singular noun ('she claims not to be a WAG') and even with an adjectival sense ('WAG drinking sessions'). While the term retains its literal meaning, denoting simply the female partners of any group of men, it has also come to embody a certain kind of glamorous, hedonistic woman who is happy to live off her partner's wealth (and to spend it ostentatiously). The WAG phenomenon has also spread to other arenas, with one newspaper dubbing Andre Agassi's wife Steffi Graf the 'uber-WAG of tennis'. Meanwhile, reporters at the recent G8 summit in St Petersburg could not resist portraying the likes of Cherie Blair, Laura Bush and Lyudmila Putin as the 'G8 WAGs' although these ladies would seem to be a rather more sedate bunch.

7

I am not where I hoped to be By Cliff Parry The British Council, Athens ducation is a microcosm of the real world and like the real world it has surrendered to performance, practice and productivity – the values of the world that it serves.

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And like the real world, education is a world with kings but no prophets. It has those who have power and keep it but lacks those to guide and find a way through its and life’s confusions. There is a need for a new perspective on education, on its purpose and its responsibilities. There are few great causes or crusades anymore but education is one that remains. But maybe for me, it doesn’t. Perhaps I am too cocooned in the comfort of that which exists, blaming its poverty on others

unapproached. There is perhaps a stage beyond self-realisation which addresses the rather selfcentred, selfish tone of what has gone before. In this stage, the pursuit of an ideal or cause or idea which is more than the individual defines the individual.

and concerned only with my own survival. If that is so, then education is lost and with it perhaps the future of those entrusted to me. If anything is to happen, there must be a start; a beginning. To wait for a leader, a prophet, to guide us into the future perhaps condemns us to be forever disillusioned. It has to start somewhere – perhaps with me, individually, in my place; in my own school, in my own time; now and tomorrow. Discovering that I am not where I want to be is one thing, finding out where I should be quite another. We need not only to be able to identify problems but recognise the opportunities they present. I have often thought that without problems, I would be complacent, I would never look for other options, I would never improve. So yes education

is endangered but those dangers are wake-up calls, a call for action. Maslow was right when he talked about a hierarchy of human needs; that self-realisation grows out of social recognisition which is in turn dependent on a feeling of physical well-being and security. Perhaps however Maslow’s climb though this hierarchy of needs did not reach high enough – the summit remained untamed and

The dominance of one way of life does not mean that everything in this way of life is validated. The dominance of words like production and performance in the real world over the last decades does not mean that these words can find their own continuity in education. Such words do not bring forth noble deeds or stir our hearts. Such words do not help us see the people in front of us, feel those who we touch, listen to those whom we hear. Such words encourage us only to live for ourselves and ourselves alone.

We should not think of the challenge facing us as one which requires us to be social reformers nor should we wait for great deeds from other people. It is up to us to light our own fires, to create our own initiatives and encourage others to adopt them until they become fashion. It is up to us to forge a future for education – a future in which every classroom becomes Athenian – meaning the old Athenian values of educating the whole-person and instilling dignity and appreciation of quality of life as opposed to lifestyle. Sadly, without such a sense of redirection, education will more likely produce people who see no logical purpose for their existence, no reason for their place on earth, no belief in anything.

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Motivating the unmotivated. A big challenge for every teacher! Dr. Theodora Papadopoulou Educational Consultant-Teacher [email protected] oth infants and children are generally overwhelmed by curiosity. They are eager to explore the world around them and learn about new things. Rarely does one hear parents complain that their preschooler is unmotivated. Unfortunately, as children grow, their passion for learning frequently diminishes. Learning becomes associated with drudgery instead of

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delight. A significant number of students develop a negative attitude towards learning and this is one of the main reasons that lead them to school failure. Motivation is a central component for a student's success in school. The quality of the student's learning will be greatly impaired if he/she is not motivated to learn. Motivation also plays a major role in the development of

persistence and deep interest in a subject. If we emphasize skills and knowledge to the exclusion of emotion, we may breed negative feelings towards learning, especially in students who have learning difficulties. We should not forget that successful students are the ones who are taught to love to learn. That can be achieved by finding out the topics that draw our students’ attention. Theodore Sizer (1992a, 1992b), Grant Wiggins (1989), Heidi Hayes Jacobs (1997), Jacqueline Grennon Brooks and Martin Brooks (1993) are among the many authors who advocate making important and engaging questions central to learning. Their recommendations underscore the importance of connecting learning to students' own lives and interests and giving them choices of content, methods, and material whenever feasible. Giving students choices of content and tools certainly increases their enthusiasm for learning. Speaking in a foreign language, for example, is always a skill many students find difficult to master. They become stressed when it comes to talk about a topic they may not know well and the fear of making mistakes and ridicule themselves in front of the class makes them more unwilling to speak. That obstacle can be overcome. We can let them chose the topics of discussion and give them the opportunity to look for relevant material that can be presented in the classroom. In that way, they will be motivated enough to talk about a topic they are familiar with and their amount of stress will diminish. Giving students the flexibility to pursue their interests is an extremely successful teaching technique and one that can be achieved without sacrificing learning objectives (Hayes Jacobs, 1997). Another equally important issue that teachers must bear in mind is that the classroom environment can increase or decrease a child’s interest in learning. School should be a warm and welcoming place that would attract every student to spend some time in it. A classroom should be spacious and colourful. It is the place where students are called to do exercises and participate in various activities. That can only be achieved in a both friendly and comfortable environment. Teachers should also build a strong relationship with their students that is based on mutual respect and trust. A teacher is not an aloof authority figure that gives homework and corrects assignments. He/She should be the mentor, the person that is willing to help them learn and overcome their difficulties. Teachers should try to explore every student’s world and find out why he/she may lack interest in learning. We might be surprised by the results of our research. Some students may be unmotivated because they may find it difficult to be excited about anything in their lives. Many teachers wonder why students lose their interest in learning and become passive viewers who happen to be physically present in a classroom but lack any mental involvement. Let’s see the factors that influence the development of students’ motivation. First of all, children’s home environment is mainly responsible for the opinion young students form about

9 learning. When parents nurture their children’s natural curiosity about the world by welcoming their questions, encouraging exploration, and providing them with information that broadens their horizons and makes them more eager to learn, they help their children realise that learning is worthwhile and frequently fun and exciting. Conversely, when students are raised not to view themselves as competent learners they form a false idea about their strengths and weaknesses and this may lead them to school failure. Once children start school, they begin to form beliefs about their school-related successes and failures. Some of them are attributed to luck, ability or level of task difficulty. Teachers should help their students form an objective opinion towards their strengths and weaknesses and give them ideas on how they can overcome their difficulties. This has an important impact on how students cope with learning situations. Students who have learned to identify the causes of failure, do not lose their interest in learning. They set new goals and learn from their mistakes. The beliefs teachers have about teaching and learning and the nature of the expectations they hold for students also exert a powerful influence (Raffini). As Deborah Stipek (1988) notes, "To a very large degree, students expect to learn if their teachers expect them to learn." Never should a teacher let his/her students understand that he/she is disappointed with their performance. The

idea a teacher has about a students influences his general academic performance. Students need teachers who believe in them, accept them with their problems and difficulties and are always willing to help them excel in school. Students who lack intrinsic motivation need someone to provide them with the enthusiasm they may not have and give them strength to try even harder. Their teacher is the most appropriate person to do so. All students enter our classroom with a big desire to learn. Even if they have faced failures, they hope that their teacher will help them overcome their problems and lead them to success. As mentioned before, there are many reasons that make children uninterested in any learning procedure. The challenge for every teacher is to identify the causes and be willing to make all the appropriate adjustments in order to motivate even the most unmotivated students. In the end, the teacher will realise that this may have a positive effect not only on students but also on himself/herself. An enthusiastic and inventive teacher is definitely a source of motivation for every student. Teaching students who study a lot and have a lot of intrinsic motivation is certainly an easy task for every teacher. On the other hand, teaching students who lack motivation and need a lot of help in order to succeed is a difficult but also very challenging task!! Who said that teaching is not a challenging profession.

¢IMHNIAIA EºHMEPI¢A °IA TON K§A¢O TH™ •ENO°§ø™™H™ EK¶AI¢EY™H™ ñ I‰ÈÔÎÙËÛ›·: °. ¶·¯¿Î˘ - Œ„ÈÏÔÓ °Ú·ÊÈΤ˜ T¤¯Ó˜ ñ EΉfiÙ˘: °. ¶·¯¿Î˘ ñ ¢È¢ı˘ÓÙ‹˜: °. ¶·¯¿Î˘ ñ AÙÂÏȤ: MEMºI™ AE, ™ˆÎÚ¿ÙÔ˘˜ 23, Aı‹Ó·, TËÏ.: 210-5240728 ñ EÎÙ‡ˆÛË: MÔ˘ÎÔ˘‚¿Ï·˜ AE ∂ÈÙÚ¤ÂÙ·È Ë ÌÂÚÈ΋ ‹ ÔÏÈ΋ ·Ó·‰ËÌÔÛ›Â˘ÛË ‹ ÁÈ· ÔÔÈÔÓ‰‹ÔÙ ÏfiÁÔ ¯Ú‹ÛË Ì¤ÚÔ˘˜ ‹ fiÏ˘ Ù˘ ‡Ï˘ Ù˘ ÂÊËÌÂÚ›‰·˜ Ì ··Ú·›ÙËÙË ÚÔ¸fiıÂÛË ÙËÓ ¤ÁÁÚ·ÊË ¿‰ÂÈ· ÙÔ˘ ÂΉfiÙË.

°È·Ù› ‰ÂÓ Ì·ı·›ÓÂÈ Ô ÌÈÎÚfi˜ §ÂˆÓ›‰·˜; TÔ˘ K˘ÚÈ¿ÎÔ˘ B·ÛÈÏÔ̷ӈϿÎË Med Learning ™˘ÁÁڷʤ· ÙÔ˘ best seller M·ı·›Óˆ ‡ÎÔÏ· ÛÎËÓ‹ ÛÙÔ ÁÚ·ÊÂ›Ô ÂÓfi˜ Û¯ÔÏ›Ԣ. MÈ· ÔÌ¿‰· ÂÎ·È‰Â˘ÙÈÎÒÓ Û¯ÔÏÈ¿˙ÂÈ ÙËÓ Â›‰ÔÛË ÂÓfi˜ ÂÓÓÈ¿¯ÚÔÓÔ˘ Ì·ıËÙ‹ Ô˘ Ê·›ÓÂÙ·È Ó· ‰˘ÛÎÔχÂÙ·È. O οı ÂÎ·È‰Â˘ÙÈÎfi˜ ÚÔÛ·ı› Ó· ÂÍËÁ‹ÛÂÈ ÙËÓ ¤ÏÏÂÈ„Ë ÚÔfi‰Ô˘ Ô˘ ‰Â›¯ÓÂÈ Ô ÌÈÎÚfi˜ §ÂˆÓ›‰·˜ (fiÏ· Ù· ÔÓfiÌ·Ù· ÛÙÔ ÛËÌ›ˆÌ· Â›Ó·È Ê·ÓÙ·ÛÙÈο). Ÿˆ˜ ı· ‰Ô‡Ì ·Ú·Î¿Ùˆ Ô Î·ı¤Ó·˜ ÙÔ˘˜ ·ÓÙÈÌÂÙˆ›˙ÂÈ ÙËÓ ÂÚ›ÙˆÛË ·fi ÙË ‰È΋ ÙÔ˘ ÛÎÔÈ¿ Î·È Ê˘ÛÈο Ì ٷ ‰Èο ÙÔ˘ ÚÔÛˆÈο ‚ÈÒÌ·Ù·. «O §ÂˆÓ›‰·˜ ‰ÂÓ Ì·ı·›ÓÂÈ ÂÂȉ‹ ‰ÂÓ ÌÔÚ› Ó· Û˘ÁÎÂÓÙÚˆı›» ϤÂÈ ÚÒÙË, Ë ‰·ÛοϷ ÙÔ˘. «NÔÌ›˙ˆ fiÙÈ Â›Ó·È ·Ï¿ ¤ÏÏÂÈ„Ë ÂӉȷʤÚÔÓÙÔ˜» ··ÓÙ¿ ¤Ó·˜ Û˘Ó¿‰ÂÏÊfi˜ Ù˘. «M·, ‰ÂÓ Â›Ó·È ·˘Ùfi, ·Ï¿ ‰ÂÓ ÚÔÛ·ı›, Â›Ó·È ÎÏ·ÛÛÈÎfi˜ ÙÂÌÂÏ¿ÎÔ˜» Û˘ÌÏËÚÒÓÂÈ Î¿ÔÈÔ˜ ¿ÏÏÔ˜. TË ÛÎ˘Ù¿ÏË ÙˆÓ Û¯ÔÏ›ˆÓ ÙËÓ ·›ÚÓÔ˘Ó Ì ÙË ÛÂÈÚ¿ ÙÔ˘˜ ÔÈ ˘fiÏÔÈÔÈ ÂÎ·È‰Â˘ÙÈÎÔ›. ºÙ·›ÂÈ ÙÔ ÔÈÎÔÁÂÓÂÈ·Îfi ÙÔ˘ ÂÚÈ‚¿ÏÏÔÓ, Ù· ›‰È· ¤Î·Ó ÎÈ Ô ÌÂÁ·Ï‡ÙÂÚÔ˜ ÙÔ˘ ·‰ÂÏÊfi˜ Ô M·ÓfiÏ˘. ¢Â Û˘ÌʈÓÒ. H ·‰ÂÏÊ‹ ÙÔ˘ Ë AÚÈ¿‰ÓË ‹Ù·Ó Ë Î·Ï‡ÙÂÚË Ì·ı‹ÙÚÈ· ÛÙËÓ Ù¿ÍË Ù˘. A˘Ùfi ›ӷÈ, Ù· ÎÔÚ›ÙÛÈ· ·˘Ù‹˜ Ù˘ ËÏÈΛ·˜ Ì·ı·›ÓÔ˘Ó Î·Ï‡ÙÂÚ· ·fi Ù· ·ÁfiÚÈ·. K¿ÙÈ ¿ÏÏÔ ÊÙ·›ÂÈ. O §ÂˆÓ›‰·˜ ‰ÂÓ ¤¯ÂÈ Î¿ÔȘ ‚·ÛÈΤ˜ ÁÓˆÛÙÈΤ˜ ‰ÂÍÈfiÙËÙ˜, Ê·›ÓÂÙ·È Ó· ÚÔÛ·ı› fiÛÔ ÌÔÚ› ·ÏÏ¿ Â›Ó·È ¤Ó·˜ ·ÚÁfi˜ Ì·ıËÙ‹˜. ™ÙÔ Ô‰fiÛÊ·ÈÚÔ fï˜ Â›Ó·È ÚÒÙÔ˜ ·›ÎÙ˘, ‚ϤÂȘ ‰ÂÓ ¯ÚÂÈ¿˙ÂÙ·È ÎÈ È‰È·›ÙÂÚË ÈηÓfiÙËÙ· ÁÈ· Ó· Ì¿ıÂÈ Ó· ·›˙ÂÈ Ì¿Ï·. A, ‰Â Û˘ÌʈÓÒ ÙÔ ·È¯Ó›‰È Î·È ÙÔ Ô‰fiÛÊ·ÈÚÔ ··ÈÙ› ÎÈÓ·ÈÛıËÙÈ΋ ÈηÓfiÙËÙ· ÎÈ Â›Ó·È ÙÂÏ›ˆ˜ ‰È·ÊÔÚÂÙÈÎfi ·fi ÙÔ Ó· Ì·ı·›ÓÂȘ Ù· Ì·ı‹Ì·Ù· ÙÔ˘ Û¯ÔÏ›Ԣ.

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EÁÒ ÈÛÙ‡ˆ fiÙÈ ÊÙ·›ÂÈ ÙÔ ÁÂÁÔÓfi˜ fiÙÈ Ô §ÂˆÓ›‰·˜ ¤¯·Û ÌÈ· ¯ÚÔÓÈ¿ ÚfiÂÚÛÈ Î·È ‰ÂÓ ·Ó·Ï‹ÚˆÛ ٷ ÎÂÓ¿ ÙÔ˘. TÔ Úfi‚ÏËÌ· ÙÔ˘ §ÂˆÓ›‰· Â›Ó·È fiÙÈ fiÙ·Ó ‹Ù·Ó ÌÈÎÚfi˜ ¯Ù‡ËÛ ÛÙÔ ÎÂÊ¿ÏÈ ÎÈ ·˘Ùfi Â›Ó·È Ô˘ ÙÔÓ ÂÌÔ‰›˙ÂÈ Ó· Ì·ı·›ÓÂÈ. •¤ÚÂÙ fiÏÔÈ fiÙÈ ·ÓÙÈÌÂÙˆ›˙Ô˘Ì ÌÈ· ÁÂÓÈ΋ ·‰È·ÊÔÚ›· ·fi ÙÔ˘˜ Ì·ıËÙ¤˜, ‰ÂÓ Â›Ó·È È· Úfiı˘ÌÔÈ Ó· Ì·ı·›ÓÔ˘Ó... EÌ›˜ ÊÙ·›Ì ÔÈ ÂÎ·È‰Â˘ÙÈÎÔ› ÁÂÚÓ¿ÌÂ Î·È ‰ÂÓ ¤¯Ô˘Ì ÙËÓ ›‰È· ‰È¿ıÂÛË Ó· ‰È‰¿ÍÔ˘Ì ‰ËÌÈÔ˘ÚÁÈο, fiˆ˜ ·Ï·ÈfiÙÂÚ·... A˘Ù¿ Ó· Ù· Ϙ ÛÙÔÓ Â·˘Ùfi ÛÔ˘, ÂÁÒ ÓÔÌ›˙ˆ fiÙÈ ÊÙ·›ÂÈ Ë ÙËÏÂfiÚ·ÛË, ÁÂÌ›˙ÂÈ ÙÔ Ì˘·Ïfi ÙÔ˘˜ Ì ÛÎÔ˘›‰È· ÎÈ ¿ÓÙ ӷ ‚ÚÔ˘Ó ¯ÚfiÓÔ ÁÈ· Ù· Ì·ı‹Ì·Ù¿ ÙÔ˘˜. ¢Â Û˘ÌʈÓÒ Ì ηӤӷ Û·˜. TËÓ ·ÔÎÏÂÈÛÙÈ΋ ¢ı‡ÓË ÙËÓ ¤¯Ô˘Ó ÔÈ ÁÔÓ›˜ ÙˆÓ ·È‰ÈÒÓ Ô˘ ‰ÂÓ Ì·ı·›ÓÔ˘Ó. ™Â ·˘Ùfi ÙÔ ÛËÌÂ›Ô Ê‡ÁÂÈ Ë ‰·ÛοϷ ÙÔ˘ ÌÈÎÚÔ‡ §ÂˆÓ›‰·, ·ÏÏ¿ Ë Û˘˙‹ÙËÛË Û˘Ó¯›˙ÂÙ·È ›Ûˆ ·fi ÙËÓ Ï¿ÙË Ù˘... A˘Ù‹ ÊÙ·›ÂÈ ÙÔ Ì¿ıËÌ¿ Ù˘ Â›Ó·È ÙfiÛÔ ‚·ÚÂÙfi... Ô §ÂˆÓ›‰·˜ ‰ÂÓ ¤¯ÂÈ Î›ÓËÙÚÔ... Œ¯ÂȘ ‰›ÎÈÔ, ηٿ ¤Ó· ̤ÚÔ˜... •¤ÚÂÙ ÙÈ ‰ÂÓ Î¿ÓÂÈ, ‰ÂÓ ÙÔ˘˜ Û˘ÌÂÚÈʤÚÂÙ·È Û·Ó ¿ÙÔÌ· Ì ȉȷÈÙÂÚfiÙËÙ˜ ÓÔÌ›˙ÂÈ fiÙÈ fiÏÔÈ Â›Ó·È ÙÔ ›‰ÈÔ. ¢ÂÓ Â›Ó·È ·˘Ùfi, ‰ÂÓ Â›Ó·È ·ÚÎÂÙ¿ ·˘ÛÙËÚ‹, ‰ÂÓ ¤¯ÂÈ ÙÔÓ ¤ÏÂÁ¯Ô Ù˘ Ù¿Í˘, ‰ÂÓ ¤¯ÂÈ ‰ÔÌ‹ ÛÙË ‰È‰·Ûηϛ· Ù˘ Î·È ÙÔ Î˘ÚÈfiÙÂÚÔ ÔÈ Ì·ıËÙ¤˜ Ù˘ ‰ÂÓ ÁÓˆÚ›˙Ô˘Ó ÙÈ Ú¤ÂÈ Ó· οÓÔ˘Ó. ÕÛ Ô˘ ‰ÂÓ ÙÔ˘˜ ‰›ÓÂÈ ÙË ‰˘Ó·ÙfiÙËÙ· ÁÈ· ÚˆÙÔ‚Ô˘Ï›Â˜, Û˘ÓÂÚÁ·Û›· Î·È ÂȉÈΤ˜ ÂÚÁ·Û›Â˜... K¿ı ¿Ô„Ë Ô˘ ·ÎÔ‡ÛÙËΠÛÙË Û˘˙‹ÙËÛË ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ·ÓÙÈÛÙÔȯ› ¯ÔÓ‰ÚÈο Î·È Û ÌÈ· ıˆڛ· Ù˘ Ì¿ıËÛ˘. A˘Ùfi Ô˘ ‰ÂÓ ·ÎÔ‡ÛÙËÎÂ Â›Ó·È Ë ¿Ô„Ë

fiÙÈ Ë ·Ô˘Û›· Ì¿ıËÛ˘ ‰ÂÓ ÌÔÚ› Ó· ÔÊ›ÏÂÙ·È Û ¤Ó· ·Ú¿ÁÔÓÙ· ÌfiÓÔ. ŸÏÔÈ ÔÈ ·Ú¿ÁÔÓÙ˜ Ô˘ ·Ó·Ê¤ÚıËÎ·Ó ÂËÚ¿˙Ô˘Ó Û ‰È·ÊÔÚÂÙÈÎfi ‚·ıÌfi ÙÔÓ Î¿ı ̷ıËÙ‹. H ·ÏÏËÏÂ›‰Ú·ÛË fiÏˆÓ ·˘ÙÒÓ ÙˆÓ ·Ú·ÁfiÓÙˆÓ Â›Ó·È ‰Â‰Ô̤ÓË ¤ÙÛÈ Ô §ÂˆÓ›‰·˜ Ì·˜, ‰¤¯ÂÙ·È ÌÈ· ‰¤ÛÌË ÂÈÚÚÔÒÓ ÙȘ Ôԛ˜ ‰ÂÓ ÌÔÚ› Ó· ÂϤÁÍÂÈ. TËÓ ÂfiÌÂÓË Ì¤Ú· Ô ÂÎ·È‰Â˘ÙÈÎfi˜, ÛÎËÓÔı¤Ù˘ Ù˘ Ì·ıËÛȷ΋˜ ‰È·‰Èηۛ·˜ ‚Ú›ÛÎÂÈ ÙÚfiÔ˘˜ ·Î‡ÚˆÛ˘ ÙˆÓ ·ÚÓËÙÈÎÒÓ ·Ú·ÁfiÓÙˆÓ ÎÈ ÂÓ›Û¯˘Û˘ ÙˆÓ ıÂÙÈÎÒÓ ÂÈÚÚÔÒÓ Ù˘ οı ıˆڛ·˜.

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Que faire avec les bons et les mauvais élèves? (Classes homogènes ou/et Classes hétérogènes?) Par Constantin TEGOS ombreux sont les collègues qui se posent souvent la question, s'il faut répartir les élèves dans les classes, selon leur niveau, pour rendre celles-ci plus homogènes. Généralement destinée à aider les élèves en difficulté, cette pratique courante dans l'apprentissage des langues étrangèresÅ ne fait pourtant pas l'unanimité. En effet, partant de l'idée qu'une classe hétérogène est nuisible pour l'apprentissage des élèves, de nombreux établissements scolaires privés ont mis en place des classes de niveau, c'est-à-dire des regroupements d'élèves en fonction de leur niveau.

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Cette pratique ne suscite généralement pas de réaction négative de la part des parents, qui pensent, en général, que leur enfant progressera mieux au milieu d'élèves de même niveau ou légèrement supérieur, que celui-ci soit bon ou faible. Des recherches au CNRS Ç, ont conduit à des conclusions nettement différentes. Si l'on tient compte des deux critères que sont le niveau moyen de la classe et son homogénéité, on arrive aux effets suivants : a. Une classe forte et homogène est bénéfique aux enfants qui en font partie.

b. Un élève scolarisé dans une «bonne classe» réalise une progression supérieure de 2 points à celle que réalise un élève de même niveau scolarisé dans une classe faible. c. En revanche, un élève placé dans une classe homogène et de niveau faible ou moyen ne progresse que faiblement dans son apprentissage. d. Les classes homogènes faibles constituent ainsi un milieu de scolarisation défavorable. e. Inversement, avoir une classe hétérogène conduit à réduire les écarts : les élèves faibles profitent d'un niveau moyen supérieur au leur, tandis que les élèves forts pâtissent de la fréquentation d'une classe d'un niveau moyen inférieur au leur. Mais précisons tout de suite que les profits tirés par les élèves faibles sont nettement plus importants que les pertes subies par les élèves forts. La conclusion générale de ces recherches souligne donc que l'organisation pédagogique en niveaux «conduit à un accroissement des écarts de connaissances entre élèves (...). Ce résultat contredit l'opinion courante selon laquelle les élèves faibles groupés dans une même classe profiteraient d'un enseignement ciblé sur leurs besoins ». Mais à quoi peut-on attribuer cet effet pervers ? On y signale trois hypothèses explicatives sur la base de travaux empiriques. 1. Il y a, d'une part, la différence d'instruction dispensée selon le niveau de la classe. En effet, les enseignants ont tendance à moduler les contenus et les pratiques pédagogiques en fonction du niveau supposé des élèves. Par exemple, à programme identique, les élèves des «bonnes filières» reçoivent un enseignement abstrait, centré sur la discipline, tandis que ceux jugés «faibles» se voient délivrer un enseignement concret, centré sur la relation maîtres-élèves. Les professeurs couvrent moins le programme dans les classes plus faibles et proposent des défis plus modestes aux élèves de ces classes. 2. L'autre hypothèse explicative correspond à ce que l'on appelle les «attentes autoréalisatrices». Le fait pour un élève d'appartenir à une classe forte ou faible participe à la définition de soi que cet enfant élabore. Il va donc se conformer à cette attente exprimée à son égard, même s'il a été affecté «par erreur» à tel ou tel groupe. 3. Enfin, la possibilité d'une stimulation entre élèves ; les bons élèves «tirant» en quelque sorte les autres vers de meilleurs résultats quand la classe est hétérogène. En guise de conclusion, on avancerait la thèse suivante : comme les élèves de niveau inférieur au niveau de leur classe gagnent beaucoup plus que ne perdent les élèves situés au-dessus du niveau moyen de leurs condisciples, le politique en charge de l'intérêt général devrait être conduit à promouvoir des classes hétérogènes. Il entre donc nécessairement en conflit avec l'intérêt individuel de chacune des familles qui tend à utiliser l'institution scolaire - établissements scolaires privés - en fonction d'une logique de distinction (contradiction apparemment insoluble entre les visées «élitistes» des individus et les visées sociales de l'instruction publique). ________________________________________ (Å).Voir, aussi, rubrique articles : www.editionstegos.com (Ç).CNRS «La constitution de classes de niveau dans les collèges ; les effets pervers d'une pratique à visée égalisatrice», Revue française de sociologie. 1997.

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Social Psychology and ELT - Dissonance reduction 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 ‘front-line 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.

ut yourself in the following situation: The year is 1942. You are a German soldier. Your officer asks you to shoot some Jews. If you do not, you will be executed, so you do not have much choice. You do as you are ordered. Back in your barracks the same evening, you try to come to terms with what has happened. On the one hand you know you are an ordinary human being. On the other, you have killed some people who never harmed you in any way. How can you make these two beliefs square? You cannot sleep Yet, IF the Jews really did threaten the Fatherland as the Nazis claimed, then what you did was surely justified, wasn’t it? Dissonance is a state of tension caused whenever we try to hold two beliefs which are mutually exclusive (Aronson 1999). If you are a normal human being you do not kill innocent people in cold blood and vice versa. So what do we do when faced with such a situation? The answer is that we

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change our perception of reality to reduce this dissonance. How do we achieve this? Either we try to change one of the two beliefs or we try to make them compatible by adding extra beliefs which bridge the gap somehow (Aronson 1999). The implications of this mechanism are immense. An interesting experiment: Fortunately, the above-mentioned situation is an extreme one. However, this mental selfdefence mechanism is constantly in operation. In an amazing experiment (Bernstein & Nash 2005), some people were asked to perform a really boring task. Then they were told that they would have to try to persuade some others to do it by telling them how interesting the task was. Half of them were told that they would get paid $ 1 for their efforts, and the other half were promised $ 20. Afterwards, they were asked to express their opinions on how interesting the task was. You would expect the latter group to

be more favourable, as after all they had been paid more, right? Wrong. In fact, the opposite was the case! Why? The answer is that the latter group had no reason to deceive themselves. They lied to the other people because they had been paid to do so. The former group however, had only been paid one dollar. So they had told a lie for a trifling sum of money. How could they reconcile these two facts? By changing their perception of reality. They persuaded themselves that the task was in fact much more interesting than it actually was!! Applications in the field of ELT: The principle of dissonance reduction has two major applications in the field of ELT. Maximising investment: The first one is simple: Get students to invest in the learning process as much as possible. Unfortunately, the fact that students may choose to take a particular course does not necessarily mean that they are highly motivated. So, we need to work on this factor – motivation: Here is the idea: The more an activity ‘costs’ students, in terms of time, money or effort, the more they will come to like it! (Brehm, Kassin & Fein 2002). Let us suppose that we somehow get students to work on an assignment for 10 hours. Subconsciously, the following mechanism kicks in: ‘Either I have foolishly wasted 10 hours, or this is really worth it!’ Projects are ideal in this respect: They

involve a great amount of work and they require students to do things on their own – i.e. without supervision. This is significant, because (subconsciously) they do not have the excuse ‘I only did it because the teacher made me to’ – they have to seek an ‘intrinsic’ justification! In fact, whatever you get the students to do works in this positive way: from giving you feedback, to rearranging the furniture in class. In the old days in Japan, martial arts masters often had their students stay with them and got them to do the housework. With every single chore they performed, they convinced themselves more and more that the whole experience was worth it! NB: For the mechanism to work however, it is important that students believe that they have not been pressurized into doing the particular task in the first place (Cialdini 2001). Minimising the gap: The second application is more subtle and it has to do with expectations. It is easier for this mechanism to work when the steps one is required to take in order to ‘bridge the gap’ between these two conflicting beliefs are short (Wren 1999). So, whenever we ask people to make a major change in the way they do things, we should have realistic expectations and we should allow some time for the change to take place. In practice, this means that we cannot expect an adult who was taught English ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 16

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Motivation and Motivating Second Language Learners By Alexander Nikolaou Alexander Nikolaou is Assistant Professor of Applied Linguistics and English at the Hellenic American University. He has taught EAR/ESP courses at various private tertiary institutions as well as general English language courses both in Greece and the UK and has also been involved in ELT publishing. He has a PhD from the University of Birmingham. esearch has long confirmed experts’ assertions that motivation is one of the primary determinants of second language acquisition. Research has also established that the teacher has a pivotal role in motivating L2 learners. Based on their personal experience, the majority of teachers will agree that motivated students perform better than students who are not. However, while teachers are ready to explain their students failure in terms of their lack of motivation, they are not equally ready to acknowledge their own share of responsibility in failing to make their students more motivated. It is true that each student brings into the learning situation a certain amount of positive or negative affect towards the learning object, but a teacher can be instrumental in engaging learners’ interest and increasing the levels of positive affect. This pÔnt was admirably expressed by one of the participants at a Foreign Service Institute meeting in the following words «an ounce of motivation is worth a ton of pedagogy» (quoted by Alatis 1975: 267). We teachers need to realise that motivation is a powerful tool, which in skilful hands could make up for pedagogical deficiencies.

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Teacher awareness of students’ motivational needs presupposes an empathic approach to the lesson. This means that teachers must look at the language learning process from their students’ eyes (Clement et al 1994). The great majority of EFL teachers in Greece are not native speakers of English, which means that by definition they themselves have been language learners. Thus, when it is asked of them to place themselves in the position of their learners, all that is really asked of them is to relive their language learning experience. At the same time, teachers cannot expect that their teaching situation would be the same as their learning situation was. Each class we teach is a unique mix of learners with different abilities, personalities, learning styles, and even expectations, from any other class. Consequently, it is essential that teachers carry out an objective needs’ analysis at the beginning of each course and try to establish their learners’ profiles. Following are a number of suggestions which can help improve the teaching situation and, thus, learners attitudes and motivation. 1. The teacher should set clear and specific learning objectives in each lesson explicitly formulated in terms of behavioural outcomes,

e.g. «Today we are going to... by the end of the lesson you should be able to...» Pupils should also be encouraged to set their own (realistic) sub-goals in writing at the beginning of the course which periodically can be reviewed by the teacher and the pupils in order to determine the extent to which the set goals have been achieved. In this way, pupils will be given a greater sense of control of the learning process by being actively involved in it and made personally accountable for success or failure. Such an attitude of personal involvement and responsibility leads to higher L2 motivation (Dickinson 1995). 2. The teacher needs to be a source of encouragement for the students by communicating high expectation in achieving the learning goals, regularly providing praise and positive reinforcement. This is a good way of incresing learners’ self-efficacy, the perception that they will achieve the desired goals. 3. The teacher should provide meaningful and as far as possible authentic input in order to increase the attractiveness of the lesson. One of the main differences between the use of language inside and outside the classroom is that outside the classroom language is used as a means to an end, whereas «the language classroom is, by definition, a contrived context [in which]... the bulk of time... is

devoted to practicing language for its own sake...» (Seliger 1983: 251). 4. The teacher and the instructional materials should appeal to both dimensions of motivational orientation - integrative (learning English out of a genuine interest in the language or in order to understand, interact and even integrate with members of the target language community), and instrumental (learning English for practical reasons). This can be achieved by increasing learners’ interest in the English language per se, e.g., by emphasising cross-cultural similarities and «establishing» in Kramsch’s (1993:205) own words a «sphere of interculturality», «which requires an empathic approach to the target language culture and enables learners to use the language to make their own cultural statements, and also by stressing the pragmatic importance of English as a tool of educational and career advancement. 5. Teachers do not operate in a social vacuum. Teaching is context-specific and is affected by both the micro and the macro social context. The micro context refers to the processes and dynamics within the classroom. The macro context includes the world outside (Holiday 1994). The classroom reality is shaped by wider social and institutional influences, and it is the teacher’s ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 17

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AÙÔÌÈ΋ Eȯ›ÚËÛË ‹ OÌfiÚÚ˘ıÌË EÙ·ÈÚ›·; TÔ˘ ¢. K·ÙËÊfiÚË OÈÎÔÓÔÌÔÏfiÁÔ˘ ‡Ìʈӷ Ì ÙÔ ¿ÚıÚÔ 9 ÙÔ˘ N. 2238/1994 fiˆ˜ ÈÛ¯‡ÂÈ Û‹ÌÂÚ·, ÔÈ Îϛ̷Θ ÊÔÚÔÏÔÁ›·˜ ÂÈÛÔ‰‹Ì·ÙÔ˜ ÙˆÓ Ê˘ÛÈÎÒÓ ÚÔÛÒˆÓ, ÙÔ ÔÔ›Ô ‰ÂÓ ÚÔ¤Ú¯ÂÙ·È ·fi ÌÈÛıˆÙ¤˜ ˘ËÚÂۛ˜, (‰ËÏ·‰‹ ·˘Ù¤˜ Ô˘ ·ÊÔÚÔ‡Ó ÂÈÙË‰Â˘Ì·Ù›Â˜ ‹ ÂχıÂÚÔ˘˜ Â·ÁÁÂÏ̷ٛ˜), ÁÈ· Ù· ¤ÙË 2007, 2008 Î·È 2009, ¤¯Ô˘Ó ˆ˜ ÂÍ‹˜: EÍ¿ÏÏÔ˘, ‚¿ÛÂÈ ÙÔ˘ ¿ÚıÚÔ˘ 10 ÙÔ˘ ›‰ÈÔ˘ ÓfiÌÔ˘ fiˆ˜ ÈÛ¯‡ÂÈ Û‹Ì· Î·È ÂÊ’ ÂÍ‹˜, ÔÈ ÔÌfiÚÚ˘ı̘ Î·È ÔÈ ÂÙÂÚÚfiÚ˘ı̘ ÂÙ·Èڛ˜ ÊÔÚÔÏÔÁÔ‡ÓÙ·È ÌÂ Û˘ÓÙÂÏÂÛÙ‹ 20%, ·ÊÔ‡ ·Ê·ÈÚÂı› Ë ÂȯÂÈÚËÌ·ÙÈ΋ ·ÌÔÈ‚‹ ÁÈ· ̤¯ÚÈ 3 ÔÌÔÚÚ‡ıÌÔ˘˜ ÂÙ·›ÚÔ˘˜ Ê˘ÛÈο ÚfiÛˆ· Ô˘ ¤¯Ô˘Ó Ù· ÌÂÁ·Ï‡ÙÂÚ· ÔÛÔÛÙ¿ Û˘ÌÌÂÙÔ¯‹˜. H ÂȯÂÈÚËÌ·ÙÈ΋ ·ÌÔÈ‚‹ ÚÔÛ‰ÈÔÚ›˙ÂÙ·È Ì ÙËÓ ÂÊ·ÚÌÔÁ‹ ÙÔ˘ ÔÛÔÛÙÔ‡ Û˘ÌÌÂÙÔ¯‹˜ ÙÔ˘ οı ÂÙ·›ÚÔ˘ Ô˘ ·ÊÔÚ¿ ÛÙÔ 50% ÙˆÓ ÎÂÚ‰ÒÓ Ù˘ Âȯ›ÚËÛ˘ Ô˘ ‰ËÏÒÓÔÓÙ·È Ì ÙËÓ ÂÙ‹ÛÈ· ‰‹ÏˆÛË ÊÔÚÔÏÔÁ›·˜ ÂÈÛÔ‰‹Ì·ÙÔ˜. ™ÙËÓ ÂÚ›ÙˆÛË Ô˘ οÔÈÔ˜ ˘fi¯ÚÂÔ˜ Ê˘ÛÈÎfi ÚfiÛˆÔ, Û˘ÌÌÂÙ¤¯ÂÈ ˆ˜ ÔÌfiÚÚ˘ıÌÔ Ì¤ÏÔ˜ Û ÂÚÈÛÛfiÙÂÚ˜ ÂÙ·Èڛ˜, ·˘Ùfi˜ ‰ÈηÈÔ‡Ù·È ÂȯÂÈÚËÌ·ÙÈ΋ ·ÌÔÈ‚‹ ÌfiÓÔ ·fi ÂΛÓË ÙËÓ ÂÙ·ÈÚ›· Ô˘ ‰ËÏÒÓÂÈ Ù·

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ÌÂÁ·Ï‡ÙÂÚ· ηı·Ú¿ ΤډË. H ÂÈÏÔÁ‹ ·˘Ù‹ Á›ÓÂÙ·È Ì ÙËÓ ·Ú¯È΋ ‰‹ÏˆÛË ÊÔÚÔÏÔÁ›·˜ ÂÈÛÔ‰‹Ì·ÙÔ˜ Ù˘ ÂÙ·ÈÚ›·˜ Ô˘ ·ÊÔÚ¿ Î·È ‰ÂÓ ·Ó·Î·Ï›ٷÈ. M ÙËÓ ÂÈ‚ÔÏ‹ ·˘ÙÔ‡ ÙÔ˘ ÊfiÚÔ˘ ÂÍ·ÓÙÏÂ›Ù·È Ë ÊÔÚÔÏÔÁÈ΋ ˘Ô¯Ú¤ˆÛË Â› ÙˆÓ ÎÂÚ‰ÒÓ Ù˘ Û˘ÁÎÂÎÚÈ̤Ó˘ ÂÙ·ÈÚ›·˜ ÁÈ· Ù· ÚfiÛˆ· Ô˘ Û˘ÌÌÂÙ¤¯Ô˘Ó Û’ ·˘Ù‹Ó, ÁÈ· ÙËÓ Ì¤Ûˆ Ù˘ ÂÙ·ÈÚ›·˜ ÊÔÚÔÏfiÁËÛ‹ ÙÔ˘˜. OÈ ‰‡Ô ÚÔΛÌÂÓ˜ ·Ú¿ÁÚ·ÊÔÈ ·ÔÙÂÏÔ‡Ó ‰‡Ô ÙÚfiÔ˘˜ ÊÔÚÔÏfiÁËÛ˘ Ô˘ ·ÔÙÂÏÔ‡Ó Ù· ‰‡Ô ÛΤÏË ÌÈ·˜ ·ÓÈÛfiÙËÙ·˜ ÊÔÚÔÏÔÁÈÎÒÓ ‚·ÚÒÓ, fiˆ˜ ı· ·Ó·Ï˘ı› ·Ú·Î¿Ùˆ, Ô˘ ÌÔÚ› Ó· ·ÔÙÂϤÛÂÈ Ì¤ÙÚÔ ÂÈÏÔÁ‹˜ Ù˘ ÓÔÌÈ΋˜ ÌÔÚÊ‹˜ ÌÈ·˜ Âȯ›ÚËÛ˘ Ô˘ ‹‰Ë ÏÂÈÙÔ˘ÚÁ› ‹ ÚfiÎÂÈÙ·È Ó· ÏÂÈÙÔ˘ÚÁ‹ÛÂÈ. A˜ ·Ú¯›Ûˆ Ì οÔȘ ÂÈÛËÌ¿ÓÛÂȘ Ô˘ ÚÔ·ÙÔ˘Ó Â‡ÎÔÏ· ·fi Ù· ·Ú·¿Óˆ. O Û˘ÓÙÂÏÂÛÙ‹˜ ÊÔÚÔÏÔÁ›·˜ ÎÂÚ‰ÒÓ Ô˘ ÊÔÚÔÏÔÁÔ‡ÓÙ·È ÛÙËÓ ÔÌfiÚÚ˘ıÌË ‹ ÂÙÂÚÚfiÚ˘ıÌË ÂÙ·ÈÚ›· Â›Ó·È 20%, ÂÓÒ ÙˆÓ ÎÂÚ‰ÒÓ Ô˘ ÊÔÚÔÏÔÁÔ‡ÓÙ·È ÛÙ· Ê˘ÛÈο ÚfiÛˆ· ÔÌfiÚÚ˘ıÌ· ̤ÏË Ù˘, ‰ËÏ·‰‹ Û’ ·˘Ù¿ Ô˘ Û˘ÌÂÚÈÏ·Ì‚¿ÓÔÓÙ·È ÛÙËÓ ÚÔÛˆÈ΋ ÙÔ˘˜ ‰‹ÏˆÛË ÊÔÚÔÏÔÁ›·˜ ÂÈÛÔ-

‰‹Ì·ÙÔ˜, ÁÈ· Ù· ÔÛ¿ ÌÂٷ͇ 12.000 & 30.000 ¢ÚÒ Ô ÊÔÚÔÏÔÁÈÎfi˜ Û˘ÓÙÂÏÂÛÙ‹˜ Â›Ó·È 29% ÁÈ· ÙÔ 2007, 27% ÁÈ· ÙÔ 2008 Î·È 25% ÁÈ· ÙÔ 2009 Î·È ÌÂÙ¿, ηıÒ˜ Â›Û˘ ÁÈ· Ù· ÔÛ¿ ÌÂٷ͇ 30.000 & 75.000 ¢ÚÒ Â›Ó·È ·ÓÙ›ÛÙÔȯ· 39%, 37%, 35% Î·È Ù¤ÏÔ˜ ÁÈ· Ù· ÔÛ¿ ¿Óˆ ·fi 75.000 ¢ÚÒ Ô ÊÔÚÔÏÔÁÈÎfi˜ Û˘ÓÙÂÏÂÛÙ‹˜ Û fiϘ ÙȘ ÂÚÈÙÒÛÂȘ Â›Ó·È 40%. °È· Ù· ηı·Ú¿ ÂÈÛÔ‰‹Ì·Ù· ÙˆÓ Ê˘ÛÈÎÒÓ ÚÔÛÒˆÓ οو ·fi 12.000 ¢ÚÒ, ÙÔ ÔÛfi ÙˆÓ 10.500 ¢ÚÒ ··ÏÏ¿ÛÛÂÙ·È ·fi ÙÔ ÊfiÚÔ, ÂÓÒ ÙÔ ÔÛfi ÌÂٷ͇ 10.500 & 12.000 ÊÔÚÔÏÔÁÂ›Ù·È Ì 15%. ŸÔ˘ ·Ú·¿Óˆ Á›ÓÂÙ·È ·Ó·ÊÔÚ¿ ÁÈ· ÙË ÊÔÚÔÏÔÁ›· ÎÂÚ‰ÒÓ ÛÙ· Ê˘ÛÈο ÚfiÛˆ·, ÙÔ ›‰ÈÔ ÈÛ¯‡ÂÈ Î·È ÁÈ· ÙË ÊÔÚÔÏÔÁ›· ÙˆÓ ÎÂÚ‰ÒÓ Ô˘ ÚÔ¤Ú¯ÔÓÙ·È ·fi ·ÙÔÌÈΤ˜ ÂȯÂÈÚ‹ÛÂȘ, ·ÊÔ‡ ·˘ÙÔÓfiËÙ· ·˘Ù¤˜ ·Ó‹ÎÔ˘Ó ÛÂ Ê˘ÛÈο ÚfiÛˆ· Î·È Ù· Î¤Ú‰Ë ÙÔ˘˜ Û˘ÌÂÚÈÏ·Ì‚¿ÓÔÓÙ·È Î·È ‰ËÏÒÓÔÓÙ·È ÛÙË ÊÔÚÔÏÔÁÈ΋ ‰‹ÏˆÛË ÙˆÓ ÙÂÏÂ˘Ù·›ˆÓ. T· ÂÙÂÚÚfiÚ˘ıÌ· ̤ÏË ‰ÂÓ ‰ÈηÈÔ‡ÓÙ·È ÂȯÂÈÚËÌ·ÙÈ΋˜ ·ÌÔÈ‚‹˜, ÂÔ̤ӈ˜ ÔÏfiÎÏËÚÔ ÙÔ ÌÂÚ›‰Èfi ÙÔ˘˜ ÊÔÚÔÏÔÁÂ›Ù·È ÛÙËÓ ÂÙÂÚÚfiÚ˘ıÌË ÂÙ·ÈÚ›· Ì 20%.

E›Û˘ ÂÈÛËÌ·›ÓÂÙ·È fiÙÈ ÙÔ Â¿Ó ÌÈ· Âȯ›ÚËÛË Â›Ó·È ·ÙÔÌÈ΋ ‹ ÔÌfiÚÚ˘ıÌË ‹ ÂÙÂÚÚfiÚ˘ıÌË ÂÙ·ÈÚ›·, ‰ÂÓ ˘¿Ú¯ÂÈ ‰È·ÊÔÚÔÔ›ËÛË ÛÙËÓ ˘Ô¯Ú¤ˆÛË ÙÔ˘ ÙÚfiÔ˘ Ù‹ÚËÛ˘ ÙˆÓ ‚È‚Ï›ˆÓ ‹ Ù˘ ηÙËÁÔÚ›·˜ ÙÔ˘˜ Û ۯ¤ÛË Ì ÙÔÓ KB™, Ô‡Ù ÛÙËÓ ˘Ô¯Ú¤ˆÛË ÁÈ· ÙËÓ Ù‹ÚËÛË Ù˘ ·ÔÁÚ·Ê‹˜, Ô‡Ù ÛÙÔÓ ÙÚfiÔ ÚÔÛ‰ÈÔÚÈÛÌÔ‡ ÙÔ˘ º¶A ‹ Ù˘ ·fi‰ÔÛ‹˜ ÙÔ˘. T¤ÏÔ˜, ·ÚÁfiÙÂÚ· fiÙ·Ó ÂÏÂÁ¯ı› Ë Âȯ›ÚËÛË ‹ ÎÏ›ÛÂÈ ÙȘ ÊÔÚÔÏÔÁÈΤ˜ Ù˘ ˘Ôı¤ÛÂȘ Ì οÔÈ· Û¯ÂÙÈ΋ ·fiÊ·ÛË ÙÔ˘ ˘Ô˘ÚÁ›Ԣ ÔÈÎÔÓÔÌÈÎÒÓ, Û fiÙÈ ·ÊÔÚ¿ ÙÔ º¶A ‰ÂÓ ˘¿Ú¯ÂÈ ‰È·ÊÔÚÔÔ›ËÛË Û ۯ¤ÛË Ì ÙÔ ·Ó Ë Âȯ›ÚËÛË Â›Ó·È ·ÙÔÌÈ΋ ‹ ÔÌfiÚÚ˘ıÌË ‹ ÂÙÂÚfiÚÚ˘ıÌË ÂÙ·ÈÚ›·, ÂÓÒ Û fiÙÈ ·ÊÔÚ¿ ÙȘ ÚfiÛıÂÙ˜ ‰È·ÊÔÚ¤˜ ÙÔ˘ ÂÈÛÔ‰‹Ì·ÙÔ˜ ˘¿Ú¯ÂÈ ÛËÌ·ÓÙÈ΋ ‰È·ÊÔÚ¿. ™ÙȘ O.E. Î·È ÛÙȘ E.E. ÊÔÚÔÏÔÁÔ‡ÓÙ·È ÌÂ Û˘ÓÙÂÏÂÛÙ‹ 20% Û˘Ó ÙȘ Ù˘¯fiÓ ÚÔÛ·˘Í‹ÛÂȘ, ÂÓÒ ÛÙȘ ·ÙÔÌÈΤ˜ ÂȯÂÈÚ‹ÛÂȘ ÌÂ Û˘ÓÙÂÏÂÛÙ‹ Ô˘ ÚÔÛ‰ÈÔÚ›˙ÂÙ·È ·Ó¿ÏÔÁ· Ì ٷ ‹‰Ë ‰Ëψı¤ÓÙ· Î¤Ú‰Ë Î·È ÙÔ Ì¤ÁÂıÔ˜ ÙˆÓ ‰È·ÊÔÚÒÓ Ô˘ ÚÔ·ÙÔ˘Ó, Ô˘ Û˘Ó‹ıˆ˜ Â›Ó·È ·fi 25% ¤ˆ˜ 39%, Û‡Ìʈӷ Ì ÙȘ ·Ú·¿Óˆ Îϛ̷Θ ·fi ʤÙÔ˜ Î·È ÌÂÙ¿.

A˜ ¤ÏıÔ˘Ì ÙÒÚ· ÛÙË ‚·ÛÈ΋ Û‡ÁÎÚÈÛË ÙˆÓ ‰ËÏÔ‡ÌÂÓˆÓ Î·È ÊÔÚÔÏÔÁÔ‡ÌÂÓˆÓ ÂÈÛÔ‰ËÌ¿ÙˆÓ Î·Ù¿ ÂÚ›ÙˆÛË. £· ÍÂÎÈÓ‹Ûˆ Ì ¤Ó· ·Ú¿‰ÂÈÁÌ· Ô˘ Ù· ‰Â‰Ô̤ӷ ÙÔ˘ ¤¯Ô˘Ó Ù· ¯·Ú·ÎÙËÚÈÛÙÈο ÙÔ˘ ÛÙ·ÙÈÛÙÈÎÔ‡ ̤ÛÔ˘ ÁÈ· Ù· ‰ËÏÔ‡ÌÂÓ· ηı·Ú¿ Î¤Ú‰Ë ·fi ÌÈ· ÌÈÎÚÔÌÂÛ·›· Âȯ›ÚËÛË, .¯. ÙÔ ÔÛfi ÙˆÓ 30.000 ¢ÚÒ Û·Ó Î·ı·Ú¿ Î¤Ú‰Ë Ô˘ ı· Ú·ÁÌ·ÙÔÔÈËıÔ‡Ó Ì¤Û· ÛÙË ¯Ú‹ÛË ÙÔ˘ 2007 Î·È ı· ‰ËψıÔ‡Ó Ì ÙË ‰‹ÏˆÛË ÊÔÚÔÏÔÁ›·˜ ÂÈÛÔ‰‹Ì·ÙÔ˜ ÔÈÎ. ÂÙ. 2008. ™ÙËÓ ÂÚ›ÙˆÛË Ù˘ ·ÙÔÌÈ΋˜ Âȯ›ÚËÛ˘ ı· ÚÔ·„ÂÈ ÊfiÚÔ˜ 5.445 ¢ÚÒ (¶›Ó·Î·˜ XÚ‹Û˘ 2007). Y¿Ú¯Ô˘Ó οÔȘ ‰È·ÊÔÚÔÔÈ‹ÛÂȘ ÛÙËÓ ÂÚ›ÙˆÛË Ô˘ ˘¿Ú¯Ô˘Ó ··ÏÏ·ÛÛfiÌÂÓ˜ ‰·¿Ó˜ .¯. ˘Ô¯ÚˆÙÈΤ˜ ·ÛÊ·ÏÈÛÙÈΤ˜ ÂÈÛÊÔÚ¤˜, ¤ÍÔ‰· È·ÙÚÒÓ, ‹ ·Ó‹ÏÈη ·È‰È¿ Î.Ï., ‹ Î·È ¿ÏÏ· ÂÈÛÔ‰‹Ì·Ù· ÚÔÂÚ¯fiÌÂÓ· ·fi ¿ÏϘ ‰Ú·ÛÙËÚÈfiÙËÙ˜ Ô˘ ‰ÂÓ ¤¯Ô˘Ó ÊÔÚÔÏÔÁËı› ÛÙËÓ ËÁ‹ ÙÔ˘˜, ·ÏÏ¿ ı· ÊÔÚÔÏÔÁËıÔ‡Ó Î·È ·˘Ù¿ Ì·˙› Ì ٷ Î¤Ú‰Ë Ô˘ ÚÔ¤Ú¯ÔÓÙ·È ·fi ÙËÓ ·ÙÔÌÈ΋ Âȯ›ÚËÛË ÙÔ˘ Ê˘ÛÈÎÔ‡ ÚÔÛÒÔ˘, ÛÙËÓ ˘Ô‚·ÏÏfiÌÂÓË ‰‹ÏˆÛ‹ ÙÔ˘.

15 °È’ ·˘Ù¿ ı· Á›ÓÂÈ ·Ó·ÊÔÚ¿ ·ÚÁfiÙÂÚ·. ™ÙËÓ ·ÚÔ‡Û· Ê¿ÛË ÁÈ· ÏfiÁÔ˘˜ ¿ÌÂÛ˘ Û‡ÁÎÚÈÛ˘ Ù· ·ÁÓÔÔ‡ÌÂ. E›Û˘ Â›Ó·È ÁÓˆÛÙfi fiÙÈ ÙÔ ¯·ÚÙfiÛËÌÔ Â› ÙˆÓ ÎÂÚ‰ÒÓ ÙˆÓ ÂÙ·ÈÚÈÒÓ ¤¯ÂÈ Î·Ù·ÚÁËı›. ™ÙËÓ ÂÚ›ÙˆÛË ÔÌfiÚÚ˘ıÌ˘ ÂÙ·ÈÚ›·˜ Ì 2 ÂÙ·›ÚÔ˘˜ Î·È Û˘ÌÌÂÙÔ¯‹ 50% Ô Î·ı¤Ó·˜ ÙÔ˘˜ ı· ¤¯Ô˘ÌÂ: ÂȯÂÈÚËÌ·ÙÈ΋ ·ÌÔÈ‚‹ ÁÈ· ÙÔÓ Î·ı¤Ó· ÙÔ˘˜ = 30.000 á 50% = 15.000 á 50% = 7.500. H ÊÔÚÔÏÔÁ›· ÂÈÛÔ‰‹Ì·ÙÔ˜ Ù˘ O.E. ı· ›ӷÈ: 15.000 á 20% = 3.000. O ÊfiÚÔ˜ ÂÈÛÔ‰‹Ì·ÙÔ˜ ÙˆÓ ‰‡Ô ÂÙ·›ÚˆÓ ÌÂÏÒÓ Ù˘ ÂÙ·ÈÚ›·˜ Â›Ó·È ÌˉÂÓÈÎfi˜, ‰ÈfiÙÈ ÔÈ 7.500 ¢ÚÒ ÁÈ· ÙÔÓ Î·ı¤Ó· ÙÔ˘˜ Â›Ó·È Î¿Ùˆ ·fi ÙÔ ··ÏÏ·ÛÛfiÌÂÓÔ fiÚÈÔ ÙˆÓ 10.500 ¢ÚÒ. E¿Ó Ë ÂÙ·ÈÚ›· ‹Ù·Ó ÂÙÂÚfiÚÚ˘ıÌË ÛÙÔ ›‰ÈÔ ·Ú¿‰ÂÈÁÌ·, ‰ËÏ·‰‹ Ô ¤Ó·˜ ÂÙ·›ÚÔ˜ ‹Ù·Ó ÂÙÂÚÚfiÚ˘ıÌÔ Ì¤ÏÔ˜ Ù˘, Ì ٷ ›‰È· ˆ˜ ¿Óˆ ÔÛÔÛÙ¿, ı· ›¯·Ì ÂȯÂÈÚËÌ·ÙÈ΋ ·ÌÔÈ‚‹ ÌfiÓÔ ÁÈ· ÙÔÓ ÔÌfiÚÚ˘ıÌÔ ÂÙ·›ÚÔ = 30.000 á 50% = 15.000 á 50% = 7.500 ¢ÚÒ. OfiÙ ı· ˘‹Ú¯Â ÊÔÚÔÏÔÁËÙ¤Ô ÂÈÛfi‰ËÌ· ÌfiÓÔ ÛÙËÓ ÂÙ·ÈÚ›· 30.000 - 7.500 = 22.500 Î·È ÊfiÚÔ˜ = 22.500 á 20% = 4.500 ¢ÚÒ. Afi Ù· ·Ú·¿Óˆ ÚÔ·ÙÂÈ fiÙÈ, Â¿Ó Ô A .¯. Ô˘ ¤¯ÂÈ ÙËÓ ·ÙÔÌÈ΋ Âȯ›ÚËÛË ÙÔ˘ ·Ú·‰Â›ÁÌ·ÙÔ˜

Ô˘ Ì ٷ ‰Â‰Ô̤ӷ ÙÔ˘ ı· ηٷ‚¿ÏÂÈ ÊfiÚÔ ÂÈÛÔ‰‹Ì·ÙÔ˜ 5.445 ¢ÚÒ, Û˘ÛÙ‹ÛÂÈ ÌÈ· O.E. Ì ÙÔÓ ÂÓ‹ÏÈÎÔ ÁÈÔ ÙÔ˘ Ô˘ ‰Ô˘Ï‡ÂÈ ÛÙËÓ Âȯ›ÚËÛË, ·ÓÙ› Ó· ÂÚÈ̤ÓÂÈ Ó· ¤ÏıÂÈ Ë ÒÚ· Ó· ¿ÚÂÈ ÙË Û‡ÓÙ·Í‹ ÙÔ˘ ÁÈ· Ó· ÙÔ˘ ÙË ‰ÒÛÂÈ, ÙfiÙ ı· ÏËÚÒÛÔ˘Ó Î·È ÔÈ ‰˘Ô Û˘ÓÔÏÈο 3000 ¢ÚÒ Û·Ó ÊfiÚÔ ÂÈÛÔ‰‹Ì·ÙÔ˜. B¤‚·È· Ë Ú·ÁÌ·ÙÈÎfiÙËÙ· ‰ÂÓ Â›Ó·È ÙfiÛÔ ·Ï‹. ÕÏψÛÙ οı ÂȯÂÈÚËÌ·ÙÈ΋ ‰Ú·ÛÙËÚÈfiÙËÙ· ¤¯ÂÈ ÙË ‰È΋ Ù˘ Ù·˘ÙfiÙËÙ·. TÔ ›‰ÈÔ Úfi‚ÏËÌ· Û ‰È·ÊÔÚÂÙÈÎfi ÂÚÈ‚¿ÏÏÔÓ Â›Ó·È ¤Ó· ¿ÏÏÔ Úfi‚ÏËÌ·. ŸÔÈÔ˜ ‰È·‚¿ÛÂÈ ÙÔ Î›ÌÂÓÔ ·˘Ùfi, ›Ûˆ˜ ÚÔ‚ÏËÌ·ÙÈÛÙ› Â¿Ó Ù· ‰Â‰Ô̤ӷ Ù˘ ÂȯÂÈÚËÌ·ÙÈ΋˜ ÙÔ˘ ‰Ú·ÛÙËÚÈfiÙËÙ·˜ ¤¯Ô˘Ó οÔÈ· Û¯¤ÛË Ì fiÛ· ·Ó·Ê¤ÚÔÓÙ·È Â‰Ò Î·È ÛÎÂÊı› fiÙÈ ›Ûˆ˜ ı· ‹Ù·Ó ¯Ú‹ÛÈÌÔ Ó· ‰ËÌÈÔ˘ÚÁ‹ÛÂÈ ÌÈ· Â͛ۈÛË ÙÔÔıÂÙÒÓÙ·˜ ÛÙÔ ¤Ó· ÛΤÏÔ˜ Ù˘ Ù· ‰Â‰Ô̤ӷ ÙÔ˘ ÙÚfiÔ˘ Ô˘ ÏÂÈÙÔ˘ÚÁ› Û‹ÌÂÚ· Î·È ÛÙÔ ¿ÏÏÔ Ù· ‰Â‰Ô̤ӷ Ô˘ · ÚԤ΢Ù·Ó ·fi ÙË ÌÂÙ·‚ÔÏ‹ Ù˘ ·ÙÔÌÈ΋˜ ÙÔ˘ .¯. Âȯ›ÚËÛ˘ Û ÔÌfiÚÚ˘ıÌË ÂÙ·ÈÚ›· Î·È Ó· ¿ÚÂÈ ÙȘ ·ÔÊ¿ÛÂȘ ÙÔ˘ ÁÈ· ÙÔ Û˘ÁÎÂÎÚÈ̤ÓÔ ı¤Ì· ÂÎ ÙÔ˘ ·ÔÙÂϤÛÌ·ÙÔ˜ Ô˘ ı· ÚÔ·„ÂÈ ·fi ÙË Û‡ÁÎÚÈÛË ·˘Ù‹. EÂȉ‹ ·˘Ù‹ Â›Ó·È Ë ÚfiıÂÛ‹ ÌÔ˘, ·ÏÏ¿ Ô ¯ÒÚÔ˜ ‰ÂÓ ÌÔ˘ ÂÈÙÚ¤ÂÈ Ó· ·Ó·Ï‡Ûˆ οı ÏÂ˘Ú¿ ÙÔ˘ ı¤-

K§IMAKA MH MI™£øTøN - E¶A°°E§MATIøN °IA TH XPH™H 2007 K§IMAKIO EI™O¢HMATO™

ºOPO§O°IKO™ ™YNTE§E™TH™

ºOPO™ K§IMAKIOY

™YNO§O EI™O¢HMATO™

™YNO§O ºOPOY

10.500

0

0

10.500

0

1.500

15

225

12.000

225

18.000

29

5.220

30.000

5.445

45.000

39

17.550

75.000

22.995

¿Óˆ 75.000

40 K§IMAKA MH MI™£øTøN - E¶A°°E§MATIøN °IA TH XPH™H 2008

K§IMAKIO EI™O¢HMATO™

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™YNO§O ºOPOY

10.500

0

0

10.500

0

1.500

15

225

12.000

225

18.000

27

4.860

30.000

5.085

45.000

37

16.650

75.000

21.735

¿Óˆ 75.000

40 K§IMAKA MH MI™£øTøN - E¶A°°E§MATIøN °IA TH XPH™H 2009

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™YNO§O ºOPOY

10.500

0

0

10.500

0

1.500

15

225

12.000

225

18.000

25

4.500

30.000

4.725

45.000

35

15.750

75.000

20.475

¿Óˆ 75.000

40

16

AÙÔÌÈ΋ Eȯ›ÚËÛË ‹ OÌfiÚÚ˘ıÌË EÙ·ÈÚ›·; Ì·ÙÔ˜ ·˘ÙÔ‡, ı· ÚÔÛʇÁˆ Û ¤Ó· ¿ÏÏÔ ·Ú¿‰ÂÈÁÌ· ÈÔ Û‡ÓıÂÙÔ Ì ‰Â‰Ô̤ӷ Ô˘ Â›Ó·È ÎÔÓÙ‡ÙÂÚ· ÛÙËÓ Î·ıËÌÂÚÈÓ‹ Ú¿ÍË, ÚÔÛ‰ÔÎÒÓÙ·˜ Ó· ηٷÛÙ‹Ûˆ ¢ڇÙÂÚ· ÁÓˆÛÙfi Î·È Î·Ù·ÓÔËÙfi fiÙÈ ÌÈ· ÌÈÎÚÔÌÂÛ·›· Âȯ›ÚËÛË Ì ηı·Ú¿ Î¤Ú‰Ë ·fi οÔÈÔ Ì¤ÁÂıÔ˜ Î·È ¿Óˆ Î·È Ì ÌÈ· ÚÔÔÙÈ΋ ·ÓÔ‰È΋˜ ÔÚ›·˜, ¤¯ÂÈ ÊÔÚÔÏÔÁÈÎfi ÏÂÔÓ¤ÎÙËÌ· Ó· ÏÂÈÙÔ˘ÚÁ› ˆ˜ ÚÔÛˆÈ΋ ÂÙ·ÈÚ›·, ÔÌfiÚÚ˘ıÌË ‹ ÂÙÂÚÚfiÚ˘ıÌË, ·Ú¿ ˆ˜ ·ÙÔÌÈ΋ Âȯ›ÚËÛË, Ôχ ÂÚÈÛÛfiÙÂÚÔ Â¿Ó ˘¿Ú¯Ô˘Ó Î·È ¿ÏÏÔÈ ·Ú¿ÁÔÓÙ˜ Ô˘ ı· ˆı‹ÛÔ˘Ó ÚÔ˜ ÙËÓ ÂÈÏÔÁ‹ ·˘Ù‹. ¶·Ú¿‰ÂÈÁÌ·: AÙÔÌÈ΋ Âȯ›ÚËÛË, ηٿ ÙË ¯Ú‹ÛË 2008 ÚԂϤÂÙ·È fiÙÈ ı· Ú·ÁÌ·ÙÔÔÈ‹ÛÂÈ Î·ı·Ú¿ Î¤Ú‰Ë 60.000 ¢ÚÒ. O ÊÔÚ¤·˜ Ù˘ A ¤¯ÂÈ ÚfiÛıÂÙÔ ÂÙ‹ÛÈÔ ÊÔÚÔÏÔÁËÙ¤Ô ÂÈÛfi‰ËÌ· ·fi ÂÎÌ›ÛıˆÛË Î·ÙÔÈΛ·˜ 8.640 ¢ÚÒ. £· ÏËÚÒÛÂÈ ÛÙÔ ·ÛÊ·ÏÈÛÙÈÎfi ÙÔ˘ Ù·ÌÂ›Ô 4.200 ¢ÚÒ Î·È ı· Û˘ÌÂÚÈÏ¿‚ÂÈ ÛÙË ‰‹ÏˆÛ‹ ÙÔ˘ ‰·¿ÓË ÁÈ· ·ÛÊ¿ÏÈÛÙÚ· ˙ˆ‹˜ 2.200 ¢ÚÒ. Afi ÙË ‰‹ÏˆÛË ÊÔÚÔÏÔÁ›·˜ ÂÈÛÔ‰‹Ì·ÙÔ˜ Ô˘ ı· ˘Ô‚¿ÏÂÈ ÙÔ ÔÈÎ. ¤ÙÔ˜ 2009 ÁÈ· ÙË ¯Ú‹ÛË 2008 Î·È ı· ÚÔ·„ÂÈ (¯ˆÚ›˜ ÙËÓ ÚÔηٷ‚ÔÏ‹) Î·È ı· ÎÏËı› Ó· ηٷ‚¿ÏÂÈ ÊfiÚÔ ÂÈÛÔ‰‹Ì·ÙÔ˜ ‚¿ÛÂÈ ÙˆÓ ·Ú·¿Óˆ ‰Â‰ÔÌ¤ÓˆÓ ˆ˜ ÂÍ‹˜: ™˘ÓÔÏÈÎfi ÊÔÚÔÏÔÁËÙ¤Ô ÂÈÛfi‰ËÌ· 68.640 Ì›ÔÓ 4.200 Î·È Ì›ÔÓ 1.100 ÁÈ· Ù· ·ÛÊ¿ÏÈÛÙÚ· ˙ˆ‹˜. TÂÏÈο ı· ÊÔÚÔÏÔÁËı› ÙÔ ÔÛfi ÙˆÓ 63.340 ¢ÚÒ Î·È ‚¿ÛÂÈ Ù˘ Îϛ̷η˜ Ù˘ ¯Ú‹Û˘ ÙÔ˘ 2008 ı· ÚÔ·„ÂÈ Û˘ÓÔÏÈÎfi˜ ÊfiÚÔ˜ ÂÈÛÔ‰‹Ì·ÙÔ˜ 17.420,80 ¢ÚÒ. YfiıÂÛË A: AÔÊ·Û›˙ÂÈ Î·È Û˘ÛÙ‹ÓÂÈ ÔÌfiÚÚ˘ıÌË ÂÙ·ÈÚ›· ·fi 1.1.2008 Ì ÂÙ·›ÚÔ˘˜ ÙÔÓ ›‰ÈÔ Î·È ÙÔÓ ÂÓËÏÈÎȈı¤ÓÙ· ÁÈÔ ÙÔ˘, Ì ÔÛÔÛÙfi 50% Ô Î·ı¤Ó·˜ ÙÔ˘˜. O ÁÈÔ˜ ÙÔ˘ ‰ÂÓ ¤¯ÂÈ ¿ÏÏ· ÂÈÛÔ‰‹Ì·Ù·. AÛÊ·Ï›˙ÂÙ·È ˘Ô¯ÚˆÙÈο Î·È ÙÔ ÂÙ‹ÛÈÔ ·ÛÊ¿ÏÈÛÙÚfi ÙÔ˘ ÁÈ· ÙÔ 2008 Â›Ó·È 3.400. H ÂȯÂÈÚËÌ·ÙÈ΋ ·ÌÔÈ‚‹ ÁÈ· ÙÔÓ Î·ı¤Ó· ÙÔ˘˜ = 60.000 á 50% = 30.000 á 50% = 15.000. H ÊÔÚÔÏÔÁ›· ÂÈÛÔ‰‹Ì·ÙÔ˜ Ù˘ O.E. ı· ›ӷÈ: 30.000 á 20% = 6.000. O ÊfiÚÔ˜ ÂÈÛÔ‰‹Ì·ÙÔ˜ ÙˆÓ ‰‡Ô ÂÙ·›ÚˆÓ ÌÂÏÒÓ Ù˘ ÂÙ·ÈÚ›·˜ ı· ›ӷÈ: ·) °È· ÙÔÓ

·Ù¤Ú·, 15. 000 + 8.640 - 4.200 - 1.100 = Ê.Â. 18.340, Î·È ÊfiÚÔ˜ ‚¿ÛÂÈ Ù˘ Îϛ̷η˜ ¯Ú‹Û˘ 2008 = 1.936,80 ¢ÚÒ, Î·È ‚) ÁÈ· ÙÔÓ ÁÈÔ, 15.000 - 3.400 = ÊÔÚÔÏÔÁËÙ¤Ô ÂÈÛfi‰ËÌ· 11.600 ¢ÚÒ Î·È ÊfiÚÔ˜ = 165 ¢ÚÒ. K·Ù¿ Û˘Ó¤ÂÈ· Ô Û˘ÓÔÏÈÎfi˜ ÊfiÚÔ˜ ÂÈÛÔ‰‹Ì·ÙÔ˜ Ù˘ O.E. Ì·˙› Ì ÙÔ ÊfiÚÔ ÂÈÛÔ‰‹Ì·ÙÔ˜ ÙˆÓ ·Ù¤Ú· Î·È ÁÈÔ˘ ı· ›ӷÈ: 6.000 + 1936,80 + 165 = 8.101,80 ¢ÚÒ. O Û˘ÓÔÏÈÎfi˜ ÊfiÚÔ˜ ÂÈÛÔ‰‹Ì·ÙÔ˜ ÙÔ˘ ·Ù¤Ú· ·fi ÙËÓ ·ÙÔÌÈ΋ Âȯ›ÚËÛË Ô˘ ‹‰Ë ·Ó·Ê¤ÚıËΠ·Ú·¿Óˆ Â›Ó·È 17.420,80 ¢ÚÒ, ‰ËÏ·‰‹ ˘ÂÚ‰ÈÏ¿ÛÈÔ˜, ‹ ı· ÌÔÚÔ‡Û·Ì ӷ ·Ê·ÈÚ¤ÛÔ˘Ì ÙËÓ ˘Ô¯ÚˆÙÈ΋ ¿ÏψÛÙ ·ÛÊ·ÏÈÛÙÈ΋ Î¿Ï˘„Ë ÙÔ˘ ÁÈÔ˘ ÙÔ˘: 17.420,80 - 3.400 = 14.020,80 Î·È Ó· ıˆڋÛÔ˘Ì fiÙÈ Ì ÙÔÓ ·Ú·¿Óˆ ÌÂÙ·Û¯ËÌ·ÙÈÛÌfi ÂÈÙ˘Á¯¿ÓÔ˘Ì ‰ˆÚÂ¿Ó ÙËÓ ·ÛÊ·ÏÈÛÙÈ΋ Î¿Ï˘„Ë ÙÔ˘ ÁÈÔ˘ Î·È Ì›ˆÛË Ù˘ Û˘ÓÔÏÈ΋˜ ÊÔÚÔÏÔÁ›·˜ ÙÔ˘˜ ηٿ 14.020,80 - 8.101,80 = 5.919 ÂÚÒ ‹ ÔÛÔÛÙfi Ì›ˆÛ˘ Â› Ù˘ ·Ú¯È΋˜ ÂÈ‚¿Ú˘ÓÛ˘ ÙÔ˘ ·Ù¤Ú· 34%. YfiıÂÛË B: O A ¤¯ÂÈ ·ÓÔ›ÍÂÈ ÛÙÔ ÁÈÔ ÙÔ˘ B ÌÈ· fiÌÔÈ· Âȯ›ÚËÛË Ì ÙË ‰È΋ ÙÔ˘ ÛÙËÓ ›‰È· fiÏË Û ¿ÏÏË ÂÚÈÔ¯‹. O B ÙÔ 2008 ı· Ú·ÁÌ·ÙÔÔÈ‹ÛÂÈ Î·ı·Ú¿ Î¤Ú‰Ë 50.000 ¢ÚÒ, ı· ηٷ‚¿ÏÂÈ ÛÙÔ ·ÛÊ·ÏÈÛÙÈÎfi ÙÔ˘ Ù·ÌÂ›Ô Û˘ÓÔÏÈο 4.200 ¢ÚÒ Î·È ¤¯ÂÈ ÌÈ· ·ÛÊ¿ÏÂÈ· ˙ˆ‹˜ Ù˘ ÔÔ›·˜ ÙÔ ÂÙ‹ÛÈÔ ·ÛÊ¿ÏÈÛÙÚÔ Â›Ó·È 1.600 ¢ÚÒ, ÂÓÒ ¤¯ÂÈ ¤Ó· ÚfiÛıÂÙÔ ÊÔÚÔÏÔÁËÙ¤Ô ÂÈÛfi‰ËÌ· ·fi ÂÎÌ›ÛıˆÛË ÂÓfi˜ Ì·Á·˙ÈÔ‡, Ô˘ ÁÈ· ÙÔ 2008 ı· Â›Ó·È 6.840 ¢ÚÒ. O B ı· ‰ËÏÒÛÂÈ Û˘ÓÔÏÈÎfi ÊÔÚÔÏÔÁËÙ¤Ô ÂÈÛfi‰ËÌ· 56.840 ¢ÚÒ Î·È ı· ÊÔÚÔÏÔÁËı› ˆ˜ ÂÍ‹˜: ™˘ÓÔÏÈÎfi ÂÈÛfi‰ËÌ· 56.840 Ì›ÔÓ 4.200 Î·È Ì›ÔÓ 1.100 = ÊÔÚÔÏÔÁËÙ¤Ô 51.540 Î·È ÊfiÚÔ˜ = 13.054,80 ¢ÚÒ. OÈ A Î·È B, ·Ù¤Ú·˜ Î·È ÁÈÔ˜, ·ÔÊ·Û›˙Ô˘Ó Ó· Û˘ÛÙ‹ÛÔ˘Ó O.E. ·fi 1.1.2008 Ì ÔÛÔÛÙfi Û˘ÌÌÂÙÔ¯‹˜ 50% Ô Î·ı¤Ó·˜ ÙÔ˘˜. K¿ÓÔ˘Ì ‰ÂÎÙfi fiÙÈ Ù· Î¤Ú‰Ë Ù˘ O.E. ÁÈ· ÙÔ 2008 ı· Â›Ó·È 110.000 ¢ÚÒ, ‰ËÏ·‰‹ ÙÔ ¿ıÚÔÈÛÌ· ÙˆÓ Î·ı·ÚÒÓ ÎÂÚ‰ÒÓ ÙˆÓ ‰‡Ô ·ÙÔÌÈ-

ÎÒÓ ÙÔ˘˜ ÂȯÂÈÚ‹ÛˆÓ. H ÂȯÂÈÚËÌ·ÙÈ΋ ·ÌÔÈ‚‹ ÁÈ· ÙÔÓ Î·ı¤Ó· ÙÔ˘˜ = 110.000 á 50% = 55.000 á 50% = 22.500. H ÊÔÚÔÏÔÁ›· ÂÈÛÔ‰‹Ì·ÙÔ˜ Ù˘ O.E. ı· ›ӷÈ: 55.000 á 20% = 11.000. O ÊfiÚÔ˜ ÂÈÛÔ‰‹Ì·ÙÔ˜ ÙˆÓ ‰‡Ô ÂÙ·›ÚˆÓ ÌÂÏÒÓ Ù˘ ÂÙ·ÈÚ›·˜ ı· ›ӷÈ: ·) °È· ÙÔÓ ·Ù¤Ú· 22.500 + 8.640 - 4.200 - 1.100 = Ê.Â. 25.840, Î·È ÊfiÚÔ˜ ‚¿ÛÂÈ Ù˘ Îϛ̷η˜ ¯Ú‹Û˘ 2008 = 3.961,80 ¢ÚÒ, Î·È ‚) ÁÈ· ÙÔ ÁÈÔ, 22.500 + 6.840 - 4.200 - 1.100 = ÊÔÚÔÏÔÁËÙ¤Ô ÂÈÛfi‰ËÌ· 24.040 ¢ÚÒ Î·È ÊfiÚÔ˜ ÂÈÛÔ‰‹Ì·ÙÔ˜ = 3.475,80 ¢ÚÒ. K·Ù¿ Û˘Ó¤ÂÈ· Ô Û˘ÓÔÏÈÎfi˜ ÊfiÚÔ˜ ÂÈÛÔ‰‹Ì·ÙÔ˜ Ù˘ O.E. Ì·˙› Ì ÙÔ ÊfiÚÔ ÂÈÛÔ‰‹Ì·ÙÔ˜ ÙˆÓ ·Ù¤Ú· Î·È ÁÈÔ˘ ı· ›ӷÈ: 11.000 + 3.961,80 + 3.475,80 = 18.437,60 ¢ÚÒ. O Û˘ÓÔÏÈÎfi˜ ÊfiÚÔ˜ ÂÈÛÔ‰‹Ì·ÙÔ˜ ·Ù¤Ú· Î·È ÁÈÔ˘ ·fi ÙȘ ·ÙÔÌÈΤ˜ ÙÔ˘˜ ÂȯÂÈÚ‹ÛÂȘ Ô˘ ‹‰Ë ·Ó·Ê¤ÚıËÎ·Ó ÈÔ ¿Óˆ ›ӷÈ: 17. 420,80 + 13.054,80 = 30.475,60 ¢ÚÒ, ‰ËÏ·‰‹ 12.038 ¢ÚÒ ÂÚÈÛÛfiÙÂÚÔ ‹ 65% ÌÂÁ·Ï‡ÙÂÚÔ˜ ÊfiÚÔ˜ ÂÈÛÔ‰‹Ì·ÙÔ˜ ηٿ ÔÛÔÛÙfi. °›ÓÂÙ·È ÂÌÊ·Ó¤˜ fiÙÈ ÔÈ ‰‡Ô ·ÙÔÌÈΤ˜ ÂȯÂÈÚ‹ÛÂȘ Û˘ÌʤÚÂÈ Ó· Û˘ÛÙ‹ÛÔ˘Ó Ì›· ÔÌfiÚÚ˘ıÌË ÂÙ·ÈÚ›· Î·È Ó· Á›ÓÔ˘Ó Ë ÌÈ· ˘ÔηٿÛÙËÌ· Ù˘ ¿ÏÏ˘, ¤¯ÔÓÙ·˜ Î·È ¿ÏÏ· ÚfiÛıÂÙ· ÏÂÔÓÂÎÙ‹Ì·Ù· Ì ÚÔ¸Ôı¤ÛÂȘ Ô˘ ‰ÂÓ Â›Ó·È ÙÔ˘ ·ÚfiÓÙÔ˜ Ó· ·Ó·Ï˘ıÔ‡Ó. TÔ ÙÂÏÈÎfi Û˘Ì¤Ú·ÛÌ· Ô˘ ÚÔ·ÙÂÈ ·fi Ù· ·Ú·¿Óˆ ÙÔ ·Ê‹Óˆ ÛÙÔÓ ·Ó·ÁÓÒÛÙË ÙÔ˘ ÎÂÈ̤ÓÔ˘ ·˘ÙÔ‡. AÏÏ¿ ı· Â›Ó·È ¤Ó· ÁÂÓÈÎfi ηْ ·Ú¯‹Ó Û˘Ì¤Ú·ÛÌ·. ŸÙ·Ó fï˜ Ô Î¿ı ÂӉȷÊÂÚfiÌÂÓÔ˜ ÙÔÔıÂÙ‹ÛÂÈ Ù· ‰Èο ÙÔ˘ ‰Â‰Ô̤ӷ ÛÙÔÓ ·Ú·¿Óˆ ÚÔ‚ÏËÌ·ÙÈÛÌfi, ı· ¤¯ÂÈ Î·È ÙËÓ Î·Ï‡ÙÂÚË ·¿ÓÙËÛË ÁÈ· ÙËÓ ÂÈΛÌÂÓË ÂÈÏÔÁ‹ ÙÔ˘. E¿Ó .¯. ·ÏÏ¿ÍÔ˘Ì ÙÔ Ì¤ÁÂıÔ˜ ÙˆÓ Î·ı·ÚÒÓ ÎÂÚ‰ÒÓ ‹ Ù· ÔÛÔÛÙ¿ Û˘ÌÌÂÙÔ¯‹˜ ‹ ÙÔÓ ·ÚÈıÌfi ÙˆÓ ÂÙ·›ÚˆÓ ı· ¤¯Ô˘Ì ¿Ï· ·ÔÙÂϤÛÌ·Ù· ÁÈ· Û‡ÁÎÚÈÛË. O Û˘Ó‰˘·ÛÌfi˜ ÙˆÓ ‰Â‰ÔÌ¤ÓˆÓ Î·Ù¿ ÂÚ›ÙˆÛË Î·È ÙÔ˘ ÂÈı˘ÌËÙÔ‡ ÛÙfi¯Ô˘ ı· ‰ÒÛÔ˘Ó ÙËÓ ÙÂÏÈ΋ ·¿ÓÙËÛË ÁÈ· ÙËÓ ÂÈÏÔÁ‹ Ù˘ ÙÂÏÈ΋˜ ÓÔÌÈ΋˜ ÌÔÚÊ‹˜ Ù˘ Âȯ›ÚËÛ˘. AÓ·‰ËÌÔÛ›Â˘ÛË ·fi ÙÔ ¢ÂÏÙ›Ô E·ÁÁÂÏÌ·ÙÈÎÔ‡ EÈÌÂÏËÙËÚ›Ô˘ ¶ÂÈÚ·È¿

Social Psychology and ELT - Dissonance reduction ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 12

using the Grammar – Translation method at school to suddenly start learning in a Communicative way. Similarly, on another level, we cannot expect teachers who have taught in a ‘traditional’ way for years to suddenly take on board all the new teaching ideas. Speaking on the process of change some years ago, Rod Bolitho said that at any given point in time each individual is prepared to negotiate about 15% of his/her beliefs on an important subject. This idea also has implications about the way we ‘package’ things. By dressing up our modern approaches in ‘traditional’ clothes, e.g. by presenting a skills-based lesson as one with a Grammar focus, we may make the cognitive ‘gap’ appear smaller and therefore help our learners bridge it. Beyond ELT: This mechanism of dissonance reduction is so pervasive that it affects every aspect of our lives – often in very striking ways. Here is an example: a few years ago, a friend of mine involved in an old and ‘tired’ relationship broke up with his girlfriend for a new one he

had fallen madly in love with. Unfortunately, she jilted him after about 3 months. Within a month he was back with his ex. What was remarkable was his attitude. He was like a born-again Christian! His declarations of love were incessant and his devotion to his partner was to be eternal. You can see the ‘gap’ again – on the one hand he believed he was a basically ‘decent’ person and on the other he was using a person he had already hurt to get over his disappointment. He clearly needed to believe that he was going back for the ‘right’ reasons. Six months later he had left her again for another one References 1. Aronson, E. “The Social Animal” Worth – Freeman, 1999 2. Bernstein, D. & Nash P. “Essentials of Psychology” Houghton Mifflin, 2005 3. Brehm, S., Kassin, S. & Fein S. “Social Psychology” Houghton Mifflin, 2002 4. Cialdini, R. “Influence – Science and Practice”, Allyn & Bacon 2001 5. Wren, K. “Social Influences” Routledge 1999

17 ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 13

responsibility to explore and gain a deep understanding of how the classroom relates to the macro context. Teachers often fail to motivate their students because they find themselves in conflict with influential motivational forces such as the institutional authorities, colleagues, and parents. 6. The teacher should foster cooperative learning. Cooperative learning has been shown to increase student motivation, improve students’ relationships with one another and with their teachers. Cooperative learning promotes inter-dependence among students, discourages individualism and a competitive attitude that focuses exlusively on individual students outperforming their classmates (Dörnyei 1997). A number of strategies are available to the teacher to construct cooperative classrooms. For example, students are assigned to small groups and are asked to work toward single tasks. Each member of the team is responsible for a particular aspect of the task, as well as helping other members with their specific responsibilities. Individual contribution is rewarded by giving marks to each pupil for their relative contribution, but, in addition, a team score is calculated on the basis of the group’s overall performance. 7. Teachers need to consider carefully their role as feedback and reward providers. According to Entwistle (1987: 142) «in each learning context, it is important to consider which rewards and correctives are used, whether they are being used appropriately, and what behaviours are being reinforced». Feedback should be informative (e.g. comments on performance in classroom tasks

Motivation and Motivating Second Language Learners and homework assignments) and provide both direct encouragement (e.g., positive comments on a task completed successfully) and indirect encouragement (e.g., focus on low effort as a cause of underachievement, and emphasise that the weaker pupils need to try harder in order to be successful). 8. Teachers should not hasten to adopt imported innovations and methodologies before examining carefully their compatibility with their classroom situation and the predominant educational ethos. As Holiday (1994) points out, state school EFL teachers who are nationals of the countries where they teach, often try to make sense of the methodologies developed in the BANA countries (Britain, North America and Australasia), intended for the wider private EFL sector without addressing the needs of individual socio-educational contexts. 9. Teachers’ efforts to motivate their learners are to a large extent contingent on their own motivation. It has been suggested that teacher and learner motivation are related because teachers serve not only as educators but also as role models. Thus, a bored teacher communicates a very low degree of enthusiasm with their job, which sends the wrong message to the students. Teacher motivation has been found to be enhanced by intrinsic rewards (acknowledgment of teaching competence), autonomy, decisionmaking, collaboration, feedback, administrative support, reasonable workload, adequate resources, decent pay, and opportunities for professional development

(Firestone & Pennel, 1993; Johnson, 1990; Rosenholtz, 1989). Often, teachers are ready to blame students for lacking motivation when at the same time they themselves fail to impart in them the feeling of enthusiasm for their subject matter that a motivated practitioner ought to have. It has been pointed out that the teachers that have the greatest positive impact on their learners are not the more intelligent or knowledgeable ones, but those who have a fiery enthusiasm and passion for what they teach (Csikszentmihaly 1997). However, enthusiasm cannot be fuelled by passion alone. It needs to be sustained by factors that lie outside the teacher’s control, and which more often than not suppress it (e.g., professional stagnation, low pay, hostile management, lack of autonomy, institutional and collegial support). Finally, it should be also remembered that the ultimate goal of language learning is communication and not the collection of certificates. Motivation, should, therefore, not be confined in the four walls of the classroom, but be the energising force that prompts learners to use the language they are learning, experiment with it and communicate through it; otherwise «a program that fails to produce students who are willing to use the language is simply a failed program» (MacIntyre, Dörnyei & Noels 1998: 547). This article is based on a paper presented at the 2006 Annual TESOL Greece Convention.

References Alatis, J.E. «The urge to communicate vs.resistance to learning in English as a second language». ELT Journal, 30, 265 - 281, 1975. Clement, R., Dörnyei, Z. & Noels, K.A. «Motivation, self-confidence, and group cohesion in the foreign language classroom». Language Learning, 44, 417 448, 1994. Csikszentmihaly, M. Inrinsic motivation and effective teaching: a flow analysis. In Bess J.L. (Ed). Teaching well and Liking it.: Motivating Faculty to teach Effectively John Hopkins University Press, Baltimore, 1997. Dickinson, L. «Autonomy and motivation a literature review». System, 23, 165 - 174, 1995. Dörnyei, Z. «Psychological processes in cooperative language learning: group dynamics and motivation». The Modern Lanauge Journal, 81, 482 - 491, 1997. Entwistle, N. «Motivation to learn: conceptualisations and practicalities». British Journal of Educational Studies, xxxv.n 2, 129 - 147, 1987. Firestone, W.A. & Pennel, J.R. «Teacher commitment, working conditions and differential incentive policies». Review of Educational Research, 63, 489 - 525, 1993. Holiday, A. Appropriate methodology and social context. Glasgow: Cambridge University Press, 1994. Johnson, S.M. Teachers at work. New York: Basic Books, 1990. MacIntyre, P.D., Dörnyei, Z., Clement, R. & Noels, K.A. «Conceptualizing willigness to communicate in a L2: a situational model of L2 confidence and affiliation». The Modern Lanauge Journal, 82, 545 562, 1998. Rosenholtz, S. Teachers workplace: The social organization of schools. New York: Teachers College Press, 1989. Seliger, H. «Learner interaction in the classroom and its effect on language acquisition». In H. Seliger & L. H.M. (Eds.) Classroom oriented research in second language acuisition Rowley: Newbury House, 1983.

Reprinted by permission From the TESOL Greece Newsletter

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ŸÏÁ· °. °ÂÚÈÙÛ›‰Ô˘ EÎ·È‰Â˘ÙÈ΋ æ˘¯ÔÏfiÁÔ˜ B.A., M.A., ·ÓÂÈÛÙËÌ›Ô˘ McGill K·Ó·‰¿, EÈÎÂÊ·Ï‹˜ ÂÚ¢ÓËÙÈÎÔ‡ ÙÌ‹Ì·ÙÔ˜ MindPower Publishing, EÈÎÂÊ·Ï‹˜ K¤ÓÙÚÔ˘ EÏ¢ı¤ÚˆÓ ™Ô˘‰ÒÓ e-mail:[email protected] site: www.mindpower.gr

«™Â ·ÚÎÂÙ¤˜ ·fi ÙȘ Ù¿ÍÂȘ Ô˘ ‰È‰¿ÛΈ ˘¿Ú¯Ô˘Ó ·È‰È¿ “‰˘ÛÏÂÎÙÈο” Ô˘ ‰ÂÓ ·ÓÙ·ÔÎÚ›ÓÔÓÙ·È ÛÙȘ ÚÔÛ¿ıÂȘ ÌÔ˘. TÈ Â›Ó·È ÙÔ Î·Ï‡ÙÂÚÔ Ô˘ ÌÔÚÒ Ó· οӈ Ì ·˘Ù¿ Ù· ·È‰È¿;» K·ıËÁ‹ÙÚÈ· AÁÁÏÈÎÒÓ §¿ÚÈÛ· (Û˘Ó¤¯ÂÈ· ÙÔ˘ æ˘¯ÔÁÚ·Ê‹Ì·ÙÔ˜ M·ÚÙ›Ô˘) O ‚·ÛÈÎfi˜ ÛÙfi¯Ô˜ ÙÔ˘ ·ÚfiÓÙÔ˜ „˘¯ÔÁÚ·Ê‹Ì·ÙÔ˜ Â›Ó·È Ó· ˘Ô‰Âȯı› ÛÙÔÓ ˘‡ı˘ÓÔ ‰È‰¿ÛÎÔÓÙ·, ÙÔ ÛÎÂÙÈÎfi Î·È Ë ÌÂıÔ‰ÔÏÔÁ›· Ô˘ ÂӉ›ÎÓ˘Ù·È Ó· ·ÎÔÏÔ˘ıÂ›Ù·È ÁÈ· ÙËÓ ÔÚı‹ ·ÓÙÈÌÂÙÒÈÛË Î·È ÙËÓ ÛˆÛÙ‹ ·Ú¤Ì‚·ÛË Û ÔÔÈÂÛ‰‹ÔÙ ÂÌÊ·ÓÈ˙fiÌÂÓ˜ ηٿ ÙËÓ ‰È¿ÚÎÂÈ· Ù˘ ‰Â˘ÙÂÚÔÁÂÓÔ‡˜ ÎÔÈÓˆÓÈÎÔÔÈ‹Ûˆ˜ ·Ú·ÙËÚÔ‡ÌÂÓ˜ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜. E›Ó·È ·‰È·ÌÊÈÛ‚‹ÙËÙÔ ·Í›ˆÌ· fiÙÈ: ™ÙËÓ Û˘ÓÙÚÈÙÈ΋ ÏÂÈÔ„ËÊ›· ÙÔ˘˜ ÔÈ ·Ú·ÙËÚÔ‡ÌÂÓ˜ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ÔÈ Ôԛ˜ ı¤ÙÔ˘Ó Û ΛӉ˘ÓÔ ÙËÓ Ì·ıËÛȷ΋ Â›Ù¢ÍË, fi¯È ÌfiÓÔ Ì ‚¿ÛË ·ÍÈfiÈÛÙ· ÂÈÛÙËÌÔÓÈο ‰Â‰Ô̤ӷ (ÙfiÛÔ ÂÚ¢ÓËÙÈο fiÛÔ Î·È ıˆÚËÙÈο) ·ÏÏ¿ Î·È Û‡Ìʈӷ Ì ÙȘ Â›ÛË̘ ÂÈÛËÌ¿ÓÛÂȘ ÙÔ˘ DOE (Department Of Education ÙˆÓ H¶A), ÔÊ›ÏÔÓÙ·È ÛÙËÓ ·ÚÓËÙÈ΋ ·ÏÏËÏÂ›‰Ú·ÛË ÔÈΛÏÏˆÓ Â͈ÁÂÓÒÓ ·Ú·ÁfiÓÙˆÓ Ô˘ ηÏÏÈÂÚÁÔ‡ÓÙ·È Î·È ÂÓ˘¿Ú¯Ô˘Ó ÛÙȘ ÎÔÈ-

æ˘¯Ô...ÁÚ¿ÊËÌ· ™Â οı Ù‡¯Ô˜ Ë ¤ÁÎÚÈÙË „˘¯ÔÏfiÁÔ˜ ŸÏÁ· °ÂÚÈÙÛ›‰Ô˘ ı· ··ÓÙ¿ ÛÙ· ÁÚ¿ÌÌ·Ù· Î·È Ù· e-mails Û·˜ Î·È ı· ‰›ÓÂÈ ··ÓÙ‹ÛÂȘ ÛÙ· ı¤Ì·Ù· Ô˘ ·ÓÙÈÌÂÙˆ›˙ÂÙ ηıËÌÂÚÈÓ¿ ÛÙËÓ Ù¿ÍË.

— ÙÔ ÙÌ‹Ì· ÓˆÓÈΤ˜ ˘Ô‰Ô̤˜ ÙˆÓ ËÌÂÚÒÓ ÛÔ‚·Ú¿ ˘’ fi„Ë ÛÂ Û˘Ó¿ÚÙËÛË Ì — ÙÔÓ Î·ıËÁËÙ‹ Ì·˜ Û fiÏ· Ù· Â›‰· Ù˘ ÎÔÈÓˆ- ÙÔ Û˘ÁÎÂÎÚÈ̤ÓÔ „˘¯ÔÎÔÈÓˆÓÈÎfi — ÙÔ ÚfiÁÚ·ÌÌ· ÓÈÎÔÔ›ËÛ˘ ÂÓfi˜ ˘Ô ‰È·ÌfiÚʈ- Î·È Ì·ıËÛÈ·Îfi ÚÔÊ›Ï ÙÔ˘ ·È‰ÈÔ‡, ÁÈ· ÌÂÓ Ù· Û¯ÔÏ›· Î·È Ù· OÈ ·ÓˆÙ¤Úˆ ·Ú¿ÁÔÓÙ˜ ÛË ·Ó·Ù˘ÛÛÔ̤ÓÔ˘ ·ÙfiÌÔ˘. E›Ó·È Û˘ÓÂÒ˜ ÂÈ‚Â(ÛÙÔ˘˜ ÔÔ›Ô˘˜ Á›ÓÂÙ·È ÂÈ‚ÏË̤ÓÔ ¿ÓÙÔÙ ӷ Â͉È΋ ·Ó·ÊÔÚ¿ Î·È ·Ó¿Ù˘Ù¿˙ÔÓÙ·È Î·È Ó· Û˘Ó˘ÔÏÔÍË Û ÂfiÌÂÓÔ „˘¯ÔÁÚ¿ÊËÁ›˙ÔÓÙ·È ÂÓ‰ÂϯҘ fiϘ Ì·) ÂÓ‰¤¯ÂÙ·È Ó· ÂÚÈϤÎÔ˘Ó Î·È Ó· ÂȉÂÈÓÒÓÔ˘Ó ÔÈ Â͈ÁÂÓ›˜ ÌÂÙ·‚ÏËÙ¤˜ ÙËÓ ÛÔ‚·ÚfiÙËÙ· Ù˘ ÂÈ(‰ËÏ. ÛÙÔȯ›· Ù˘ Û˘ÁΉڿÛˆ˜ ÛÙËÓ ·ÔÙÂÏÂÎÚÈ̤Ó˘ ÂÎ·È‰Â˘ÙÈ΋˜ ÛÌ·ÙÈÎfiÙËÙ· ÂÓfi˜ Ì·ıËÙ‹ ηٿÛÙ·Û˘ Ô˘ ·ÊÔÚ¿ ÙÔ ÙˆÓ ·Ú·Î¿Ùˆ ·Ó·ÊÂÚÔ¿ÙÔÌÔ Ô˘ ·ÚÔ˘ÛÈ¿˙ÂÈ ÙȘ Ì¤ÓˆÓ ·Ú·ÁfiÓÙˆÓ ÔÈ ÔÌ·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜), ÔÈ Ô›ÔÈ Â˘ı‡ÓÔÓÙ·È ÁÈ· ÙËÓ Ôԛ˜ ÂÓ‰¤¯ÂÙ·È Ó· ÚÔÌ·ıËÛȷ΋ ÈηÓfiÙËÙ· ·ÈηÏÔ‡Ó Î·È Ó· ¢ı‡ÓÔÓÙ·È ‰ÈÒÓ Î·È ÂÊ‹‚ˆÓ (¯ˆÚ›˜ ÁÈ· ÙËÓ ·ÓÂÈı‡ÌËÙË Û˘Ó· ÂÚÈÔÚ›˙ÔÓÙ·È ·˘ÛÙËÚ¿ ÌÂÚÈÊÔÚ¿, ÒÛÙ ӷ Â›Ó·È Î·È ÌfiÓÔ Û ·˘ÙÔ‡˜) ÛÙËÓ ‰˘Ó·Ùfi˜ Ô ÂÓÙÔÈÛÌfi˜ Î·È ÂÚ›ÙˆÛË ÙˆÓ È‰È·ÈÙ¤ÚˆÓ Ë ·ÔÌfiÓˆÛË ÙˆÓ ·Ú·ÁfiÌ·ıËÌ¿ÙˆÓ: ÓÙˆÓ Ô˘ ‰ËÌÈÔ˘ÚÁÔ‡Ó Î·È — ÙËÓ ÌÂıÔ‰ÔÏÔÁ›· Û˘ÓÙËÚÔ‡Ó ÙËÓ ·ÓÂ·Ú΋ — ÙËÓ ‡ÏË Ì·ıËÛȷ΋ Â›‰ÔÛË. — ÙÔ ÚfiÁÚ·ÌÌ· EȉÈÎfiÙÂÚ· ÛÙËÓ ÂÚ›— Ù· ‚È‚Ï›· ÙˆÛË Ù˘ ÍÂÓfiÁψÛÛ˘ — ÙÔÓ ÛÙfi¯Ô ÂÎ·›‰Â˘Û˘ ( Ï·Ì‚¿ÓÔ(·Ú¿ÁÔÓÙ˜ ÛÙÔ˘˜ ÔÔ›ÓÙ·˜ ˘’ fi„Ë ÙȘ ȉȷÈÙÂÚfiÔ˘˜ Á›ÓÂÙ·È Â›Û˘ ÂȉÈ΋ ·ÙËÙ˜ Ù˘ EÏÏËÓÈ΋˜ Ú·ÁÓ·ÊÔÚ¿ Û ÂfiÌÂÓÔ „˘¯ÔÌ·ÙÈÎfiÙËÙ·˜ Ì ÙȘ ·˘ÙÔ·ÁÚ¿ÊËÌ·). Ó·ÈÚÔ‡ÌÂÓ˜, ·Û˘ÓÙfiÓÈÛÙ˜ Î·È ÊÚÔÓÙÈÛÙ‹ÚÈ· ›ӷÈ: — ÙÔ Â›Â‰Ô E›Ó·È ÂÚ¢ÓËÙÈο ·ԉ‰ÂÈÁÛÙËÓ ÏÂÈÔ„ËÊ›· ÙÔ˘˜ ·ÓÙÈ·È‰·ÁˆÁÈΤ˜, ·ÓÙÈÌ·ıËÛȷΤ˜ Î·È ·Î·Ù¿ÏÏËϘ ÁÈ· ÙÔÓ ‰Â‰Ëψ̤ÓÔ ÛÎÔfi Ô˘ Â͢ËÚÂÙÔ‡Ó Ú·ÎÙÈΤ˜ Û¯ÔÏ›ˆÓ, ÊÚÔÓÙÈÛÙËÚ›ˆÓ ÎÔ‡ ¶ÔÏÈÙÈÛÌÔ‡, ˙ËÙ¿ Û˘ÓÂÚÁ·Û›· Ì ENOIKIAZETAI ™Ô‡ÓÈÔ ÂÚÈÔ¯‹ ¶·Û¿, 10 K¤ÓÙÚÔ °ÏˆÛÛÒÓ ÂÚÈÔ¯¤˜ °·Ï·ÙÛ›Ô˘, Î·È È‰È·ÈÙ¤ÚˆÓ) ÔÈ ·Ú¿ÏÂÙ¿ ·fi ÙËÓ ·Ú·Ï›· Ì ٷ fi‰È·, 2 ·- K˘„¤Ï˘, ÕÓˆ ¶·ÙËÛ›ˆÓ, ¶ÂÚÈÛÛÔ‡, N. ÁÔÓÙ˜ Ô˘ Ú¤ÂÈ Ó· ÚÈ(60ÙÌ) Î·È 3·ÚÈ (75 ÙÌ), ÂÈψ̤ӷ IˆÓ›·˜. TËÏ. 693-2532219. Ï·Ì‚¿ÓÔÓÙ·È ÚˆÙ›ÛÙˆ˜

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ÁÈ· ¤ÙÔ˜. TÈÌ‹ Ôχ ÏÔÁÈ΋. TËÏ.: 210 8150559, 6932288699. ON SALE Sale. Ready-made Furnished apartment for teaching languages in groups or seminar giving. 80m2 3rd Floor Centrally located on N. Egnatia str., Thessaloniki 6977756654. A°°§IKøN ηıËÁ‹ÙÚÈ·, οÙÔ¯Ô˜ Proficiency of Michigan Î·È Â¿ÚÎÂÈ·˜, ÙÂÏÂÈfiÊÔÈÙË AÌÂÚÈηÓÈÎÔ‡ KÔÏÂÁ›Ô˘ AıËÓÒÓ (MKT), ˙ËÙ› ÌfiÓÈÌË ··Û¯fiÏËÛË Û ÊÚÔÓÙÈÛÙ‹ÚÈÔ, ÛÙÔ Î¤ÓÙÚÔ Ù˘ Aı‹Ó·˜, ¶ÂÈÚ·È¿, MÔÛ¯¿ÙÔ, ÙËÏ. 6947305072. ENOIKIAZETAI ‹ ˆÏÂ›Ù·È Ï‹Úˆ˜ ÂÈψ̤ÓÔ K•° Ì 3 ·›ıÔ˘Û˜, 2 WC, ÁÚ·ÊÂ›Ô ÁÚ·ÌÌ·Ù›·˜, ·›ıÔ˘Û· ·Ó·ÌÔÓ‹˜ ÛÙÔÓ 1Ô fiÚÔÊÔ ÎÙÈÚ›Ô˘ ÁÚ·Ê›ˆÓ. ¶ÏËÛ›ÔÓ ÌÂÙÚfi AÌÂÏÔ΋ˆÓ. TËÏ. 2106432887. ¶ø§EITAI K•° Û ȉÈfiÎÙËÙÔ ÎÙ›ÚÈÔ ÂÓ ÏÂÈÙÔ˘ÚÁ›· Ï‹Úˆ˜ ÂÍÔÏÈṲ̂ÓÔ ÛÙÔ Î¤ÓÙÚÔ Ù˘ £ÂÛÛ·ÏÔӛ΢. OÌ·Ï‹ ÌÂÙ·‚›‚·ÛË Î·È ÏÔÁÈÎfi ÂÓÔ›ÎÈÔ. TËÏ. 6972447602. KA£H°HTPIA AÁÁÏÈÎÒÓ ¤ÌÂÈÚË, Ì Â¿ÚÎÂÈ· Î·È ÛÂÌÈÓ¿ÚÈ·, ˙ËÙ¿ ÔÏÈÁfiˆÚË ··Û¯fiÏËÛË Û ºÚÔÓÙÈÛÙ‹ÚÈÔ ÏËÛ›ÔÓ AÏ›ÌÔ˘ Î·È ÁÈ· ÙÌ‹Ì·Ù· ÂÓ‹ÏÈΈÓ. TËÏ. 6932-882355. KA£H°HTPIA °·ÏÏÈ΋˜, 16ÂÙÔ‡˜ ÚÔ¸ËÚÂÛ›·˜, οÙÔ¯Ô˜ Sorbonne III, Deug II, Ì ÛÔ˘‰¤˜ ÛÙÔ E.A.¶. TÌ‹Ì· E˘Úˆ·˚-

¶ø§EITAI ÊÚÔÓÈÛÙ‹ÚÈÔ Í¤ÓˆÓ ÁψÛÛÒÓ Ï‹Ú˜ ÂÍÔÏÈṲ̂ÓÔ, ÂÚÈÔ¯‹ K·ÏÏÈı¤·˜, Û ÎÂÓÙÚÈÎfi ÛËÌ›Ô. TËÏ. 6973047255. ¶ø§EITAI ÊÚÔÓÙÈÛÙ‹ÚÈÔ AÁÁÏÈÎÒÓ ÛÙ· ·Ó·ÙÔÏÈο ÂÚ›¯ˆÚ· £ÂÛ/ӛ΢. ÕÚÙÈÔ˜ ÂÍÔÏÈÛÌfi˜ Î·È ¯·ÌËÏ¿ ÏÂÈÙÔ˘ÚÁÈο ¤ÍÔ‰·, 70 ·È‰È¿. TËÏ. 6945498899. ¶ø§∂π∆∞π ∫¤ÓÙÚÔ •¤ÓˆÓ °ÏˆÛÛÒÓ ÛÙËÓ ∞Á›· ¶·Ú·Û΢‹, Û ηÈÓÔ‡ÚÈÔ Ô›ÎËÌ·, Ì ÚÔ·‡ÏÈÔ Î·È Áηڿ˙, ÔÏ˘ÂÙÔ‡˜ ÏÂÈÙÔ˘ÚÁ›·˜. OÌ·Ï‹ ÌÂÙ·‚›‚·ÛË, ÌfiÓÔ ÛÔ‚·Ú¤˜ ÚÔÙ¿ÛÂȘ. ∆ËÏ.: 210-6038082 (9-12 .Ì.), 6932-586348. ¶ø§EITAI ÂÍÔÏÈÛÌfi˜ K¤ÓÙÚÔ˘ •¤ÓˆÓ °ÏˆÛÛÒÓ Û ¿ÚÈÛÙË Î·Ù¿ÛÙ·ÛË, ıÚ·Ó›· 3ı¤ÛÈ·, ÙÚ·¤˙È· 8-10 ı¤ÛÂˆÓ ·fi ̤ٷÏÏÔ 1 ÊÔÚÌ¿Èη, ‚È‚ÏÈÔı‹Î˜ 2 Î·È 2 ›Ó·Î˜ ÔÚÛÂÏ¿Ó˘, ÙËÏ.: 6974825263. A¶OºOITO™ AÁÁÏÈ΋˜ ºÈÏÔÏÔÁ›·˜ ˙ËÙ› ÂÚÁ·Û›· Û K.•.°. ÁÈ· ÙËÓ ÂfiÌÂÓË Û¯ÔÏÈ΋ ¯ÚÔÓÈ¿. ¶ÂÚÈÔ¯¤˜: ÿÏÈÔÓ, AÁ. AÓ¿ÚÁ˘ÚÔÈ. TËÏ. 6945-299975. Ah EFL writer req’ d. Must relocate to Veria; accommodation provided. Essential qualifications - computer literacy, teaching and writing experience. Excellent salary. Send CV to [email protected] or call 6979117194.

̤ÓÔ fiÙÈ Ù· ·›ÙÈ· Ù˘ ÏÂÈÔ„ËÊ›·˜ ÙˆÓ ÂÚÈÙÒÛÂˆÓ ÙˆÓ Ì·ıËÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ Û ÔÛÔÛÙfi 60% ÔÊ›ÏÔÓÙ·È Û οÔÈÔ Û˘Ó‰˘·ÛÌfi ÙˆÓ ·ÓˆÙ¤Úˆ ·Ú·ÁfiÓÙˆÓ. Ÿˆ˜ Â›Ó·È Î·È ÛÙ·ÙÈÛÙÈο ÛËÌ·ÓÙÈÎfi (‰ËÏ. ‚¤‚·ÈÔ) fiÙÈ Â¿Ó Ô ÂÎ·È‰Â˘ÙÈÎfi˜ Â›Ó·È ÂÈÏÈÎÚÈÓ¿ ‰È·ÙÂıÂÈ̤ÓÔ˜ Ó· οÓÂÈ ÛˆÛÙ¿ Î·È ·ÓÙÈÎÂÈÌÂÓÈο ÙËÓ ÂͤٷÛË, ·Ó¿Ï˘ÛË Î·È ÂÎÙ›ÌËÛË ÙˆÓ ·ÓˆÙ¤Úˆ ·Ú·ÁfiÓÙˆÓ Û ۯ¤ÛË Ì ÙÔÓ Ì·ıËÙ‹ Ô˘ ·ÚÔ˘ÛÈ¿˙ÂÈ ÙȘ ‰˘ÛÎÔϛ˜ ı· ‰È·ÈÛÙÒÛÂÈ ‹ ı· ·Ú·‰Â¯ı› ÙËÓ ‚Ï·ÙÈ΋ ÙÔ˘˜ Â›‰Ú·ÛË ÛÙËÓ Â›‰ÔÛË ÙÔ˘ Û˘ÁÎÂÎÚÈ̤ÓÔ˘ Ì·ıËÙ‹. K·Ù’ Â¤ÎÙ·ÛË Á›ÓÂÙ·È ÂÌÊ·Ó‹˜ ¤Ú·Ó ¿Û˘ ·ÌÊÈÛ‚ËÙ‹Ûˆ˜ Ë ·Ú¤Ì‚·ÛË Ô˘ ··ÈÙÂ›Ù·È Ó· οÓÂÈ Ô ÂÎ·È‰Â˘ÙÈÎfi˜ ÒÛÙ ӷ ‰ÈÔÚıÒÛÂÈ Ù· Ï¿ıË Ù˘ ÂÎ·È‰Â˘ÙÈ΋˜ ·ÓÙÈÌÂÙÒÈÛ˘ Î·È Ù·ÎÙÈ΋˜ Ô˘ ¢ı‡ÓÔÓÙ·È Î·È ‰ËÌÈÔ˘ÚÁÔ‡Ó Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ÛÙÔÓ Ì·ıËÙ‹ Ô ÔÔ›Ô˜ ıˆÚÂ›Ù·È Î·È ¯ÚÂÒÓÂÙ·È ˆ˜ Ô ‚·ÛÈÎfi˜ ˘·›ÙÈÔ˜ ÁÈ· ·˘Ù¤˜ ÙȘ Â͈ÁÂÓÒ˜ ‰ËÌÈÔ˘ÚÁÔ‡ÌÂÓ˜ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜. AÎfiÌË Î·È ¯ˆÚ›˜ Ó· ÏËÊıÔ‡Ó ˘’ fi„Ë ÔÈ Â͈ÁÂÓ›˜ ÌÂÙ·‚ÏËÙ¤˜ Ô˘ ·ÊÔÚÔ‡Ó ÙÔ ¿ÌÂÛÔ –ÁÔÓ›˜, ·‰¤ÏÊÈ·– Î·È ¤ÌÌÂÛÔ –¢ڇÙÂÚÔ˜ Û˘ÁÁÂÓÈÎfi˜, ÊÈÏÈÎfi˜ Î·È ÁÂÓÈÎfi˜ ÎÔÈÓˆÓÈÎfi˜ ÂÚ›Á˘ÚÔ˜– „˘¯ÔÎÔÈÓˆÓÈÎfi ÂÚÈ‚¿ÏÏÔÓ (ÛÙÔ˘˜ ÔÔ›Ô˘˜ ·Ó·Ê¤ÚÂÙ·È ÙÔ ÂfiÌÂÓÔ „˘¯ÔÁÚ¿ÊËÌ·), Ë ÂÍ·ÛÊ¿ÏÈÛË ÙˆÓ optimum ηٷÛÙ¿ÛÂˆÓ Î·È Û˘ÓıËÎÒÓ ÏÂÈÙÔ˘ÚÁ›·˜ ÙˆÓ ·Ú·¿Óˆ ÌÂÙ·‚ÏËÙÒÓ ·fi ÙÔÓ ›‰ÈÔ ÙÔÓ ‰È‰¿ÛÎÔÓÙ· / ÂÎ·È‰Â˘Ù‹ Ô‰ËÁ› ÛÙËÓ ··ÏÔÈÊ‹ ÙˆÓ Ì·ıËÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ Î·È ÙËÓ ·ÔηٿÛÙ·ÛË ÂÈÙ˘¯Ë̤Ó˘ Ì·ıËÛȷ΋˜ ‰È·‰Èηۛ·˜ ÁÈ· ÙËÓ Û˘ÓÙÚÈÙÈ΋ ÏÂÈÔ„ËÊ›· ÙˆÓ ·Ú·ÙËÚÔ˘Ì¤ÓˆÓ ÂÚÈÙÒÛÂˆÓ fiˆ˜ ÂÁÁ˘Ô‡ÓÙ·È ÛÔ‚·Ú¿, ¤Á΢ڷ Î·È ·ÍÈfiÈÛÙ· ÂÈÛÙËÌÔÓÈο ‰Â‰Ô̤ӷ ÙˆÓ „˘¯ÔÏÔÁÈÎÒÓ Î·Ù¢ı‡ÓÛÂˆÓ Ô˘ ·Û¯ÔÏÔ‡ÓÙ·È, ÂÍÂÙ¿˙Ô˘Ó Î·È ÌÂÏÂÙÔ‡Ó ÙÔ ·ÓÙÈΛÌÂÓÔ Ù˘ Ì¿ıËÛ˘. OÏÔÎÏËÚÒÓÔÓÙ·˜ ÙÔ ·ÚfiÓ „˘¯ÔÁÚ¿ÊËÌ· Â›Ó·È ·Ó·Áη›Ô Ó· ÂÈÛËÌ·Óı› Î·È Ó· Â·ÈÓÂı› ÙÔ „˘¯ÈÎfi Ûı¤ÓÔ˜ Ù˘ ˘·ÚÍȷ΋˜ ÔÓÙfiÙËÙ·˜ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ Ì ÙÔ Ú·ÁÌ·ÙÈÎfi ΛÓËÙÚÔ Â›Ù¢Í˘ Ô˘ ÂȉÈÒÎÔ˘Ó ÙËÓ ·˘ÙÔÚ·ÁÌ¿ÙˆÛË Ì¤Û· ·fi ÙËÓ ÂÍ¿ÛÎËÛË ÙÔ˘ ÎÔÈÓˆÓÈÎÔ‡ ÏÂÈÙÔ˘ÚÁ‹Ì·ÙÔ˜ ÙÔ˘˜, ÔÈ ÔÔ›ÔÈ ‰ÂÓ Û˘Ì‚È‚¿˙ÔÓÙ·È Î·È ‰ÂÓ ÂÓ‰›‰Ô˘Ó ÛÙȘ ÔÔÈÂÛ‰‹ÔÙ ·ÚÔ˘ÛÈ·˙fiÌÂÓ˜ ‰˘Û¯¤ÚÂȘ ÛÙËÓ Â›Ù¢ÍË ÙÔ˘ ÛÙfi¯Ô˘ ÙÔ˘˜.

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¶Èı·Ó¤˜ Û˘Ó¤ÂȘ Ù˘ ¿ÁÓÔÈ·˜ ÙˆÓ ÁÔÓ¤ˆÓ TÔ ¿ÚıÚÔ ÚÔ¤Ú¯ÂÙ·È ·fi ÙÔ Special Education http://www.specialeducation.gr/ MEPO™ A’ Ù·Ó ÔÈ ÁÔÓ›˜ Î·È ÔÈ ÂÎ·È‰Â˘ÙÈÎÔ› ‰Â ÁÓˆÚ›˙Ô˘Ó fiÙÈ ¤Ó·˜ Û˘ÁÎÂÎÚÈ̤ÓÔ˜ Ì·ıËÙ‹˜ ·ÚÔ˘ÛÈ¿˙ÂÈ ÙËÓ ÂȉÈ΋ Ì·ıËÛȷ΋ ‰˘ÛÎÔÏ›·, Â›Ó·È Ôχ Èı·ÓfiÓ Ó· ÙÔÓ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó Ì ϷıÂ̤ÓÔ ÙÚfiÔ. N· ÙÔÓ ÂÈÎÚ›ÓÔ˘Ó, ÁÈ· ·Ú¿‰ÂÈÁÌ·, Ì ÏfiÁÈ· ·ÓÂ›ÙÚÂÙ· ÁÈ· ÙËÓ ·Ó·ÌÂÓfiÌÂÓË Ì·ıËÛȷ΋ ÙÔ˘ ·Ó·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· ‹ ÁÈ· οÔȘ fi¯È ·Û˘Ó‹ıÈÛÙ˜ Ô‡Ù ·ÓÙÂÏÒ˜ ·‰ÈηÈÔÏfiÁËÙ˜ ·ÚÂÎÙÚÔ¤˜ ÛÙË Û˘ÌÂÚÈÊÔÚ¿ ÙÔ˘. OÈ ·Ù˘¯Â›˜ ˆ˜ Â› ÙÔ Ï›ÛÙÔÓ ¯ÂÈÚÈÛÌÔ› ÙˆÓ ÁÔÓ¤ˆÓ Î·È ÂÎ·È‰Â˘ÙÈÎÒÓ ÛÙË ‰È··È‰·ÁÒÁËÛË ÙÔ˘ Ì·ıËÙ‹ ·˘ÙÔ‡ ÂÓÈÛ¯‡Ô˘Ó ÙËÓ ÂÓÙ‡ˆÛË Ô˘ ·˘Ùfi˜ ‰È·ÌÔÚÊÒÓÂÈ ÛÙ·‰È·Î¿ ÁÈ· ÙÔÓ Â·˘Ùfi ÙÔ˘ fiÙÈ ‰ÂÓ Â›Ó·È ¿ÍÈÔ˜ Î·È ÈηÓfi˜. A˘Ùfi ¤¯ÂÈ ˆ˜ ¿ÌÂÛÔ Â·ÎfiÏÔ˘ıÔ ÙË Ì›ˆÛË Ù˘ Â›‰ÔÛ˘ ÙÔ˘ Î·È ÙË «ÛÎÏ‹Ú˘ÓÛË» Ù˘ Û˘ÌÂÚÈÊÔÚ¿˜ ÙÔ˘. H ηÙ' ÂÍ·ÎÔÏÔ‡ıËÛË ÂÛÊ·Ï̤ÓË ·ÓÙÈÌÂÙÒÈÛË ÙÔ˘ Ì·ıËÙ‹ ·˘ÙÔ‡ ¢ÓÔ› ÙËÓ ÂΉ‹ÏˆÛË ·ÓÙÈÎÔÈÓˆÓÈ΋˜ Û˘ÌÂÚÈÊÔÚ¿˜ Î·È ÂÈ‚·Ú‡ÓÂÈ ÙËÓ „˘¯È΋ ÙÔ˘ ηٿÛÙ·ÛË Ë ÔÔ›· ÂӉ¯Ô̤ӈ˜ ÙÔÓ Ô‰ËÁ› ÛÙËÓ ··ÈÛÈfi‰ÔÍË ıÂÒÚËÛË Ù˘ ˙ˆ‹˜. H ‰˘ÛÏÂÍ›·, fiˆ˜ Â›Ó·È ‹‰Ë ÁÓˆÛÙfi, Â›Ó·È ÌÈ· ‰ÔÌÈ΋-ÁÓˆÛÙÈ΋ ‰˘ÛÏÂÈÙÔ˘ÚÁ›· Ô˘ ·ÊÔÚ¿ ÙËÓ ÂÂÍÂÚÁ·Û›· Ù˘ ÁÚ·Ù‹˜ ÌfiÓÔ ÌÔÚÊ‹˜ Ù˘ ÁÏÒÛÛ·˜. OÈ Ì·ıËÙ¤˜ Ì ‰˘ÛÏÂÍ›· Û˘Ó·ÓÙÔ‡Ó ¿ÏÏÔÈ Û ÌÂÁ·Ï‡ÙÂÚÔ Î·È ¿ÏÏÔÈ Û ÌÈÎÚfiÙÂÚÔ ‚·ıÌfi ‰˘ÛÎÔÏ›· ÛÙË Ì¿ıËÛË Ù˘ ·Ó¿ÁÓˆÛ˘, Ù˘ ÁÚ·Ê‹˜, Ù˘ ÔÚıÔÁÚ·Ê›·˜ Î·È Û ÔÚÈṲ̂Ó˜ ÂÚÈÙÒÛÂȘ Ù˘ ·ÚÈıÌËÙÈ΋˜. TÔ ÔÛÔÛÙfi ÙˆÓ Ì·ıËÙÒÓ ·˘ÙÒÓ ·Ó¤Ú¯ÂÙ·È ÛÙËÓ Í¤ÓË ‚È‚ÏÈÔÁÚ·Ê›· ÂÚ›Ô˘ ÛÙÔ 5% (Ldonline Organization, 2003), ‰ÂÓ Â›Ó·È fï˜ Ï›ÁÔÈ Î·È ÂΛÓÔÈ Ô˘ ÈÛ¯˘Ú›˙ÔÓÙ·È fiÙÈ ÙÔ ÔÛÔÛÙfi ·˘Ùfi ‰ÂÓ ÍÂÂÚÓ¿ ÙÔ 3%. EÍ·ÈÙ›·˜ Ù˘ ‰˘ÛÎÔÏ›·˜ ÙÔ˘˜ ·˘Ù‹˜ Ë ·Ó¿ÁÓˆÛË ÙÔ˘˜ Â›Ó·È ·ÚÁ‹ Î·È Î·Î‹, Ë ÁÚ·Ê‹ ‰˘Û·Ó¿ÁÓˆÛÙË Î·È ·Î·Ù¿ÛÙ·ÙË Î·È Ë ·ÓÔÚıÔÁÚ·Ê›· ˘ÂÚ‚ÔÏÈ΋ Î·È ·ÛÙ·ı‹˜. H Ì·ıËÛȷ΋ ·˘Ù‹ ‰È·Ù·Ú·¯‹ ÔÊ›ÏÂÙ·È Û ÔÚÁ·ÓÈ΋-Ó¢ÚÔÏÔÁÈ΋ ‰˘ÛÏÂÈÙÔ˘ÚÁ›· (Lyon, 1996) Î·È ÂΉËÏÒÓÂÙ·È ·Ú¿ ÙË ÓÔËÙÈ΋ ÈηÓfiÙËÙ· ÙˆÓ ·È‰ÈÒÓ ·˘ÙÒÓ (̤ÛË ‹ Û˘Ó‹ıˆ˜ ·ÓÒÙÂÚË), ÙË ÌÂıÔ‰È΋ ‰È‰·Ûηϛ· Î·È ÙÔ Â·ÚΤ˜ Û ÌÔÚʈÙÈο ÂÚÂı›ÛÌ·Ù· ÔÈÎÔÁÂÓÂÈ·Îfi Î·È ÎÔÈÓˆÓÈÎÔ-ÔÏÈÙÈÛÙÈÎfi ÂÚÈ‚¿ÏÏÔÓ. K·È Ê˘ÛÈο ‰ÂÓ ÌÔÚ› Ó· ıˆÚËıÔ‡Ó ˆ˜ ÁÂÓÂÛÈÔ˘ÚÁ¿ ·›ÙÈ· Ù˘ ‰˘ÛÏÂÍ›·˜ Ë ÂÏÏÂÈÌÌ·ÙÈ΋ ÓÔËÌÔÛ‡ÓË, Ë ÂÏÏÈ‹˜ ÊÔ›ÙËÛË, Ë ÔÏÈÙÈÛÙÈ΋ ·ÔÛÙ¤ÚËÛË, Ë ·ÈÛıËÙËÚȷ΋ ‚Ï¿‚Ë Î·È Ë Û˘Ó·ÈÛıËÌ·ÙÈ΋ ‰È·Ù·Ú·¯‹. O‡Ù ‚¤‚·È· Â›Ó·È ‰˘Ó·ÙfiÓ Ó· ·ÔÎÏÂÈÛÙ› Ë Èı·ÓfiÙËÙ· οÔÈÔ˜ ·fi ÙÔ˘˜ ·Ú¿ÁÔÓÙ˜ ·˘ÙÔ‡˜ Ó· Û˘Ó˘¿Ú¯ÂÈ Ì ÙË ‰˘ÛÏÂÍ›·. H Û¯ÔÏÈ΋ Â›‰ÔÛË ÙˆÓ Ì·ıËÙÒÓ Ì ‰˘ÛÏÂÍ›·, ÛÙÔ˘˜ ÙÔÌ›˜ Ô˘ ÚԷӷʤڷÌ (·Ó¿ÁÓˆÛË, ÁÚ·Ê‹ Î·È ÔÚıÔÁÚ·Ê›·) Â›Ó·È Î·ÙÒÙÂÚË ÙÔ˘ ÓÔËÙÈÎÔ‡ ÙÔ˘˜ ‰˘Ó·ÌÈÎÔ‡ Î·È Ù˘ ¯ÚÔÓÔÏÔÁÈ΋˜ ÙÔ˘˜ ËÏÈΛ·˜. OÈ Ì·ıËÙ¤˜ Ì ‰˘ÛÏÂÍ›· ·fi ÙËÓ ÚÒÙË Ù¿ÍË ÙÔ˘ ‰ËÌÔÙÈÎÔ‡ Û¯ÔÏ›Ԣ Û˘ÓÂȉËÙÔÔÈÔ‡Ó Ì¤Ú· Ì ÙË Ì¤Ú· fiÙÈ Ë ·Ó¿ÁÓˆÛË ÙÔ˘˜, ÙÔ ÔÚıÔÁÚ·ÊË̤ÓÔ ÙÔ˘˜ ÁÚ¿„ÈÌÔ Î·È Ë ÂÌÊ¿ÓÈÛË ÙÔ˘ ÁÚ·ÙÔ‡ ÙÔ˘˜ ˘ÛÙÂÚÔ‡Ó ¤Ó·ÓÙÈ ÂÎÂ›ÓˆÓ ÙˆÓ Û˘ÌÌ·ıËÙÒÓ ÙÔ˘˜. TÔ ÁÂÁÔÓfi˜ ·˘Ùfi ‰›¯ˆ˜ ·ÌÊÈ‚ÔÏ›· ÚÔÍÂÓ› ÛÙÔ˘˜ Ì·ıËÙ¤˜ ·˘ÙÔ‡˜ ÌÈ· ÂÓ‰fiÌ˘¯Ë ‰˘Û·Ú¤ÛÎÂÈ· Ì ·˘Í·ÓfiÌÂÓË ·ÔÁÔ‹Ù¢ÛË, Ë ÔÔ›·, fiÙ·Ó Û˘Óԉ‡ÂÙ·È ·fi ÙËÓ ·ÚÓËÙÈ΋ ÎÚÈÙÈ΋ Î·È Ù· ÚÔÛ‚ÏËÙÈο ÏfiÁÈ· ÙÔ˘ ·ÓÂÓË̤ڈÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡, ·fi ÙËÓ ¤Î‰ËÏË ·Á·Ó¿ÎÙËÛË Î·È ÙÔÓ ÚÔ‚ÏËÌ·ÙÈÛÌfi ÙˆÓ ·Ó˘Ô„›·ÛÙˆÓ ÁÔÓÈÒÓ ÙÔ˘˜, ηıÒ˜ Î·È ·fi ÙË ÛÎÏËÚ‹ ÛÙ¿ÛË Î¿ÔÈˆÓ ·Î·ıÔ‰‹ÁËÙˆÓ Û˘ÌÌ·ıËÙÒÓ ÙÔ˘˜ ÚÔÛÏ·Ì‚¿ÓÂÈ Ù¤ÙÔÈ· ¤ÓÙ·ÛË, ÒÛÙ ‰˘Û¯ÂÚ·›ÓÂÈ ·ÎfiÌË ÂÚÈÛÛfiÙÂÚÔ ÙÔ Ì·ıËÛÈ·Îfi ÙÔ˘˜ ¤ÚÁÔ Î·È fi¯È ÌfiÓÔ. AÓ ÂÈϤÔÓ Û˘Ì‚Â›, οÙÈ Ô˘ ‰ÂÓ Â›Ó·È Û¿ÓÈÔ, Ó· ·ÚÔ˘ÛÈ¿˙Ô˘Ó ÂÏÏÂÈÌÌ·ÙÈ΋ Û˘ÁÎÂÓÙÚˆÙÈ΋ ÈηÓfiÙËÙ· Î·È Î¿ÔÈÔ˘ ‚·ıÌÔ‡ ˘ÂÚÎÈÓËÙÈÎfiÙËÙ·, ÙfiÙ ٷ ˘Ú¿ Ù˘ Â›ÎÚÈÛ˘ Ô˘ ‰¤¯ÔÓÙ·È ÛÙÚ¤ÊÔÓÙ·È Î·È Î·Ù¿ Ù˘ Û˘ÌÂÚÈÊÔÚ¿˜ ÙÔ˘˜. K·È Â›Ó·È ÙÔ‡ÙÔ Â·ÎfiÏÔ˘ıÔ Î·ıfiÛÔÓ, ÂÂȉ‹ ‰ÂÓ ÌÔÚÔ‡Ó Ó· ·Ú·ÎÔÏÔ˘ıÔ‡Ó ÁÈ· Ôχ ÙÔ ‰¿ÛηÏÔ ÛÙËÓ Ù¿ÍË, ‰ÂÓ Î¿ıÔÓÙ·È ‹Û˘¯ÔÈ ÛÙË ı¤ÛË ÙÔ˘˜, ·ÚÂÓÔ¯ÏÔ‡Ó ÙÔ˘˜ ¿ÏÏÔ˘˜, ÚÔÍÂÓÔ‡Ó ·-

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XÚ›ÛÙÔ˜ °. T·Ófi˜ ™‡Ì‚Ô˘ÏÔ˜ æ˘¯ÔÏÔÁ›·˜ ÙÔ˘ ¶·È‰·ÁˆÁÈÎÔ‡ IÓÛÙÈÙÔ‡ÙÔ˘ ٷ͛˜ Û˘Ì·Ú·Û‡ÚÔÓÙ·˜ Û ·˘Ù¤˜ Î·È ÙÔ ‰ÈÏ·Ófi ÙÔ˘˜, ·Ú·ÎˆÏ‡Ô˘Ó ÔÏϤ˜ ÊÔÚ¤˜ ÙÔ ¤ÚÁÔ ÙÔ˘ ‰·ÛοÏÔ˘, ‰›ÓÔ˘Ó ·ÊÔÚÌ‹ ÁÈ· ··ÓˆÙ¤˜ ·Ú·ÙËÚ‹ÛÂȘ. H ÂÓÔ¯ÏËÙÈ΋ Û˘ÌÂÚÈÊÔÚ¿ ÙÔ˘˜ ‰ÂÓ ÂΉËÏÒÓÂÙ·È ÌfiÓÔ ÛÙÔ Û¯ÔÏ›Ô, ÚÔηÏÒÓÙ·˜ ÙËÓ ·ÓÙ›‰Ú·ÛË ÙÔ˘ ‰·ÛοÏÔ˘, ·ÏÏ¿ Î·È ÛÙÔ Û›ÙÈ, fiÔ˘ Ì ‰˘ÛÎÔÏ›· ÔÏϤ˜ ÊÔÚ¤˜ Û˘ÌÌÔÚÊÒÓÔÓÙ·È ÚÔ˜ ÙȘ ÁÔÓÈΤ˜ ÚÔÙÚÔ¤˜ Î·È ··ÁÔÚ‡ÛÂȘ. ¢ÂÓ ·Ê‹ÓÔ˘Ó ‹Û˘¯· Ù· ·‰¤ÚÊÈ· ÙÔ˘˜ ηٿ ÙËÓ ÒÚ· Ù˘ ÌÂϤÙ˘ ÙÔ˘˜ ‹ ηٿ ÙËÓ ÒÚ· ÙÔ˘ Ê·ÁËÙÔ‡, ·Ê‹ÓÔ˘Ó ÙÔ ‰ˆÌ¿ÙÈÔ ÙÔ˘˜ ¿Óˆ-οو, ‰È·ÎfiÙÔ˘Ó Î¿ı ÙfiÛÔ ÙËÓ ÂÚÁ·Û›· ÙÔ˘˜ Î·È Î·Ù¢ı‡ÓÔÓÙ·È Â›Ù ÛÙËÓ ÎÔ˘˙›Ó· ›Ù ÛÙËÓ ÙËÏÂfiÚ·ÛË Â›Ù ÛÙÔÓ ˘ÔÏÔÁÈÛÙ‹, ÒÛÙÂ Ë ·ÔÁÂ˘Ì·ÙÈÓ‹ ÙÔ˘˜ ÚÔÂÙÔÈÌ·Û›· Ó· ··Û¯ÔÏ› ÙÔ˘˜ ·Á·Ó·ÎÙÈṲ̂ÓÔ˘˜ ÁÔÓ›˜ ÙÔ˘˜ ÁÈ· ÔÏϤ˜ ÒÚ˜. ŒÙÛÈ Á›ÓÔÓÙ·È ·ÓÙÈΛÌÂÓÔ ‰˘ÛÌÂÓÔ‡˜ ÎÚÈÙÈ΋˜ ‰˘Ô Ôχ ÛÔ‚·Ú¤˜ ‰È·ÛÙ¿ÛÂȘ Ù˘ ÚÔÛˆÈÎfiÙËÙ·˜ ÙÔ˘˜, ÚÒÙÔÓ Ë ÓfiËÛË ÛÂ Û˘Ó‰˘·ÛÌfi Ì ÙËÓ Â›‰ÔÛË ÙÔ˘˜ Î·È ‰Â‡ÙÂÚÔÓ Ë Û˘ÌÂÚÈÊÔÚ¿ ÙÔ˘˜ Û ۯ¤ÛË Ì ÙËÓ ÎÔÈÓˆÓÈ΋ Ù˘ ¤ÎÊÚ·ÛË. º˘ÛÈο ÔÈ Û˘Ó¤ÂȘ ÙˆÓ Î·ÙËÁÔÚÈÒÓ ÂÓ·ÓÙ›ÔÓ ÙÔ˘˜ ·fi ÙÔ ‰¿ÛηÏÔ Î·È ÙÔ˘˜ ÁÔÓ›˜ Î·È ÁÈ· ÙËÓ ·Ó·ÓÙ›ÛÙÔÈ¯Ë ÚÔ˜ ÙȘ ÈηÓfiÙËÙ˜ ÙÔ˘˜

Â›‰ÔÛË Î·È ÁÈ· ÙËÓ «·Ó˘fiÊÔÚË» Û˘ÌÂÚÈÊÔÚ¿ ÙÔ˘˜ ÚÔÍÂÓÔ‡Ó Ù¤ÙÔÈ· ‰˘Ûı˘Ì›·, Ë ÔÔ›· Î·È ÙËÓ ÔÚ›· Ù˘ Ì¿ıËÛ˘ ‚Ï¿ÙÂÈ Î·È ÁÂÓÈÎfiÙÂÚ· ÙÔ ·È‰·ÁˆÁÈÎfi Î·È Î·ıÔ‰ËÁËÙÈÎfi ¤ÚÁÔ ÁÔÓÈÒÓ Î·È ‰·ÛÎ¿ÏˆÓ ˘ÔÓÔ̇ÂÈ. ¢ÈfiÙÈ, ηıÒ˜ ‰È·Ù·Ú¿ÛÛÂÙ·È Ë ÌÂٷ͇ ÙÔ˘˜ ·ÏÏËÏÔ·Ô‰Ô¯‹, ÂÏ·ÙÙÒÓÂÙ·È ÂÈ˙‹ÌÈ· Ë ÂÍ·ÈÚÂÙÈο ·Ó·Áη›· ÁÂÓÈÎfiÙÂÚË ·È‰Â˘ÙÈ΋ ÙÔ˘˜ ÂÈÚÚÔ‹. ¢ÂÓ Â›Ó·È ·Û˘Ó‹ıÈÛÙÔ, ÁÔÓ›˜ Î·È ‰¿ÛηÏÔ˜, ÌË ÁÓˆÚ›˙ÔÓÙ·˜ ÙȘ ȉȷÈÙÂÚfiÙËÙ˜ ÙÔ˘ Ì·ıËÙ‹ Ì ‰˘ÛÏÂÍ›·, Ó· ÙÔÓ ·ÔηÏÔ‡Ó Ì ¢ÎÔÏ›· «ÙÂÌ¤ÏË», ηıÒ˜ ‰È·ÈÛÙÒÓÔ˘Ó, Î·È Â›Ó·È ·˘Ùfi ·Ó·ÌÂÓfiÌÂÓÔ, fiÙÈ ÎÔ˘Ú¿˙ÂÙ·È ÁÚ‹ÁÔÚ· ·fi ÙË ÌÂϤÙË ÙÔ˘ Î·È fiÙÈ ÚÔÛ·ı› Ó· ‰È·Ê‡ÁÂÈ Ù˘ ÚÔÛÔ¯‹˜ ÙÔ˘˜ ÂÁηٷÏ›ÔÓÙ·˜ ÙÔ. N· ÙÔÓ ¯·Ú·ÎÙËÚ›˙Ô˘Ó Û˘¯Ó¿ «·‰È¿ÊÔÚÔ» ÚÔ˜ ÙȘ Û¯ÔÏÈΤ˜ ÙÔ˘ ˘Ô¯ÚÂÒÛÂȘ Î·È Ê˘ÁfiÔÓÔ. K·È Ú¿ÁÌ·ÙÈ ÔÏϤ˜ ÊÔÚ¤˜ Û˘ÌÂÚÈʤÚÂÙ·È Ì ·‰È·ÊÔÚ›·, ηıÒ˜ ‰Â ‰È·ı¤ÙÂÈ ÈÛ¯˘Úfi ΛÓËÙÚÔ ÁÈ· Ì¿ıËÛË Ô‡Ù ÂÛˆÙÂÚÈÎfi (intrinsic motivation), ÌÈ· Î·È ÂÍ·ÈÙ›·˜ ÙˆÓ ÂÓȯÚÒÓ ÂÈÙ¢ÁÌ¿ÙˆÓ ÙÔ˘ ÛÙË Ì¿ıËÛË ‚ÈÒÓÂÈ ÂÏ¿¯ÈÛÙË ÚÔÛˆÈ΋ ÈηÓÔÔ›ËÛË, Ô‡Ù Â͈ÙÂÚÈÎfi (extrinsic motivation) (Bruner, 1966), ÌÈ· Î·È ‰‡ÛÎÔÏ· Á›ÓÂÙ·È ·Ô‰¤ÎÙ˘ Â·ÈÓÂÙÈÎÒÓ ÏfiÁˆÓ ·fi ÙÔ˘˜ ¿ÏÏÔ˘˜ ÏfiÁˆ Ù˘ Ì·ıËÛȷ΋˜ ÙÔ˘ ·Ó·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ·˜. E›Ó·È ·Ï‹ıÂÈ· ˆ˜ Ì¿ıËÛË ‰›¯ˆ˜ ΛÓËÙÚ· ηı›ÛÙ·Ù·È Î·È ‰‡ÛÎÔÏË Î·È Â›ÔÓË Î·È ·ÓÈ·Ú‹. E›Û˘ ‰ÂÓ Â›Ó·È Ï›Á˜ ÔÈ ÂÚÈÙÒÛÂȘ Ô˘ ı· ÙÔ˘ Ô˘Ó fiÙÈ « ÙÈ Â›Ó·È ·˘Ù¿ Ô˘ οÓÂȘ, ·ÓfiËÙÔ˜ ›۷È;», ‰ÈfiÙÈ Û˘Ó‹ıˆ˜ fi,ÙÈ Î·Ù·Ê¤ÚÓÂÈ ÛÙËÓ ÂÚÈÔ¯‹ Ù˘ Ì¿ıËÛ˘, ·Ú¿ ÙȘ ÚÔÛ‰Ô˘ Î·È ÙËÓ ›ÛÙË ÙˆÓ ¿ÏÏˆÓ ÛÙȘ ÓÂ˘Ì·ÙÈΤ˜ ÙÔ˘ ‰˘Ó·ÙfiÙËÙ˜, Â›Ó·È Î·ÙÒÙÂÚÔ ÙˆÓ ÈηÓÔًوÓ. EÂȉ‹ ·ÎfiÌË, fi¯È ·‰È-

ηÈÔÏfiÁËÙ·, ηı˘ÛÙÂÚ› Ó· ʤÚÂÈ Û ¤Ú·˜ fi,ÙÈ Î¿ı ÊÔÚ¿ ÂÈ‚¿ÏÏÂÙ·È Ó· ÁÚ¿„ÂÈ, ‹ ·ÚÁ› Ó· ÔÏÔÎÏËÚÒÛÂÈ ÙÔ Î·ıËÌÂÚÈÓfi ÙÔ˘ ‰È¿‚·ÛÌ·, Û˘ÓËı›˙ÂÈ Ó· ·ÎÔ‡ÂÈ ÂÎÊÚ¿ÛÂȘ fiˆ˜ «fiÙ ÂÈÙ¤ÏÔ˘˜ ı· ÙÂÏÂÈÒÛÂȘ, ¿ÏÈ ¯¿˙Â˘Â˜;» A˘Ù¤˜ Î·È ÔÏϤ˜ ¿ÏϘ Ù·ÂÈÓˆÙÈΤ˜ ÂÎÊÚ¿ÛÂȘ Ô˘ ÂÎÛÙÔÌ›˙ÔÓÙ·È ·fi ÁÔÓ›˜ Î·È ·fi ‰¿ÛηÏÔ ÂÓ·ÓÙ›ÔÓ ÙÔ˘ Ì·ıËÙ‹ Ì ‰˘ÛÏÂÍ›·, ΢ڛˆ˜ Û ÛÙÈÁ̤˜ ÂÎÓ¢ÚÈÛÌÔ‡ ÙÔ˘˜, ‰Â ‰ËÌÈÔ˘ÚÁÔ‡Ó Î·È ÙÔ Î·Ï‡ÙÂÚÔ Îϛ̷ ÛÙȘ ÌÂٷ͇ ÙÔ˘˜ Û¯¤ÛÂȘ. OÈ Â·Ó·Ï·Ì‚·ÓfiÌÂÓ˜ ÂÈÎÚÈÙÈΤ˜ ·Ú·ÙËÚ‹ÛÂȘ ÁÔÓÈÒÓ Î·È ‰·ÛοÏÔ˘ ·ÓÙ› Ó· ÌÂÈÒÛÔ˘Ó ‹ Ó· ÂÍ·Ï›„Ô˘Ó, fiˆ˜ ı· ÂÈı˘ÌÔ‡Û·Ó, ÙȘ ·‰˘Ó·Ì›Â˜ ÛÙË Ì¿ıËÛË ÙÔ˘ Ì·ıËÙ‹ Ì ‰˘ÛÏÂÍ›·, ηıÒ˜ Î·È ÙȘ ·ÚÂÎÙÚÔ¤˜ ÛÙË Û˘ÌÂÚÈÊÔÚ¿ ÙÔ˘, ÚÔÂÙÔÈÌ¿˙Ô˘Ó, ·Ú¿ ÙË ı¤ÏËÛË ÙÔ˘˜, Ì ‚‚·ÈfiÙËÙ· ÙËÓ Â·ÓÂÌÊ¿ÓÈÛË Î·È ÙËÓ Â‰Ú·›ˆÛË ÙÔ˘˜. O Ì·ıËÙ‹˜ ¿ıÂÏ· ÙÔ˘ Î·È ·Û˘Ó›‰ËÙ· Ù›ÓÂÈ Ó· ÂÓÂÚÁ› Û˘Ìʈӿ Ì fiÛ· ÙÔ˘ ·Ô‰›‰Ô˘Ó (Rosenthal & Jacobson, 1968). E›Ó·È ÚÔÊ·Ó¤˜, ÏÔÈfiÓ, ·fi Ù· ·ÓˆÙ¤Úˆ fiÙÈ Ô Ì·ıËÙ‹˜ Ì ÙÔ Úfi‚ÏËÌ· Ù˘ ‰˘ÛÏÂÍ›·˜ ÂÓ‰¤¯ÂÙ·È Ó· ¤¯ÂÈ ·ÚÓËÙÈο ‰È·Î›ÌÂÓÔ˘˜ ·¤Ó·ÓÙÈ ÙÔ˘, Î·È ÂÍ·ÈÙ›·˜ Ù˘ Â›‰ÔÛ˘ ÙÔ˘, ηٿ ·ÚÈÔ ÏfiÁÔ, Î·È ÂÍ·ÈÙ›·˜ Ù˘ Û˘ÌÂÚÈÊÔÚ¿˜ ÙÔ˘, ÙÔ˘˜ ÁÔÓ›˜ ÙÔ˘, ÙÔ ‰¿ÛηÏÔ ÙÔ˘, ·ÏÏ¿ Î·È ÙÔ˘˜ Û˘ÌÌ·ıËÙ¤˜ ÙÔ˘. H ÛÙ¿ÛË ·˘Ù‹ ·¤Ó·ÓÙÈ ÙÔ˘ ÙˆÓ ·ÓıÚÒˆÓ Ô˘ ηÙÂÍÔ¯‹Ó ÂËÚ¿˙Ô˘Ó ÙËÓ fiÏË ÙÔ˘ Û˘ÌÂÚÈÊÔÚ¿ ÎÏÔÓ›˙ÂÈ ÛÙ·‰È·Î¿ ÙËÓ ˆ˜ ÙÔÓ ÂÚ¯ÔÌfi ÙÔ˘ ÛÙÔ Û¯ÔÏÂ›Ô Èı·Ó‹ ηϋ ÂÈÎfiÓ· ÁÈ· ÙÔÓ Â·˘Ùfi ÙÔ˘, ÙËÓ ÔÔ›· ÔÈÎÔ‰fiÌËÛÂ Ë ¤ÓıÂÚÌË Û˘Ó·ÈÛıËÌ·ÙÈο ÁÔÓÈ΋ Û˘Ì·Ú¿ÛÙ·ÛË, ηıfiÛÔÓ ‰ÂÓ Â›¯Â ·ÎfiÌË ˘ÂÈÛ¤ÏıÂÈ ÛÙËÓ ÚÔÛÊÔÚ¿ Ù˘ Ë ‰ÔÎÈÌ·Û›· Ù˘ Ì¿ıËÛ˘. ŸÛÔ Û˘Ó¯›˙Ô˘Ó Ó· ÙÔÓ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó ··ÍȈÙÈο, ÙfiÛÔ ÚÈ˙ÒÓÔ˘Ó Ì¤Û· ÙÔ˘ ¤ÓÙÔÓ˜ ·ÌÊÈ‚Ôϛ˜ ÁÈ· ÙȘ ÈηÓfiÙËÙ˜ ÙÔ˘ Î·È ÙËÓ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· ÙÔ˘. M ÙËÓ ¿ÚÔ‰Ô ÙÔ˘ ¯ÚfiÓÔ˘ ÂÓÈÛ¯‡ÂÙ·È Ë ÂÔ›ıËÛË ÙÔ˘ ÁÈ· ÙËÓ ·Ó·ÍÈÔÛ‡ÓË ÙÔ˘ ·ÏÏ¿ Î·È ÁÈ· ÙË ÌË ·Ô‰ÂÎÙ‹ ·fi ÙÔ˘˜ ¿ÏÏÔ˘˜, Û ·ÚÎÂÙ¤˜ ÂÚÈÙÒÛÂȘ, Û˘ÌÂÚÈÊÔÚ¿ ÙÔ˘. ÕÌÂÛË Û˘Ó¤ÂÈ· ·˘ÙÒÓ Â›Ó·È Ó· Ï‹ÙÙÂÙ·È Î·›ÚÈ· Ë ¤ÓÓÔÈ· ÙÔ˘ ÂÁÒ ÙÔ˘, Ë ·˘ÙÔÂÎÙ›ÌËÛ‹ ÙÔ˘ (¤¯ÂÈ ˘ÔÛÙËÚȯÙ› fiÙÈ ·˘ÙÔÂÎÙ›ÌËÛË Î·È ·ÓÙ›ÏË„Ë ÁÈ· ÙË Ì·ıËÛȷ΋ ‰˘ÛÎÔÏ›· ·ÚÔ˘ÛÈ¿˙Ô˘Ó ˘„ËÏ‹ Û˘Û¯¤ÙÈÛË) (Rothman & Cosden, 1995), Ë ÔÔ›· ÈÛÔ‰˘Ó·Ì› Ì ÙËÓ Î˘ÚÈfiÙÂÚË ¤Ó‰ÂÈÍË Ù˘ „˘¯È΋˜ ÙÔ˘ ˘Á›·˜, ηıfiÛÔÓ Â›‰ÔÛË Î·È Û˘ÌÂÚÈÊÔÚ¿ (ÎÔÈÓˆÓÈ΋ Ù˘ ‰È¿ÛÙ·ÛË) Û˘ÓÈÛÙÔ‡Ó ‰˘Ô ·fi Ù· ‚·ÛÈÎfiÙÂÚ· ‰ÔÌÈο ÛÙÔȯ›· Ù˘ ‰È·ÌfiÚʈÛ˘ Ù˘ ÂÎÙ›ÌËÛ˘ ÙÔ˘ ·ÓıÚÒÔ˘ ÚÔ˜ ÙÔÓ Â·˘Ùfi ÙÔ˘ (T·Ófi˜, 1995, Û. 88). H ÊÙˆ¯‹ ÙÒÚ· ·˘ÙÔÂÎÙ›ÌËÛË ÙÔ˘ Ì·ıËÙ‹ ÂÈʤÚÂÈ ·Ó·fiÊ¢ÎÙ· ÂÛˆÙÂÚÈ΋ ¤ÓÙ·ÛË Î·È Û˘Ó·ÈÛıËÌ·ÙÈ΋ ‰˘ÛÊÔÚ›·, ηٿÛÙ·ÛË Ë ÔÔ›· ‰ÂÓ Â˘ÓÔ› ÙË Ì·ıËÛȷ΋ ÂͤÏÈÍË. ÕÏψÛÙÂ, fiˆ˜ ¤¯ÂÈ ÁÚ·ÊÙ›, «Ë ÓfiËÛË ÂÓ Ì¤ÚÂÈ ÂËÚ¿˙ÂÈ ÙË Ì¿ıËÛË» (Howe, 1990). EÔ̤ӈ˜ ‰ÂÓ Â›Ó·È ·ÚÎÂÙ‹ ·fi ÌfiÓË Ù˘ ÁÈ· ÙËÓ ÚÔ·ÁˆÁ‹ Ù˘ Ì¿ıËÛ˘. XÚÂÈ¿˙ÂÙ·È ··Ú·Èًو˜ Î·È ÙË Û˘Ó‰ÚÔÌ‹ ÙÔ˘ Û˘ÓÔÏÈÎÔ‡ ÓÂ˘Ì·ÙÈÎÔ‡ ÎfiÛÌÔ˘ Î·È È‰È·›ÙÂÚ· ÙÔ˘ ı˘ÌÈÎÔ‡ ·Ú¿ÁÔÓÙ·. ŸÙ·Ó fï˜ ÛÙÔ ı˘ÌÈÎfi ·Ú¿ÁÔÓÙ· ΢ÚÈ·Ú¯Ô‡Ó Ë ·ÚÔı˘Ì›· Î·È Ë ‰˘Û·Ó·Û¯¤ÙËÛË, Ë Ì¿ıËÛË Á›ÓÂÙ·È ÚÔ‚ÏËÌ·ÙÈ΋ Ì ·ÔÙ¤ÏÂÛÌ· Ó· ÍÂÚÔ‚¿ÏÏÔ˘Ó Ë ··Ú¤ÛÎÂÈ· ÙÔ˘ Ì·ıËÙ‹ ÚÔ˜ ÙË Ì¿ıËÛË Î·È Ë ÂÓ·ÓÙ›ˆÛ‹ ÙÔ˘ ÚÔ˜ ÙÔ ‰¿ÛηÏÔ Î·È ÙÔ Û¯ÔÏ›Ô. ¢ÂÓ Â›Ó·È ˘ÂÚ‚ÔÏÈÎfi ·Ó ԇ̠ˆ˜ ÙfiÙ ¿ÏÏÔ˜ Ì·ıËÙ‹˜, ÏfiÁˆ Ù˘ ȉÈÔÛ˘ÁÎÚ·Û›·˜ ÙÔ˘, Â›Ó·È ÂӉ¯fiÌÂÓÔ Ó· ˘ÈÔıÂÙ‹ÛÂÈ ÌÔÚʤ˜ ·ÓÙÈÎÔÈÓˆÓÈ΋˜ Û˘ÌÂÚÈÊÔÚ¿˜, ÚÔÎÂÈ̤ÓÔ˘ Ó· οÓÂÈ ·ÈÛıËÙ‹ ÙËÓ ·ÚÔ˘Û›· ÙÔ˘ Î·È ÙÔ ‰˘Ó·ÌÈÛÌfi ÙÔ˘ ÂÁÒ ÙÔ˘, ¤ÛÙˆ Î·È Ì ·ÚÓËÙÈÎfi ÙÚfiÔ, Î·È ¿ÏÏÔ˜ Ó· ÎÏÂÈÛÙ› ÛÙÔÓ Â·˘Ùfi ÙÔ˘ ·˘Ùԉȷ¯ÂÈÚÈ˙fiÌÂÓÔ˜ ÙÔ Úfi‚ÏËÌ· ÙÔ˘. ™Â ÌÈ· ÂÚÂ˘Ó¿ ÙÔ˘ Ô ÌÂÁ¿ÏÔ˜ Û‡Á¯ÚÔÓÔ˜ ÕÁÁÏÔ˜ ·È‰Ô„˘¯›·ÙÚÔ˜ Rutter ·ÔÎ¿Ï˘„ fiÙÈ ÙÔ 70% ÙˆÓ Ó¤ˆÓ Ì ̷ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ·ÚÔ˘Û›·˙ ·Ú·و̷ÙÈ΋ Û˘ÌÂÚÈÊÔÚ¿ (Rutter & Giller, 1983). H URL ·˘ÙÔ‡ ÙÔ˘ ¿ÚıÚÔ˘ ›ӷÈ: http://www.specialeducation.gr/modules.php?op=modload& name=News&file=article&sid=444 ™˘Ó¤¯ÂÈ· ÛÙÔ ÂfiÌÂÓÔ

20

10 idées pour tout changer Vasiliki Botsi Enseignante de LE (français/anglais) et traductrice

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'ai toujours évité le flou théorique, c'est pourquoi je fais 10 propositions concrètes pour enfin changé, plutôt améliorer la qualité d'enseignement du FLE en Grèce. Mais pour y arriver, il faut faire disparaître tous les facteurs négatifs pour l'apprentissage. C'est la responsabilité de tout enseignant dont la seule ambition est de faire apprendre la langue à l'apprenant et de lui conférer une valeur. L'apprenant alors, doit acquérir la capacité : apprendre à apprendre. C'est la tâche de l'enseignant-guide en définissant ses objectifs, en choisissant le matériel didactique et en désignant les circonstances d'apprentissage. 1. Un soutien scolaire à la finlandaise : tous les jours et dans toutes les classes l'instituteur pourrait se concentrer sur les élèves en échec scolaire durant la dernière heure de classe, tandis que les autres avanceraient leurs devoirs. Cette mesure fonctionne très bien en Finlande. Une solution efficace pour les enfants en difficulté. De cette façon, même les élèves marginalisés et neglisés auront un droit a l'apprentissage. En focalisant l'intérêt sur ce point on élèvera le niveau d'apprentissage puisque les inégalités vont s'équilibrer. En ce qui concerne la réalité grecque, et en particulier, le système scolaire cela déjà fonctionne (des cours de soutien) mais son application aux écoles prives des langues dites ''frontistiria'' est jugée indispensable. 2. Ouvrir l'école pendant les vacances : il faut transformer les collèges et lycées en ''centres de loisirs pour adolescents''. Une fenêtre ouverte sur la créativité, la musique, le théâtre, les sports… Des gymnases, des bibliothèques, des ordinateurs accessibles et vraiment utilisés. Autre avantage : soulager les mères qui travaillent et les familles modestes qui ne savent pas comment occuper leurs ados. L'exploitation du lieu de l'école en tant que pôle régulateur pendant les vacances va non seulement distraire

les élèves mais les initier à la culture. Leur occupation des projets ou d'activités va développer la dimension aptitude-intelligence et la dimension motivationattitude et de plus, diminuer le taux de criminalité juvénile, des drogues, de la violence. 3. Un DRH (directeur des ressources humaines) dans l'école : il faut appliquer à l'école les techniques du management de l'entreprise et faire du directeur d'établissement le véritable patron. L'absence d'encadrement et de guidage démotive les jeunes instituteurs. Des notions de gestion de carrière, de travail en équipe, d'évaluation, et de valorisation de l'enseignant. Ce sont les clés de l'efficacité. Les professeurs eux-mêmes doivent trouver des débouches à leurs difficultés, questions vu que le rôle des inspecteurs reste superficiel et inadéquate. Alors, s'adresser à qui ? 4. Une prime pour les profs des quartiers difficiles : plus un prof a de l'ancienneté, mieux il est payé et plus il a le choix de son affectation. Ce sont donc les profs sans expérience qui ont en charge les classes les plus difficiles, dans les zones qui sont les plus défavorisées. Enseigner en banlieue ou au centre-ville, c'est le jour et la nuit : trois fois plus de travail, de stress, de violence aussi…Il faut répercuter cette réalité

sur le salaire en créant une prime pour les enseignants des zones les plus sensibles afin qu'on assure une meilleure qualité des conditions de vie et de travail de même. Un bonus c'est une motivation pour la satisfaction de cette demande. 5. Un psy à l'IUFM (Instituts universitaires de formation des maîtres): même si les jeunes instits sont très à l'aise avec la transmission des connaissances, la majorité d'entre eux est désarmée face à la gestion humaine d'une classe. Il est indispensable d'inculquer des méthodes très efficaces pour tenir un groupe aux futurs instits avant leur premier jour de classe. D'ailleurs, on ne nous apprend jamais à réagir face a un élève violent ou à mettre en rang des enfants. Quant à la question de la punition, c'est un véritable tabou ! Il est vrai que les futurs enseignants ne savent pas comment gérer une classe et comment faire face aux antisèches ou lors d'une bagarre entre des apprenants. Comment envisager un élève dont les parents sont absents ou indifférents ? Quelle collaboration lorsque des minorités ? Des questions qui entraînent des solutions urgentes ! 6. Former les profs à la pédagogie existentielle: la pédagogie existentielle, c'est tout simplement partir de ce qui intéresse vraiment les élèves pour arriver progressivement à un savoir plus officiel. Mais tous les enseignants font l'inverse. On peut par exemple de mander aux élèves d'évoquer les origines de leurs parents avant d'entamer le chapitre sur la colonisation. Ou parler d'une rupture amoureuse pour capter l'attention au début d'un cours sur la passion, en philosophie… Bref, ne pas commencer par Voltaire, mais trouver un chemin pour arriver à Voltaire ! L'insertion de la vie quotidienneréelle dans la classe crée une atmosphère plausible. Favoriser l'implication des élèves dans la procédure de l'enseignement pour produire

l'effet voulu. Pour rendre la participation active, se référer au vécu c'est la réponse. 7. Une école black, blanc, beur : la question épineuse de l'immigration qui entre aussi dans la classe et pose des dilemmes aux profs incapables de gérer la mixité sociale. Des injures raciales, insultes ou des phrases comme ''sales chrétiens''… Solution : réintroduire la mixité sociale en mélangeant les enfants d'origines diverses. Un enseignement multidimentionnel et une formation propre élimineraient les inégalités. 8. Passe l'oral d'abord : faire l'expression orale une matière principale. Etre bon à l'oral ne demande pas de ''prérequis'' social ou culturel. A l'oral, tout le monde peut être valorisé, même les élèves en échec dans les matières purement théoriques. Bien s'exprimer est une qualité devenue fondamentale dans l'entreprise et dans la société. L'oral peut donc révéler des potentiels, tués par l'enseignement trop théorique. Pratiquer la langue, parler en langue étrangère, apprendre à communiquer c'est le but et le besoin de notre époque. Du reste, on peut mettre en valeur la compréhension orale comme la production orale. 9. Une année d'apprentissage pour tous : instaurer une année d'apprentissage sur le terrain, entre 14 et 18 ans, à l'age ou se pose la question de l'orientation. Cela obligerait chacun à ''mettre les mains dans le cambouis'', mêmes les futures élites. Ainsi, la valeur de travail gagnerait sa propre place. On pourrait conseiller les parents aussi et apporter des spécialistes à la fois. 10. La philo pour tous : les enfants sont pleins de questionnements métaphysiques et ils ont moins de préjugés. La philo permet de former le sens critique et de mieux recevoir les autres matières. Comment ? C'est très simple de faire réfléchir un enfant : à partir de l'histoire d'un élève qui a perdu son chien, on introduit la réflexion philosophique sur la mort. La philo, c'est donner la parole, sortir du ghetto social… Appliquer cette stratégie dans d'autres matières par le biais du vécu ou des histoires proches au niveau et à l'age des apprenants aura les résultats souhaitables. Ainsi, on éveille l'intérêt du savoir et du savoir-apprendre.