ΜΕΤΑΠΤΥΧΙΑΚΗ ΕΙΔΙΚΕΥΣΗ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ

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1 ΕΛΛΗΝΙΚΟ ΑΝΟΙΚΤΟ ΠΑΝΕΠΙΣΤΗΜΙΟ ΣΧΟΛΗ ΑΝΘΡΩΠΙΣΤΙΚΩΝ ΣΠΟΥΔΩΝ ΜΕΤΑΠΤΥΧΙΑΚΗ ΕΙΔΙΚΕΥΣΗ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΔΙΠΛΩΜΑΤΙΚΗ ΕΡΓΑΣΙΑ Implementing the European Language Portfolio to promote reflective learning and learner autonomy in Greek primary classrooms ΚΥΡΙΑΖΙΔΟΥ ΚΥΠΑΡΙΣΣH ΠΑΤΡΑ ΜΑΙΟΣ, 2012

2 TABLE OF CONTENTS TABLE OF CONTENTS...2 DEDICATION...6 ACKNOWLEDGEMENTS...7 ABSTRACT...8 ΠΕΡΙΛΗΨΗ...9 ABBREVIATIONS, SYMBOLS AND KEY WORDS...10 Abbreviations and symbols...10 Key words...10 INTRODUCTION...11 CHAPTER Moving from the broader use of a language portfolio towards the use of the European Language Portfolio in EFL education The portfolio as an assessment technique The Council of Europe and its objectives The Common European Framework of Reference for Languages The European Language Portfolio The ELP in Greek contexts...19 Conclusion...21 CHAPTER The main principles embedded in the Language Biography My Language Biography Language learner autonomy Reflexivity and metacognitive awareness Strategic learning Evaluating one s learning Input factors and learners characteristics Research questions...29 Conclusion...30 CHAPTER

3 Incorporating the theoretical framework into the practice of research The survey tools used in a specific context Questionnaires The layout The main parts Questionnaire content Sampling procedures Observation The teaching and learning context Learners profile Curriculum and coursebook situation...37 Conclusion...39 CHAPTER Analysing and interpreting the research and its findings Before implementing the LP The preparatory phase The findings of the first questionnaire The results of the observation Evaluation of the content of the LP Additional activities that supplemented the LB After the use of the ELP in class...45 Conclusion...46 CHAPTER Evaluation of the findings, teaching implications, limitations of the research and recommendations for further research Evaluation of the findings Teaching implications Limitations of the conducted research Recommendations for further research...53 Conclusion...54 CONCLUSION...55 APPENDICES

4 APPENDIX I...65 The two broad groups of strategies for all four skills, as adopted by Oxford (1990)...65 APPENDIX II...67 The two questionnaires designed by the researcher for the purpose of the study APPENDIX III...69 Classroom observation checklists...69 APPENDIX IV...73 The overall illustrative scales of the CEFR for the four learning skills, as adapted by the Council of Europe (2001) APPENDIX V...74 Some classroom activities for strategy awareness, adopted and adapted from Oxford (1990)...74 APPENDIX VI...77 The results of the four questionnaires used for the research...77 APPENDIX VII...81 Samples of participants answers referring to the tasks they performed and their abilities.81 APPENDIX VIII...84 Samples of the participants answers referring to their strategies...84 APPENDIX IX...85 Samples of the participants answers referring to their individual preferences and strategies...85 APPENTIX X...87 Samples of participants answers referring to their concluding comments after assessing themselves...87 APPENDIX XI...93 Samples pages of the Successful strategies handout, created by the learners...93 APPENDIX XII...97 Samples of learners work on pondering the purpose for reading (6 th grade)...97 APPENDIX XIII...98 A table of the types of portfolios as described by Hebert (2001)...98 APPENDIX XIV...99 The two levels of learners involved in the research, as described by the CEFR (Council of Europe, 2001:24)

5 APPENDIX XV Language awareness as described by Papaefthymiou-Lytra (1987b) APPENDIX XVI The diagram of the Strategy System, adopted by Oxford (1990:18-21) APPENDIX XVII The sample pages of the ELP used by the fifth graders as part of the research APPENDIX XVIII The sample pages of the ELP used by the sixth graders as part of the research

6 DEDICATION This dissertation is dedicated to my son, Nicolas. 6

7 ACKNOWLEDGEMENTS I am particularly grateful to: - My tutor and supervisor Dr. Vlachos, whose suggestions have enriched this thesis. He has offered me invaluable assistance in the preparation of this dissertation since the beginning of this academic year and supported me with his insightful suggestions and feedback till its completion. - The pupils of the fifth and the sixth grade of the school I work in, who willingly participated in the research and they also contributed significantly to its completion. - My colleague and fellow student in the Master s degree, Maria Dedousi, for her support. Our thoughtful discussions and her technical support were of great importance to me. - My family and friends who encouraged me to continue despite the pressure of time, and most importantly, my husband, who was tolerant and understanding in every possible way. 7

8 ABSTRACT The present research aims at investigating the implementation of an educational innovation, the European Language Portfolio (ELP), in Greek primary classrooms. Particularly, it examines one part of the ELP, the Language Biography. Portfolio-based instruction is promoted by modern trends in education and it aims at learner autonomy starting within the restricted framework of a classroom and moving out of it, in real-life situations. Since it is a brand new approach in ELT in Greek state schools, its implementation should be carefully planned and tested for its effectiveness. The researcher used both qualitative and quantitative methods to collect data for her analysis of a case study. The participants were two groups of fifth and sixth graders dealing with the ELP for the first time. Two questionnaires and an observation were incorporated in the English lessons and provided answers to the research questions. Despite the fact that it was a short, small scale research, it provided the researcher with some useful information concerning learners autonomy and strategic learning. The majority of learners identified a variety of strategies used in listening, speaking, reading, and writing activities and reflected on their performance and possible difficulties. However, a more extended time schedule and more systematic strategy instruction is required for future use. The ELP can gradually help learners become more autonomous by helping them think aloud and learn how to learn but there is still a long way ahead. 8

9 ΠΕΡΙΛΗΨΗ Η παρούσα έρευνα στοχεύει στην εξέταση της εφαρμογής μιας εκπαιδευτικής καινοτομίας, του Ευρωπαϊκού Φακέλου Γλωσσών (ELP), στις τάξεις του ελληνικού δημοτικού σχολείου. Συγκεκριμένα εξετάζει ένα μέρος του ELP, το Γλωσσικό Βιογραφικό. Η διδασκαλία με την χρήση του ELP προωθείται από τις μοντέρνες τάσεις στην εκπαίδευση και στοχεύει στην αυτονομία του μαθητή ξεκινώντας μέσα από τα στενά όρια της τάξης και καταλήγοντας έξω από αυτήν, σε καταστάσεις που αντικατοπτρίζουν την πραγματικότητα. Μιας και αποτελεί μια νέα προσέγγιση στην διδασκαλία της αγγλικής γλώσσας στα ελληνικά δημόσια σχολεία, η εφαρμογή του θα πρέπει να σχεδιαστεί κατάλληλα και να ελεγχτεί για την αποτελεσματικότητά του. Η ερευνήτρια χρησιμοποίησε ποιοτικές και ποσοτικές μεθόδους για την συλλογή στοιχείων μιας συγκεκριμένης ομάδας μαθητών. Οι συμμετέχοντες ήταν δύο ομάδες μαθητών της πέμπτης και της έκτης δημοτικού που επεξεργάστηκαν το ELP για πρώτη φορά. Δύο ερωτηματολόγια καθώς και Συστηματική Παρατήρηση των μαθητών ενσωματώθηκαν στα μαθήματα των αγγλικών στην τάξη και έδωσαν απαντήσεις στις ερωτήσεις στις οποίες αποσκοπούσε η έρευνα. Παρά το γεγονός ότι πρόκειται για μια σύντομη έρευνα σε ένα μικρό αριθμό μαθητών σε σχέση με το γενικό σύνολο, η ερευνήτρια απέσπασε κάποιες πληροφορίες σχετικά με την αυτονομία των μαθητών και τη μάθηση με βάση κάποιες στρατηγικές. Οι μαθητές αναγνώρισαν ποικίλες προσωπικές στρατηγικές μάθησης μέσα από τις δραστηριότητες κατανόησης και παραγωγής γραπτού και προφορικού λόγου και στοχάστηκαν όσον αφορά την επίδοσή τους και τις πιθανές δυσκολίες τους. Χρειάζεται όμως πιο συστηματική διδασκαλία των στρατηγικών μάθησης και διεύρυνση των ωρών διδασκαλίας των αγγλικών για την εφαρμογή της. Το ELP μπορεί να βοηθήσει στην σταδιακή ανάπτυξη αυτόνομων μαθητών ζητώντας τους να σκέφτονται μεγαλόφωνα και να μάθουν πώς μαθαίνουν αλλά υπάρχει ακόμη πολύς δρόμος προς αυτή την κατεύθυνση. 9

10 ABBREVIATIONS, SYMBOLS AND KEY WORDS Abbreviations and symbols ELP= European Language Portfolio LP= Language Portfolio DEPPS= Diathematiko Enieo Plesio Programmaton Spoudon CEFR= Common European Framework of Reference for Languages EU= European Union CoE= Council of Europe EPOSTL= European portfolio for Student Teachers of Languages LB= Language Biography L2= "Language 2" = the language being learned or studied ELT= English Language Teaching EFL= English as a Foreign Language p.= page pp.= pages Key words Autonomy Learner-centredness Language learning strategies Strategic learning Language awareness Metacognition Self-assessment Strategy instruction Reflection 10

11 INTRODUCTION Since the foundation of the European Union (EU), all the member states have been part of a multicultural and multilingual community and all governments have co-operated for the economic, political and social development of all European citizens (Sharpe, 2001, p.90). The Council of Europe (CoE) is responsible for consolidating some fundamental principles to all the 47 member countries. Its main objectives, as they are stated in its official webpage 1, are the consolidation of democratic stability and the rule of law, the protection of human rights, the promotion of awareness of European cultural identity and diversity. Within the above atmosphere, the European dimension in education emerged (Sharpe, 2001, p.90). It is an attempt to prepare learners in the EU for a common future, to strengthen a European identity and make them aware of a range of European histories, cultures and languages. They will learn to share some common features and at the same time respect the existing differences starting from an early age in the primary school and moving gradually to adult life. The appearance of modern foreign languages in schooling can contribute to the realization of the above perspective. Effective teaching will help learners recognize the commonalities between the target European language and their own first language (Sharpe, 2001, p.105). They should be confident enough to use at least two European languages, enter into their cultures and develop a positive attitude towards cultural diversity through their own experiences (Sharpe, 2001, p.104). Bearing in mind all the above, the CoE opened a new perspective to education all over Europe. It worked hard towards improving communication and mutual understanding between individuals and among nations (Chryshochoos et al., 2002, p.29). It encouraged the development of new approaches in the field of education that comply to the European Language Policy. Moreover, in order to promote its pedagogical practices the CoE moved to the introduction of various documents, such as the Common European Framework of Reference for Languages (CEFR) and the European Language Portfolio (ELP) for both primary and secondary education (Little, 2011). It mainly aims at

12 promoting sociocultural knowledge, intercultural awareness and plurilingualism in the European community (Sharpe, 2001). Two ELP models were validated in Greece, one for junior high schools and a more recent one for primary learners. Even though the idea of this pedagogical innovation seems promising enough, none of them has been implemented in schools as a national project so far. Bobolou (2007) made a research on the implementation of the ELP in secondary education as part of her dissertation for her Master s degree in HOU. However, she mainly focused on the teachers and learners expectations and attitudes towards the ELP and its potentiality, as she could not implement it in a real classroom. Moreover, Papagoula (2011) made a research on the learning strategies used in primary classrooms as part of her dissertation in HOU. However, there are no empirical studies that investigate the effectiveness of the ELP for the development of learning strategies in a Greek primary learning context according to the researcher s knowledge. Considering all the above, the need for an evaluative research emerged. This study is going to present and examine the currently validated model of the ELP for primary schools in Greece within the broader framework of foreign language teaching. It is devoted to the second part of the ELP, the Language Biography, and evaluates its usefulness and its constraints for both learners and teachers as a tool towards learner autonomy. It investigates the LB regarding the development of reflection and self assessment as well as metacognitive awareness and strategies in a positive atmosphere of active learner participation. The hypothesis and the research questions in chapter 2, section 2.4, determine the scope and the aims of the research. As a research method a case study is undertaken. It is a small scale research but it can provide deep and intensive information concerning the chosen unit to be observed (Cohen et al., 2000). Two groups of young learners, from the fifth and the sixth class of a Primary School, which are all taught English by the teacher-researcher, take part in the study. A two-phase, sequential mixed methods 2 study is conducted in classroom settings, so an analysis of both numeric and text data is integrated (Creswell, 2003). The 2 In a sequential study, two distinct phases are reported: first, qualitative data collection and analysis and then quantitative data collection and analysis or vise versa. 12

13 researcher focuses on exploring the implementation of the ELP and her purpose is to use quantitative results to interpret better qualitative findings. Both kinds of findings are integrated during the interpretation phase (Creswell, 2003, p.215). Two instruments of data analysis are employed, questionnaires and observation, so as to achieve greater credibility through the process of methodological triangulation 3 according to Denzin s typology (1970, in Cohen et al., 2000, p.113). Both theoretical and practical evidence is provided through five chapters. A quantitative approach to literature is adopted, since the literature review is placed at the beginning of the study to provide directions and establish a rationale for the research questions (Creswell, 2003, p.32). In the first chapter there is a brief review of the use of portfolios in mainstream and EFL classrooms. Then, an introduction of the ELP and its three main components follows with reference to the fundamental principles of the CoE and the CEFR. Information about the implementation of the ELP in Greek contexts is also included. Chapter 2 is devoted to the analysis of the main issues included in the LB as far as young learners are concerned, such as learner autonomy, learning strategies, self-assessment, metacognition, and reflection, all related to learner s mental context. A detailed description of the research methods used for examining the implementation of the ELP for primary learners is included in chapter 3. The results of the present research and the data analysis are described in chapter 4. Any pedagogical implications, recommendations and adaptations for future use are recorded in chapter 5. 3 The use of two or more methods of collecting data referring to the same object of study 13

14 CHAPTER 1 Moving from the broader use of a language portfolio towards the use of the European Language Portfolio in EFL education The use of portfolios in education as an assessment technique is not a new trend. Since the 1990s a lot of research has been carried out for their usefulness as educational tools (Mabry, 1999). They were used in different ways depending on their purpose and the desired outcomes. This chapter will introduce us to some general information and then it will refer to the notion of portfolios with reference to the CoE and the ELP. 1.1 The portfolio as an assessment technique In the modern world there is a shift from a focused assessment and test scores to an ongoing assessment (Paris & Ayres, 1994, p.51; Tσαγγαρή, 2011), which yields essential information about learners and evidence of their knowledge. Traditional approaches to assessment compartmentalize the learning and teaching process and they mainly promote the use of achievement tests to measure the learners knowledge. Such standardized tests provide teachers with a limited portrayal of learners skills and abilities. Moreover, they sort learners into two groups, the successful and the unsuccessful ones and at the same time they undermine the learners self esteem and positive attitudes towards learning (Hebert, 2001; Ioannou-Georgiou & Pavlou, 2003). The use of portfolio at all grade levels of education has been mainly associated with alternative assessment. A portfolio is described as a collection of students work samples in a folder (Hebert, 2001; Larson, 2003; Mabry, 1999; Paris & Ayres, 1994; Rea, 2001). Its benefits can be many both for the learners and the teacher according to relevant studies (Cook-Benjamin, 2003; Coombe and Barlow, 2004; Lessard-Clouston, 1997; Santos, 1997). Learners present their accomplishments in it and monitor their own progress while teachers can assess learners performance comprehensively as part of an 14

15 ongoing process and supplement traditional formal assessment (Banta, 2003; Grace, 1992; Tσαγγαρή, 2011). It serves as a qualitative companion to quantitative measures that help teachers measure and comprehend the complicated process of a child s learning (Hebert, 2001, p.x). Learners have voice in the process of assessment too, since they can assess themselves and their progress in any of the four skills over time by completing checklists, diaries, journals separately or embedded in language portfolios (Grace, 1992; Oxford, 1990; Thanasoulas, 2000). This way, they work in a motivating atmosphere and become more confident through self-directed learning (Council of Europe, 2001). The purpose, the ownership, and the content of the portfolio are three interrelated key issues that have to be considered in advance (Hebert, 2001:44). Hebert (2001, p.45) compares various types of portfolios with reference to the element of ownership and the roles of teachers and learners in the whole process. She moves from those organized by the teacher to those organized by the learners themselves (Appendix XIII, p.98). 1.2 The Council of Europe and its objectives The CoE has been highly involved in language learning since 1960 (Benson, 2001; Council of Europe, 2001; Little, 2011). It strongly supports the action-oriented approach and the concept of autonomy within the field of both mainstream and language education, as mentioned above. It adopts and promotes a learner-centred, an action-oriented and a crosscurricular approach to learning. These approaches are fully incorporated in the ideologies of modern curricula. There is a move towards modular and competence-based curricula that aim at assisting both teachers and students towards individual autonomy within a just society (Masschelnein, 1991: 97 in Cohen et al., 2000, p. 33). In chapter 3, section 3.2.2, there is a brief description of DEPPS, the current curriculum in Greek schools, and its main features regarding learner autonomy. As Cohen et al. (2000) argue, curricula focus on critical pedagogy and the promotion of the cultural and ideological development of school. The learning of various European languages will promote plurilingualism- interrelation of languages- and communication among the citizens of various member countries across linguistic and cultural barriers. 15

16 Consequently, the CoE focused on learner-centredness and the needs of the autonomous learner with respect to their linguistic and cultural diversity. Learners have a voice in the learning and teaching process, as they work on cultural and social issues closely related to their circle of interests (Chryshochoos et al., 2002; Tudor, 1996). The individual learners are asked to carry out language-related and other communicative tasks involving language production, comprehension, interaction, or mediation (Council of Europe, 2001, p.32). In order to achieve their goals, they activate specific strategies and they develop a variety of general and communicative competences 4 or communicative skills. The language learners gradually become language users and accomplish their personal and cultural development in their own social context (Council of Europe, 2001). To that end, skills and know how are indispensable to bring knowledge into action (Chryshochoos et al., 2002, p.33). 1.3 The Common European Framework of Reference for Languages In order to promote its underlying principles and its goals, the CoE moved to the publishing of various documents. There was a strong need for a comprehensible, transparent and coherent framework for language learning and teaching (Council of Europe, 2001, p.7), a common basis for the elaboration of language syllabuses, curricular guidelines, examinations, textbooks, etc. across Europe, that can facilitate communication between stakeholders in the field of modern languages (Council of Europe, 2001, p.1). After some drafts, it launched the final version of the CEFR in The CEFR is a useful tool for those involved in language learning, teaching, and assessment. The Framework is not a pre-determined menu, ready for use but it can be a starting point for curriculum planners, course designers, textbook writers and teachers in their attempt to organize courses and decide on their content (Council of Europe, 2001, p.44). Educational curricula should follow the overall objective of the Framework and promote plurilingual and pluricultural competence in language learners starting from the school and later accompanying them as language users in post-school learning. There is a need for complex and multiple competences to be developed both inside and outside 4 The knowledge and skills that give learners the chance to perform actions 16

17 school, since the learners are required to communicate in several languages and experience different cultures simultaneously (Council of Europe, 2001). The Framework offers a general point of reference, since there are also other factors, such as learner needs, motivations, purposes, special characteristics, and material resources which predetermine the course of a learning/teaching situation. A rich external context can strongly influence the learners participation in communicative real-life or pedagogic tasks. The CEFR also provides a framework of common reference levels for describing learner proficiency and assessment (Council of Europe, 2001, pp.16, 32), useful for practitioners and examiners, too. The assessment criteria can be used for the assessment of learners communicative performance and linguistic knowledge. It has identified six broad levels of generating language proficiency: A1 and A2 for the basic user, B1 and B2 for the independent user, C1 and C2 for the proficient user (Pedagogical Institute, 2003b). They are identified in terms of some Can Do descriptors in a global scale 5 (Appendix IV, p.73). The Swiss National Science Research Council Survey was responsible for developing and scaling the illustrative descriptors in learning contexts. It also suggests a branching approach to the above broad levels with some narrower coherent levels or subdivisions including beginners as well. Consequently, all the learners can fit coherently in any of them with respect to their local needs and the common framework at the same time (Council of Europe, 2001). 1.4 The European Language Portfolio The ELP was also published in It supplements the philosophy of the CEFR and promotes the broader goals of the CoE. It provides a format in which language learning and intercultural experiences of the most diverse kinds can be recorded and formally recognized (Council of Europe, 2001, p.5). Some years later in 2007, the CoE also published the European Portfolio for Student Teachers of Languages (EPOSTL). It is intended as a lifelong document which can help teachers to develop their competences throughout their career and gain a deeper understanding of the strengths and weaknesses

18 of their teaching strategies (Newby, 2011, p.12). The ELP and the EPOSTL were designed to mediate the new approach to L2 language learners and teachers as valuable tools for reflection. Some support materials followed as guidelines for the effective implementation of the above documents. The CoE did not provide all member states with a unique version of the ELP. Instead, it established a Validation Committee to which ELPs are submitted and it determines if they are designed according to a set of Principles and Guidelines required. The level of uptake is getting higher and higher as ELPs aim at different ages and stages of learning. It was reported that by the end of 2010, there were 118 validated ELPs from 32 CoE member States (Little, 2011). They correspond to various levels of education, such as young learners in primary education, post-primary learners in lower and upper secondary education, students in vocational and higher education as well as adult learners and teachers. They are designed based on the six broad levels of proficiency of the CEFR mentioned earlier. In some cases there is a need for narrower levels, so that they are more relevant to particular groups or institutions (North, 1999, in Lenz & Schneider, 2003). The same resource mentions that an example with narrower levels is the French ELP, which divided the levels of A2 and B1 in three sub-levels each. After some pilot projects had been carried out in various member states at national or local level, a lot of ELP models became widely-spread. The ELP contains various types of descriptions, such as descriptions of language proficiency, descriptions of learning objectives, descriptions of learning strategies as well as descriptions of language learning and intercultural experiences (Lenz & Schneider, 2003, p.1). There are various sources for the selection of the descriptors for an ELP. Some descriptors should be included in the ELPs without changing, while others can be adapted and tailored to the respective teaching context and domain of use. For example, the descriptors of the ELP for young learners should be simplified and comprehensible for its users. The issue of translation should also be considered carefully when referring to the wording of descriptors. Since the original texts are in English, French and German, their translations in other languages cannot always mirror the exact meanings (Lenz & Schneider, 2003). 18

19 Learner autonomy, intercultural awareness, and plurilingualism should be hold in balance, so as to promote the underlying principles of the CoE. The first, the development of learner autonomy, as defined in chapter 2, section 2.2, can be achieved through various reflective activities, goal setting and self-assessment. The second, interculturality, refers to the learners engagement with the cultures associated with the L2s and the development of cultural sensitivity and respect for various foreign cultural contexts. The third, plurilingualism, focuses on linguistic comparisons between languages taught in the school as well as home languages. So, all the participants in the project should address the three key issues of the ELP, but each one of them can approach it differently, depending on the impact they want to make on L2 learning. The ELP constitutes a pedagogically innovative tool for various target groups, a new way of expressing the communicative goals of the curriculum concerning modern languages. It is designed to serve two purposes, a pedagogical and a reporting one (Little, 2011, Τσαγγαρή, 2011). It promotes language learning through reflection and selfassessment and provides a record of learners accomplishments and intercultural experiences in terms of language use. As it is stressed by the CoE (2001, p.175), the learners can include in their ELP not only any officially awarded recognition obtained in the course of learning a particular language but also a record of more informal experiences involving contacts with languages and other cultures. 1.5 The ELP in Greek contexts The learner-centred approach to education is considered essential in all modern societies. It is also central in the attempt of the Greek Ministry of Education, Lifelong learning and Religious Affairs towards the New school (Pedagogical Institute, 2011). More innovative approaches and instructional strategies (Lombardi, 2004) are employed more and more frequently in the current pluralistic second language learner classroom. For instance, the language portfolios give a new direction to everyday English classrooms. Appropriate use of portfolios can change the way learners think and can broaden their horizons (Hamp-Lyons & Condon, 2000; Καγκά, 2001; Καγκά, 2004; Şalli- Çopur, 2005; Tavares and Cavalcanti, 1996). 19

20 The first attempt to insert the ELP in the Greek educational system was made by the Hellenic Pedagogical Institute in 2003 (Bobolou, 2007). A validated model, based on the Principles and Guidelines set by the CoE, was designed with the title: European Language Portfolio for learners aged in Greece. As Bobolou (2007) mentions it was gradually launched at junior high schools as part of a pilot project and some teacher training seminars all around the country followed for the effective introduction of the ELP. Even though the project seemed quite promising, the specific ELP was not used widely in schools. In 2010 a new attempt was made for the implementation of the ELP in a lower level of education. The European Language Portfolio for Primary Schools (for pupils aged 9-12) 6 was published to open new horizons in primary education and support the goals outlined by the CoE. This model of the ELP corresponds to learners of senior primary classes and its validation number is That means that it was published in 2010 and it is the 110 th out of the 113 validated portfolios 7. Some seminars were conducted all around Greece to get primary teachers of foreign languages acquainted to this new tool 8. The ELP for Greek learners is common for all three L2s that are part of the curriculum (English, French and German). The language mostly used in the ELP is Greek, most learners mother tongue but there is some information in the three languages as well. There is a strong need for a language clearly understood by children, so that they can express their thoughts easily without worrying about spelling or grammar mistakes (Cameron, 2001). By using their mother tongue they can more accurately portray their learning experiences, as the findings of the observation showed in chapter 4, section 4.2 (Appendix VII, p.81-83, Appendix VIII, p.84, Appendix IX, p.85-86, Appendix X, p.87-92, Appendix XI, p.93-96). According to the CEFR, languages taught and cultures are linked together and the acquisition of linguistic and cultural competences depends on the students own language and the knowledge of other languages as well. This interrelation between languages leads to the development of plurilingual competence and intercultural 6 It is available online: espaenglish.blogspot.com/ 20

21 awareness of individual learners in their attempt to become competent language users (Council of Europe, 2001; Piccardo et al., 2011). The ELP for primary schools addresses to the learners of the three upper grades that correspond to levels A1 and A2 of the CEFR (Appendix XIV, p.99). It is designed to be used as a continuum. The learners will have the same portfolios from the fourth grade up to the sixth, so that they can include in it their own learning history in English and French or German. They will be able to reflect upon their past years of work and become aware of their gradual development as foreign language learners. They will observe differences through more mature insights. The portfolio will be a reminder of their achievements, their thoughts and goals over the years and a link between prior and present learning. Moreover, it can serve as a channel of communication between the teachers and the parents, as the latter can get informed about the progress of their children and gain a more in-depth view of their child as a learner (Grace, 1992; Hebert, 2001, p.100; Ioannou-Georgiou & Pavlou, 2003; Καγκά, 2010; Καγκά, 2004). The ELP consists of three main sections, all of which assign a central role to the learners. The first part is the Language Passport in which the owners report their linguistic profile and their experiences with the languages they know. The second part is the Language Biography (LB) in which the process of learning is analyzed in terms of various communicative activities that require the development of the skills of listening, reading, spoken interaction, spoken production, and writing. Learning goals and outcomes are identified based on the proficiency levels of the CEFR. The learners are also asked to reflect on their learning preferences, learning strategies and intercultural experiences. The third part is the Dossier, in which learners can store their work as well as evidence of their achievements using L2s. Conclusion This chapter described the framework in which the ELP emerged. The CoE promoted its use along with the CEFR in order to give to learners a new direction. It is more than just an assessment tool, as it leads to learner reflection and better understanding of the learning process. The ELPs are designed to be used all around Europe but Greek schools 21

22 do not seem to have experienced their benefits so far. The next chapter mainly focuses on the LB and the issues analyzed in the current research. 22

23 CHAPTER 2 The main principles embedded in the Language Biography In the above review of a language portfolio a lot of terms were used that need some additional analysis. So, before moving to the implementation of the LB in the classroom it would be wise to consider its main features briefly. 2.1 My Language Biography My language Biography is one of the three sections of My Language Portfolio, mediating between My language passport and My dossier. It supports reflective learning, as it aims at promoting reflection on learning styles, strategies and intercultural experience (Little, 2011, p.9). Its first part refers to interculturality and plurilingualism two terms frequently used by Little (2011), as they are the two of the key issues promoted by the CoE. In other words, this part asks learners to reflect on their experiences with other languages and cultures with reference to their interests and everyday activities, but this will not be investigated in the present research. It is learner autonomy through the reflection on learning preferences and strategies and self-evaluation that will be examined in depth within the framework of process orientation (Oxford, 1990, p.5). The focus is placed more on the process towards language learning and how learners gain language skills as well as on input factors that affect the outcome of language learning (Papaefthymiou-Lytra, 1987b). The research questions at the end of this chapter, section 2.4, include relevant information and investigate the issue of learner autonomy within the frameworks of a case study. 2.2 Language learner autonomy Piaget and Bruner were really involved with the psychology of children and how they think and learn (Cameron, 2001). Their ideas can easily be transferred to formal education and teaching. They both stress the importance of learners social environment and place action and self-directed problem-solving at the heart of learning and 23

24 development (Wood, 1998, p.5). By being active and constructive, children can develop their own understanding of the world around them. Vygotsky (Benson, 2001; Wood, 1998) also added that children should participate in social interaction and communication. They can co-operate with more knowledgeable and skilled individuals, such as teachers, in order to achieve knowledge and cultural awareness. When children are involved in shared activities, they can achieve a better performance and mental development. As they are getting older and older, they gain more experience and expertise. They develop self-directive inner speech (Benson, 2001, p. 40) and become better at attending, memorizing, guessing, problem-solving, regulating their learning and thinking. Thereafter, they gradually become more autonomous and self-regulated. The development of language learner autonomy at school is one of the main objectives of both the CEFR and the ELP. According to Benson (2001), autonomy refers to learners capacity to take control of their learning. As Little (2007, in Little, 2011, p. 12) argues, there are three essential principles leading towards the above direction, such as learner involvement, learner reflection, and reflective as well as communicative target language use. Learners should increasingly get used to mastering both the content of the curricula and the skills of learning in order to become autonomous (Little, 2011). L2 learners are life-long learners, since they always seek for ways to communicate, improve and expand their linguistic, cognitive and social knowledge and skills inside or outside a classroom. As Dickinson (1993, in Tudor, 1996) mentions, autonomous learners understand the purpose of their language study, formulate their goals and objectives, select and monitor their learning strategies, monitor their learning and assess themselves. According to Benson (2001), some learners can develop autonomy independently of their teachers attempts but others need to exercise autonomy in educational institutions in order to develop it. Various approaches can be chosen for its development, such as a resource-based, a learner-based, a teacher-based, and a classroom-based approach. These approaches can be combined. So, it is not only the learning materials, in this case the ELP, but the involvement of the learner and the teacher and the classroom learning as well that can foster autonomy. 24

25 2.2.1 Reflexivity and metacognitive awareness The notion of reflective teachers and students is central in new pedagogical orientations and policies in education and in the CEFR as well, since it supports the development of open-minded attitudes and a more flexible system (Piccardo et al., 2011, p.19). Reflection is a significant cognitive activity, defined by Candy (1991, in Benson, 2001, p.93) as a key internal mechanism for the development of control over learning. The teachers have to reconsider their personal views of learning and teaching. The process of reflection can provide them with information on their working practices and can impose some necessary changes to the ways they approach learners and organize instruction. Only when the teachers reflect on their work, can they teach learners and encourage them to reflect on their learning and performance. They present role-models for the students to follow, so they should realize that their actions, reflecting their attitudes and abilities, are a most important part of the environment for language learning/acquisition (Picardo et al., 2011, p.144). The process of reflection is directly linked to the idea of the LB. It aims at helping learners become reflective on the products and content of their learning (Paris & Ayres, 1994, p.52) and explore the multi-dimensional nature of knowing in a more inclusive and humane disposition toward learning (Hebert, 2001, p.67). It gives to children of all abilities the chance to gain versatile insights into their individual learning and develop autonomy with respect to their personal qualities and learning differences (Hebert, 2001; Şalli-Çopur, 2005; Santos, 1997). The qualitative aspect of the research, the observation of the participants in a classroom setting, as described in chapter 3, section 3.1.2, aimed at investigating reflective learning and its benefits. The notion of metacognitive awareness can be associated with learner autonomy as well. Papaefthymiou-Lytra (1987b) uses the general term language awareness to talk about metalinguistic, metacommunicative and metacognitive awareness (Appendix XV, p.100). Wenden (1995, in Benson, 2001) refers to metacognitive knowledge as a combination of three strategies: planning, monitoring, and evaluation. Additionally, Oxford (1990, p.135) defines metacognitive strategies as indirect strategies, since they support and manage learning without directly involving the target language. They can 25

26 be developed when focusing, centering, arranging, planning, and evaluating learning (Appendix XVI, p.103) Strategic learning It has long become accepted that all learners, both native and non-native speakers of a particular language use a wide range of learning and communicating strategies. These are ways and means (Papaefthymiou-Lytra, 1987a, p.17) or specific actions taken by the learner (Oxford, 1990, p.8) to mobilize and balance his or her resources, to activate skills and procedures (Council of Europe, 2001, p.57), in order to comprehend and use the foreign language in a self-directed, coherent and functional way. They can be used consciously or unconsciously to negotiate meanings in various contexts or communicative situations (Hismanoglu, 2000; William & Burden, 1997). Papaefthymiou-Lytra uses the term strategic competence, as adopted by Canale and Swain (1980), to refer to the learner s knowledge and experience for communicating and learning purposes (1987b, p.xiii). It is also defined as the individual s preferred ways of perceiving, organizing, analyzing and recalling information and experience (Papaefthymiou-Lytra, 1987b, pp.12, 13) and refers to the way learners think for discourse processing. As she states (1987a, p.100; 1987b, p.12), L2 learners universal knowledge and experience language, personality as well as strategies have been transferred from L1 to L2 in order to achieve meaningful interaction of form, content and use and learn through language. This wealth of knowledge 9 can assist intelligible communication, since all participants, even children, bring it along in all communicative events as a first source for interpretation and production (Papaefthymiou-Lytra, 1987a, p.75; Moon, 2000). Communicative situations become learning situations as well inside or outside an ELT classroom (Papaefthymiou-Lytra, 1987a). Hismanoglu (2000) and Cohen (1996) confirm that a lot of scholars tried to classify learning strategies and they concluded to various taxonomies. For instance, Oxford (1990) identifies two broad categories, direct and indirect strategies (Appendix I, pp.65, 9 Cultural knowledge, linguistic knowledge, contextual knowledge, textual knowledge, world knowledge (Rubin &Thompson, 1984). 26

27 66; Appendix XVI, pp ). Selecting the most relevant and effective ones for the development of the Big Four, as Oxford calls the four skills of speaking, listening, writing, and reading, can facilitate the process of learning and communicating. Direct and indirect strategies work in tandem for optimal learning (Oxford, 1990, p.100). The CEFR also offers a series of communication strategies and it stresses their importance for learning and teaching. It identifies written and oral production and comprehension as the four best-known language-based communicative activities (Piccardo et al., 2011, p.32). The learners can be involved in all phases of the completion of a task, such as task planning, execution, monitoring/evaluation, and repair, if needed (Council of Europe, 2001). The development of language learning strategies tends to improve learning by helping learners become more active and self-directed and gradually gain greater autonomy and develop communicative competence (Oxford, 1990). The description of the observation and its findings, in chapters 3 and 4, show how learners can participate actively in the process of learning Evaluating one s learning Paris and Ayres (1994) highlight the importance of various classroom activities for self-regulated learning. Instead of providing everything for the learners and directing the whole process of learning, the teachers give them the chance to become deeper involved from motivational, cognitive and metacognitive perspective (Zimmerman, 1989, p.4, in Paris & Ayres, 1994). He also discusses self-observation, self-judgment and self-reaction as processes involved in self-assessment. The learners set their own goals to pursue, so intrinsic motivation 10 can be developed. They try to achieve mastery, learning, or improving on one s past performance (Paris & Ayres, 1990, p.27) and therefore, become more responsible and independent (Cameron, 2001; Hebert, 2001). Spaulding (1991) discusses the importance of the teacher s role and teaching in the development of strategies concerning evaluation, so that children can achieve competence in assessing 10 Learners participate in various activities for the pleasure of learning and for the satisfaction of achievement ( Vallerand, 1997, in Benson, 2001, p. 68) 27

28 themselves. When learners are self-regulated they become aware of various learning strategies and they apply them appropriately. Oxford (1990) considers learners evaluating their overall progress in all skills as part of metacognitive strategies. Learners should get used to self-monitoring and selfevaluation for effective learning. They can monitor consciously their progress by noticing and correcting their errors, identifying their most important difficulties and finding ways to eliminate them. They can also assess their feelings, attitudes, and motivations towards the target language and develop affective strategies by taking their emotional temperature (Oxford, 1990, p.167), becoming aware of their emotions and controlling them. 2.3 Input factors and learners characteristics Apart from the rich external contexts of communication, it is also the learners characteristics and mental context that should be carefully observed in a case study. The LB focuses on learners and it can constitute a record of the factors that influence their observation of the context (Council of Europe, 2001, p.50; Papaefthymiou-Lytra, 1987b). By completing it in a learner-based environment, they reveal concepts of themselves and teachers monitor for gaps, so needs analysis becomes an ongoing process, necessary for identification of potential purposes for learning a foreign language (Tudor, 1996). Useful information about some of the learners subjective needs, such as their state of mind, their personality characteristics and learning/cognitive styles 11, their intentions, their attitude 12, their aptitude 13, their expectations, their needs, drives, motivations and interests can affect the way they treat the LB. A lot of factors and learner traits can affect learners progress in L2 and the successful implementation of the ELP in the classroom (Papaefthymiou-Lytra, 1987b; Rubin & Thompson, 1984; Williams & Burden, 1997). Learners should be approached differently depending on their age. The younger the learners, the greater the guidance offered by the 11 Learners preferences and habitual modes of information processing, indicating how they learn. 12 An emotional trait: the way learners feel about the foreign culture and its people 13 An intellectual trait: the cognitive capacity to learn a language or the rate at which individuals learn a foreign language 28

29 teachers should be (Ioannou-Georgiou & Pavlou, 2003). With regard to young learners, Papaefthymiou-Lytra (1987b) suggests that it would be wiser to focus on their interests rather than their purposes for learning, since most of them learn a foreign language as part of a curriculum and have no particular purposes in mind. It is mainly their need to express themselves and realize the world around them by participating in various group activities or individual projects. The concept of activity motivation is implemented and it is related to the term of intrinsic motivation. It refers to the young learners desire to interact effectively with their immediate environment just for interest or enjoyment, without aiming at gaining something outside the activity. As learners grow older they set different purposes involving a mixture of internal or external influences and their motivational style can change (Williams & Burden, 1997, p.121). 2.4 Research questions To sum up, the current study focused on the implementation of the ELP model in Greek primary schools as far as English is concerned. Based on the above theoretical principles, it was hypothesized that the ELP would promote active learner participation through reflective and strategic learning taking into consideration the specific characteristics of the participants. Some inferential research questions support the above hypothesis and they are used as working guidelines rather than truths that require proofs (Thomas, 1993, p.35, in Creswell, 2003, p.106): 1. How can the ELP relate to young learners metacognitive awareness and the development of metacognitive strategies? 2. How can the ELP determine active learner participation in the teaching /learning process by developing various learning strategies for the achievement of listening, speaking, reading and writing tasks? 3. Is the ELP effective as a means of self-assessment for young learners regarding reading, listening, understanding and writing developed in classroom activities? 4. To what extent does the implementation of the ELP in a primary classroom promote more positive attitudes towards learning English? 29

30 Conclusion The above questions guide the researcher and the readers during the current study and provide a framework for gathering, analyzing, and interpreting data (Cohen et al., 2000) with reference to the ELP. Based on the theoretical framework described in this chapter, they focus on learner autonomy and the factors that can influence it. They search for ways of applying reflection and metacognition in classroom activities. They also stress the importance of self-assessment and the development of learning strategies. The following chapter describes the context of the research and the survey tools incorporated in it. 30

31 CHAPTER 3 Incorporating the theoretical framework into the practice of research A case study research 14 was conducted by the researcher in her attempt to explore in depth the implementation of a new portfolio-based approach in teaching young learners. Cohen et al. (2000, p.181) claim that a case study can provide a unique example of real people in real situations and it helps the researcher observe effects and interactions in a real context. Since it was a small scale research, a non-probability sample was used to represent itself (Cohen et al, 2000:102). It was of an exploratory type, according to Yin s classification (1984, in Cohen et al., 2000, p.183), as it acted as a pilot to the research questions. The qualitative research was more prevalent in this multiple case study, so the research strategy selected by the researcher was closer to a sequential exploratory one, as discussed by Creswell, Plano Clark, Gutmann & Hanson (2003, in Creswell, 2003). The research data were collected systematically. They were not related to named individuals but were coded and analysed to record learners behavior in general. 3.1 The survey tools used in a specific context A mixed methods approach was chosen for the current study. A combination of qualitative and quantitative data, or open-ended and close-ended responses, as Creswell states (2003, p.220) was undertaken. It aimed at achieving triangulation of sources in a single study and promoting better understanding as well as ensuring validity. The researcher s knowledge was shaped through data collected based on measures completed by the participants and observations recorded by the researcher (Creswell, 2003, p.7). The study began and finished with a quantitative phase, while a qualitative phase mediated and became more prevalent. 14 A process through which researchers collect detailed information using a variety of data collection procedures over a sustained period of time ( Stake, 1995, in Creswell,2003, p.15) 31

32 3.1.1 Questionnaires Two similar questionnaires 15 were constructed by the researcher, as they are one of the most often employed data collection devices (Dornyei, 2003, p.3) used in L2 quantitative research (Appendix II, pp.67-68). They were two one-paged, self-completed questionnaires that participants in the project filled in on their own in a pencil-and-paper form. They aimed at assessing pre- and post-test attitudes (Creswell, 2003). They were reviewed critically by a researcher s colleague and pretested in a small group of learners similar to the participants in the research before their final form. The pilot test provided some useful information and some points were reconsidered (Taylor-Powell, 1998). The Microsoft Office Excel 2007 was used for the analysis of the results in frequencies and percentages The layout The format and the graphic layout of the questionnaires were of great significance in order to look attractive to young respondents (Dornyei, 2003). Since they were short questionnaires, there was no need to make the pages look crowded. A 12-point Comic Sans MS font and highlighting options (italics and bold) were used to create a good impression. Group administration was chosen, as there was a target group, the language learners of primary school The main parts There was a graphic design with the title next to it at the top of the page to identify the domain of the investigation, to provide the respondent with initial orientation, and to activate various content schemata (Dornyei, 2003, p.25). To help learners get used to the new notion of portfolio and its contribution to language learning, the researcher gave it the title My Language Portfolio. A brief introductory speech of the questionnaire administrator, in this case the teacher-researcher herself, set the purpose, emphasized the significance of the survey, and confirmed confidentiality through anonymity. It also mentioned who was responsible for it and emphasized that there were no right or wrong 15 Written research instruments for measurement purposes to collect reliable and valid data (Dornyei, 2003, p.6) 32

33 answers, so that the participants were encouraged to be honest and feel protected (Dornyei, 2003; Taylor- Powell, 1998). It was written in Greek to help learners feel at ease and avoid misunderstandings. Then, specific instructions followed to specify how they should have answered the questionnaire items. They seemed clear and simple enough to guide respondents, so no example was provided (Cohen et al., 2000; Creswell, 2003). After the questions, some actual or personal information was required referring to learners grade/age and gender. This way some subgroups, within the sample, were identified and measured for further analysis. At the end of the questionnaire, the respondents were thanked for their cooperation as a sign of basic courtesy Questionnaire content The questions searched for non-factual answers, so the way they were formulated was very important. There were eight questions in the first questionnaire and nine questions in the second concerning the issues involved in the LB. They were attitudinal questions, as their purpose was to measure learners opinions, interests and instrumental values as far as the ELP and its usefulness was concerned (Dornyei, 2003; Taylor-Powell, 1998). The questionnaire items were short and written in a similar clear structure, so that young learners had no difficulty interpreting them. They were closed-ended questions, since the learners were not required to write any answers but they only had to choose from three response options by ticking one of them in a smilegram slot. They were particularly suited for the qualitative analysis the researcher needed. This pictorial format corresponded to rating scales and specifically Likert scales but it was adapted to suit young learners best (Dornyei, 2003). Cohen et al. (2000) also suggest the use of rating scales for measuring responders attitudes, perceptions and opinions. The researcher regarded this type of questionnaire more responder-friendly and easy to complete. Its highly-structured content facilitated the researcher to make comparisons and determine correlations and frequencies between the groups identified in the sample (Oppenheim, 1992, in Cohen et al., 2000). The first question was more general and derived from the first page of the LB with reference to learning preferences as well as learning strategies employed by young 33

34 learners during learning L2. The second question referred to self-assessment, as learners ability to assess their performance in English. The next five questions corresponded to the five language skills involved in the document, listening, reading, speaking production and interaction and writing. The eighth question tended to evaluate their attitude towards the LP and their willingness to try something new. The second questionnaire contained one more question concerning the future use of the LP Sampling procedures It was obvious that the above questionnaires, even though they address to the target population of all young learners of the three senior grades of Greek primary school, were restricted to a sample (Cohen et al., 2000; Dornyei, 2003). A smaller group was examined by the researcher. The sample might be similar to the target population concerning some general characteristics such as gender, age, ethnicity etc and some specific features such as L2 learning and teaching background, but it was a non-probability sample. It represented the specific groups of learners involved and not the wider population. It was a convenience or opportunity sample, as it was easily accessible because the researcher was also the teacher of the participants involved. It included more than 50 participants, so that the results could reach statistical significance (Dornyei, 2003, p.74) Observation The questionnaire survey and its statistical analysis were combined with a qualitative data collection procedure and a text analysis. Morrison (1993, p.80, in Cohen et al., 2000, p.305) argues that observations provide researchers with useful data concerning the physical setting 16 in which the study occurs, the human setting 17 and its characteristics, the interactional setting 18, and the programme setting 19. This way they can unfold a situation and record detailed data. 16 The physical environment in which the research takes place, such as a classroom 17 The learning context or the individuals that make up a class 18 The formal or informal interactions taking place between the participants themselves or participants and teacher 19 The curricula, syllabus and material used, methodologies and organisation 34

35 A structured observation 20 was chosen in this study looking for answers to the research questions through its observational data. It was a complete participant observation 21, as the researcher did not only observe but also had an insider role in the group being studied and participated as a teacher (Cohen et al., 2000, p.310). She observed ongoing behavior and characteristics, took notes and developed a more intimate relationship with the participants (Bailey, 1978, in Cohen et al., 2000). Both unstructured and structured forms were used to collect data, the former as note-taking and the latter as observation checklists to be completed by the teacher-researcher. Some observation checklists were constructed and used during the study to guide the researcher and assist her to record the observation in field notes (Appendix III, pp.69-72). Each learner corresponded to a number, so the issue of anonymity was raised once more. There were two general checklists, the first to be completed before the use of the LP and the second to be completed during the use of the LP. The first referred to the parts of the LB the learners should have reflected on in their attempt to understand the usefulness of the ELP and consider their learning styles and preferences. The second referred to some practical aspect of the completion of the document. Another checklist, used separately for each of the learning skills involved in the LP, was also available referring to the coursebook activities. It focused on promoting self-assessment as well as reflection on learning strategies and especially metacognitive strategies. The field notes contained information about various elements of the observation, as Spradley suggests (1980, in Cohen et al., 2000, p.312). The space of the study, the actors involved, the activities and events taking place, the acts of the participants, the time and sequence of acts, the goals to be achieved, and the feelings expressed composed the researcher s field notes. They also contained the observer s reflections on descriptions, methods, reactions and attitudes, difficulties and solutions or clarifications (Bogdan and Biklen, 1992, p.122, in Cohen et al., 2000, p.313). She predefined some frameworks for 20 There is a continuum from a highly structured observation moving to a semi-structured observation, thence to an unstructured observation (Patton, 1990:202, as cited in Cohen et al., 2000:305) 21 There is a continuum from the complete participant, moving to the participant-as-observer,, thence to the observer-as-participant, and finally to the complete observer (Gold, 1958, as cited in Cohen et al., 2000:305) 35

36 her observation but she also tried to approach the situation through the eyes of the observed (Cohen et al., 2000, p.313). 3.2 The teaching and learning context The implementation of new ideas and tools in the foreign classroom can be beneficial but it should be examined within the particular contexts of learning. Environmental conditions greatly affect the way and the amount of learning. The physical environment of the classroom, the different personality traits of learners, cultural and individual differences, the personal interactions within it, and the materials and methodologies used create the classroom climate and can foster or hinder learning (Williams & Burden, 1997). So, before moving to the implementation of the LB it would be wise to describe the specific context in which it is addressed. The research was conducted in a temporal, geographical, organizational, and institutional context that should be carefully observed (Hitchcock and Hughes, 1995, p.319, in Cohen et al., 2000, p.182) Learners profile The pupils of the fifth and the sixth grade of a State Primary school in Tripolis were chosen for the research. In total, sixty-two pupils participated in the research project. They were divided in two groups, 37 fifth graders and 29 sixth graders. There were two classes of the fifth graders (10-11 years old), eighteen male and nineteen female. There were also two classes of sixth graders (11-12 years old), fourteen male and fifteen female. The learners had been studying English at school for three years (fifth graders) and four years (sixth graders), so they corresponded to the basic level (A1, A2), according to the Common Reference Levels of the CEFR (Appendix XIV, p.99). Nevertheless, they were mixed ability classes, as any foreign language class (Papaefthymiou-Lytra, 1987b, Moon, 2000). The pupils came from different social and cultural backgrounds. There were seven Albanian pupils and the others were of Greek origin. There was a great range of personality traits and a mixture of learning styles and preferences. Although they were at the same age, they seemed to have developed different competence levels and cognitive styles. Moreover, most of the students had 36

37 English lessons in private foreign language institutions or private tuition at home, so their proficiency levels in the target language varied considerably. However, there were a few pupils at a lower linguistic level that could not follow the course of their class. If we accept Piaget s theory that a child s thinking skills develop gradually through various developmental stages, at this age children were at a stage before the final formal logical thinking. They could use their logic and concrete referents to deal with problem solving and abstract thinking (Bouniol, 2004, p.83). The classroom structure can also influence learning (Williams & Burden, 1997) and should be carefully considered. Different forms of organization were suggested by the coursebook activities in the four classrooms observed. They mostly supported a cooperative environment by means of pair work or group work activities. However, most of the students were used to working in competitive environments and that sometimes created problems in the balance of the classroom. Individualised learning was also supported in many circumstances to assist learners become self-aware and focus on their own performance. The ELP also led learners towards that direction and promoted individualized learning but within a co-operative context. In all the above forms of organization the role of the teacher was also very important. The researcher tried to give learners the chance to take initiative and participate in their own learning. She mostly acted as facilitator and encouraged learners to improve themselves. It is not only the instructional-methodological aspect of the teacher that is directed by the curriculum but the interpersonal aspect as well. The former refers to materials, methodology and assessment, while the latter promotes the creation of a positive teacher-learners relationship (Wubbels, Creton and Hoomayers, 1992, in Williams & Burden, 1997) Curriculum and coursebook situation The current curriculum is DEPPS 22 (Pedagogical Institute, 2003a) and it was implemented in 2003, based on the main principles of the CoE, as described in the first chapter. It is not only literacy but multilingualism and multiculturalism as well that 22 Diathematiko Enieo Plesio Programmaton Spoudon 37

38 correspond to the goals of DEPPS. A process approach to curriculum places emphasis on the development of understanding rather than the acquisition of knowledge (White, 1988, p.34). Learners can become autonomous and responsible, as they focus on learning how to learn and specify and fulfill goals in a learner-centred environment. By adopting a cross-cultural approach, it tends to make students more critical and able to use language in different fields. Learners participate in communicative activities based on the cross-curricular approach 23, differentiated pedagogy 24 and project-learning 25. The coursebooks taught at school are proposed by the Pedagogical Institute and they are based on the Cross-curricular Unified Framework or DEPPS. Their components are the pupil s book and the workbook that supports the pupil s book and a CD with listening inputs for classroom use. There are also teacher s books with guidelines, additional ideas, and information on the contents of the coursebook. The coursebooks are designed according to a notional-functional syllabus. They focus on the development of the four learning skills through the social functions of language (Dubin & Olshtain, 1986). The material is divided into ten thematic units within a situational context that offers learners multifaceted educational experiences through which they acquire knowledge and perceive unexplored positive learning opportunities, broadening their horizons (Chryshochoos et al., 2002, p.38). Three hours per week are devoted to the English lessons. Based on DEPPS, the books also attempt to promote learner autonomy through setting goals and objectives, identifying strategies to achieve them and measuring their progress (Cotterral, 2000; Efraimidou, Frouzaki & Reppa, 2009; Kolovou & Kraniotou, 2009). The books set the objectives to be achieved in the initial page of each unit. In every unit there is also information on various strategies frequently used by learners in the form of checklists or brief descriptions. To that end, learners are encouraged to 23 Different school subjects, such as History, Physics, Music, Geography, Maths, Information Technology, Art are linked around various topics and cultural and social issues 24 The diversity and the heterogeneity of the class require different ways of teaching based on individual learner needs and learner differences. 25 Learners cooperate and collaborate meaningfully in order to share information and prepare a final written or oral product 38

39 focus on how they learn, discuss and experiment with strategies, make their choices, reflect and overcome difficulties. Additionally, the pupil s books introduce the concept of alternative assessment. So, learners are already familiar with self-assessment and portfolio-assessment. They participate actively in the process of assessment and they can identify their strengths and their weaknesses. First, they have to complete a self-assessment test at the end of each unit and check their progress. The answers are provided by the books, so they can be more autonomous and do not depend merely on their teachers feedback. Moreover, at the end of each unit there are always can-do-statements in the form of checklists for learners to complete in order to promote critical thinking and consolidate their achievements. Second, the use of portfolios in class is strongly recommended by the authors as a means of reflecting and collecting evidence of learners performance and progress. In every unit there are activities that are suggested to be part of learners portfolio as a personal dossier or folder. Conclusion This chapter focused on the research tools of the project used in a specific teaching and learning context. The use of the two questionnaires and the observation of the participants were parts of the research. The description of the learners, the curriculum and the coursebook were also essential for investigating this specific case study. The following chapter describes the stages of the research and presents an analysis of its results. 39

40 CHAPTER 4 Analysing and interpreting the research and its findings The ELP is an attractive document designed for primary learners. It is a booklet in colour but at the time of the research it was only available in a downloadable form. It was not distributed to the pupils of the primary schools as planned, so the researcher printed a copy of the pages needed for the research. They formed a short booklet with the title Language Portfolio (LP). Some careful steps followed before, during and after its implementation in the primary classrooms. A detailed analysis of these various stages is presented to assist reader comprehension. 4.1 Before implementing the LP Even though the main principles of the LP were somehow familiar to the learners through their coursebooks, the actual document was something brand new. So, the teacher-researcher tried to prepare the participants for what would follow The preparatory phase A teaching session was required as a preparatory stage. First, a brief introduction by the teacher initiated a conversation between the teacher-researcher and the participants of the research. The language that was mainly used was Greek. Some of the learners were already familiar with the idea of portfolio but from a totally different perspective. For them the portfolio was mainly related to the dossier, the collection of their written achievements for assessment, as described in chapter 1, section 1.1. The teacher-researcher made clear to the learners that only a part of the ELP would be used in class as part of an experiment. Then, the teacher tried to explain in simple words the three principal issues Hebert (2001) talked about, as mentioned in chapter 1, section 1.1: its purpose, its content, and the issue of ownership. Its purpose was to help them improve themselves in learning English by thinking aloud. Its content was related to the contents of their coursebooks and the strategies learners used to accomplish various tasks. The learners were ensured that the LB was an informative document and helpful tool at 40

41 their disposal. It was not threatening or anxiety producing at all and it did not aim at assessing them. It also focused on self-evaluations and encouraged students to reflect on their work as part of their ordinary learning efforts (Paris & Ayres, 1994, p.79). Nevertheless, in chapter 5, towards the end of the last paragraph of section 5.1, some interesting conclusions were drawn regarding the learners positive attitude towards the ELP. Even though it was a published document, it could be considered a teacher-childorganised portfolio in the sense that the learners themselves with the guidance of their teacher were responsible for completing it and discovering its beneficial effects The findings of the first questionnaire When they seemed to have grasped the general idea, the researcher introduced the first questionnaire to the learners. She tried to communicate to them the purpose of the survey and the significance of its results, so that they could respond to it appropriately. As it is mentioned in chapter 3, section 3.1.1, it aimed at measuring learners expectations and predisposition toward the LB section of the ELP. It was written in English but the language did not seem to bother most of the learners as some key words were explained in advance. The teacher provided help when necessary. Its eight questions aimed at guiding the participants into the contents of their LP. One copy was distributed to the learners of both age groups in an attempt to observe if the age of the learners could influence their answers. The findings indicated some useful information (Appendix VI, chart 1, p.77, chart 3, p.79). The majority of the participants in both grades seemed willing to try something new in the class and check its usefulness with reference to the skills developed, as the results of all of the questions indicated. However, the number of the 5 th graders was much higher, so they seemed more positive towards the LP. For instance, 51, 7% of the 6 th graders and 81, 1% of the 5 th graders answered positively to using the LP in class in question 8. Based on the same question, some of the participants were indecisive (27, 6% of sixth graders and 13,5 % of fifth graders), Some others were reluctant to use the LP (20, 7% of the sixth graders and 5,4% of the fifth graders). 41

42 4.2 The results of the observation The investigation started in early November 2011 and finished in late March It lasted about 5 months. The document was used at school, so it was kept in the classroom bookcase. It was referred to regularly and the learners were given adequate class time to work on it. The ELP was used along with the textbooks in the English classroom as an integral part to the teaching/learning process Evaluation of the content of the LP The ELP for young learners corresponds to two levels of language proficiency, according to the CEFR (A1, A2) as described in chapter 1, section 1.5. So, the fifth graders worked on the A1 sheets (Appendix XVII, pp ), while the sixth graders worked on the A2 sheets (Appendix XVIII, pp ). The first three pages were common for both groups. The ELP provided them with opportunities to evaluate their own competences in a classroom situation in various reliable ways, such as I can checklists or open answers to various questions. The learners became aware of some formal English wording referring to learning, but they mostly used their mother tongue to express themselves and become understood. They were asked to write their comments in Greek or in English if their linguistic level allowed it, since the purpose of the ELP was not to assess their linguistic competence, as reported in chapter 1, section 1.5. At first, they found it difficult to express themselves in words and they asked the teacher for help. They gradually became more autonomous. The observation checklists assisted the researcher to note down useful insights on learners ways of thinking and learning during the research. The participants were identified by a number, so the researcher ticked the appropriate box. The development of strategic learning is analysed in chapter 2, section 2.2.2, as a part of the research and the LP. Some examples of how I learn foreign languages easier were provided in the first page of the learners booklet. They were used as stimulus for a classroom discussion. Most of them referred to learners memory strategies, as a basis for the gradual development of listening, speaking, writing, and reading skills. The various 42

43 communicative tasks of the textbook, included in the first four units, were the objects of learners reflections. Most of the pages in the LP referred to learning strategies. First, in the second page they noted down some of the strategies they used to achieve their learning goals (Appendix VIII, p.84). Some of the participants made a general comment, while others referred to specific tasks. They used both the examples of the previous page and their own ideas. Second, the third page referred to learners preferable strategies, so they had the chance to reflect on the ways they preferred learning and they recorded their favourite activities in the English lessons (Appendix IX, pp.85, 86). Some of the participants referred to their book s activities while others recorded information as given in their booklet. The most common answer among sixth graders were listening to songs and singing while the most common one among 5 th graders was working in groups for a project. Finally, they also recorded some of their personal strategies after the self assessment pages (Appendix X, pp ). The strategies they came up with can be classified according to Oxford s classification system (1997). Both direct and indirect strategies were identified. First, the direct strategies recorded were: some memory strategies, such as creating mental linkages by associating and contextualizing new words, applying images by using imagery and keywords, reviewing well and employing action by using physical response. The cognitive strategies recorded were practicing such as repetition, recognizing and using formulas, receiving and sending messages by resourcing, analyzing and reasoning by translating and transferring. The compensation strategies involved were guessing intelligently by using linguistic and other clues, overcoming limitations in speaking and writing by getting help, using gesture, adjusting the message, using a synonym. Second, some indirect strategies were also detected. These were metacognitive strategies, as they are described by Oxford (1990). More specifically, they were centering learning by paying attention, arranging and planning learning by organizing, prioritizing, setting goals, identifying the purpose, the directed attention, and the selective attention, planning by self-management and finally evaluating by self-monitoring. Furthermore, social strategies were used by learners. These were asking questions for clarification or 43

44 correction and cooperating with peers or more proficient users of the foreign language. These two pages were later used for further reflection in the project activity described below. ELP-based self-assessment, as analysed in chapter 2, section 2.2.3, was discussed through classroom interaction. This way most of the learners were fully aware of its functions. Two pages measuring their progress referred to the skills developed through the coursebook activities. The first one provided them with some sample activities, conforming to the overall scales of the CEFR. Whenever a relevant activity was performed in class, they noted it down in their LP and assessed themselves (Appendix VII, pp.81-83). The majority of the learners assessed themselves with a double tick, which means that they could easily perform the listening, reading, speaking and writing tasks. Even some weak students used a tick that means that they could do it with a great effort. None of them considered any of the activities too difficult to achieve and set them as future goals. The last part of the LP referred to some concluding comments, made by learners after having recorded some activities and having assessed themselves (Appendix X, pp.87-92). The participants wrote down ways of achieving their goals in each of the four skills involved. Then, they identified some difficulties and suggested possible solutions. The majority of the participants stated that they had no particular difficulties, especially in the writing activities and as a result no suggestions for improvement were identified by them Additional activities that supplemented the LB The teacher-researcher considered that it would be unwise to provide her learners with the LP document and ask them to complete the open-ended questions on strategies on their own. Even though they were informed through discussions on the strategies they used in various classroom activities, they would probably be frustrated and demotivated, especially the weaker pupils. After studying Oxford s book (1990) on learning strategies and a great range of activities she suggested for raising learners awareness, the researcher distinguished some activities that could be used with her pupils. They could 44

45 help them become more aware of using strategies in everyday classroom activities (Appendix V, pp.74-76). Some of them were used parallel to the ELP for better results. Some others had the form of a project, like the Successful strategies handout in activity 2 for which learners cooperated to produce a collective work. A one-hour teaching session was devoted to this short project. The teacher provided the resources and the learners had to exchange ideas and note down the ways they used to complete activities. They used Greek so as to avoid misunderstandings and difficulties concerning the appropriate use of lexis and syntax. Even though there was a high level of noise, they ended up with some good ideas (Appendix XI, pp.93-96). In addition, the contents of the learning activities checklists (Appendix X, pp.70-72) were transferred in the learners notebooks in a simpler form for additional practice. There, they noted down some comments and reflected on some of the activities they performed. At first, they kept asking the teacher what to write but gradually they got used to it and started writing on their own. It was quite time consuming but it helped the participants reflect and think aloud. 4.3 After the use of the ELP in class A second questionnaire followed to estimate learners thoughts and conclusions after the project, as described in chapter 3, section It aimed at measuring the effects of the LP on the learning process from the learner s point of view. The findings of the second questionnaire in comparison to the first questionnaire are summarized below. The results of the first questionnaire concerning learners general opinion about using the LP in class were confirmed. The majority of both age groups were positive towards it with slight differences (Appendix VI, chart 2, p.78, chart 4, p.80). The percentages of positive answers were higher to all questions answered by 6 th graders in the second questionnaire. On the contrary, the percentages of the positive answers of the 5 th graders in the questions referring to listening, reading, speaking and writing were lower compared to the first questionnaire. The percentage of both 6 th graders (82, 8%) and 5 th graders (91, 9%) were higher in the first question referring to the usefulness of the LP in contrast to the corresponding 45

46 question in the first questionnaire. However, there was still a great percentage of pupils that were indecisive (27, 6% in sixth graders and 27, 0% in fifth graders) referring to the future use of the LP. The number of pupils who did not consider it necessary was still very low (0, 0% in 6 th graders and 5, 4% in fifth graders). Conclusion This chapter presented an analysis of the most significant results, qualitative and quantitative, derived by the researcher throughout the research. The questionnaires and the observation led her to some interesting interpretations. In the next chapter the researcher reflects on the above results and their implications in the teaching and learning process. Some limitations and recommendations are also included. 46

47 CHAPTER 5 Evaluation of the findings, teaching implications, limitations of the research and recommendations for further research The results of the questionnaires and the observation of the learners participation in the implementation of the LP provided the answers to the research questions developed in chapter Evaluation of the findings The first research question referred to the effectiveness of the ELP as an instrument for the development of metacognitive awareness. As the results of the observation revealed, the participants reflected on their strengths and weaknesses on specific tasks in an attempt to develop their metalinguistic and metacommunicative awareness, as described in chapter 2, towards the end of section They identified some functional problems and suggested possible solutions with reference to the strategies they used in various communicative activities. They were also asked to plan and monitor their work through the checklists they completed before filling in their LP and finally assessed themselves. All the above actions taken by the learners made them think aloud and become more aware of the ways they learn. In every page of their LP they had to reflect and therefore self-reflection was a central feature of the whole project. The second research question examined the active participation of learners in the learning and teaching process. The LP was interwoven in daily activities and it aimed at making the learners participate actively in their learning. Consequently, the learners were responsible for its completion parallel to brief strategies instruction. It provided valuable information about the learners, as they could share personal responses and their own personal learning experiences through group or whole class discussions (Paris & Ayres, 1994, p.55). The learners exposure to open-ended questions caused some kind of confusion though. It was probably the lack of previous experiences to build on that led to arbitrary 47

48 answers or no answers at all (Trebby, 2008, p.32). As the answers of the participants conveyed, some of them described the activities adequately while others had difficulty in describing them in detail and used general terms instead. Moreover, while the examples of activities written in the ELP referred to specific situations, some of the participants described the rubrics of activities and not their functions. After studying the individual LPs, the researcher concluded that even some higher achieving learners or performers (kiewra & DuBois, 1998, p.40) seemed not to have developed the self-knowledge to reveal and articulate their thoughts (Macaro, 2008, p.55). As far as Piaget s developmental stage of abstract thinking is concerned, briefly described in chapter 3, section 3.2.1, it seemed that some learners had not reached it yet (Bouniol, 2004). Consequently, they had difficulties expressing themselves through a personal process of discovery (Cotterall & Crabbe, 2008, p.126). In addition, Kiewra & DuBois (1998) report some useful information concerning learners. They notice that some learners lack strategies and motivation or lack selfawareness and cannot understand what ineffective behavior is. They also divide learners in three categories such as nonperformers, performers and learners. The last group knows how to learn, is motivated and performs well in all settings. The researcher concluded that a lot of pupils are performers but only a few are learners as described above. Thereafter, it was hard for them to establish challenging and behavioral goals that can be observed and measured in order to overcome their difficulties (kiewra & DuBois, 1998). Instead they noted down some vague goals. The third research question referred to the learners ability to assess themselves. Selfevaluation was a natural part of the English sessions during the project. Since most young learners were not used to that process, the teacher-researcher kept reminding them the criteria for evaluating their performance regularly. It was the teacher who should have evaluated them before using the LP by giving them a mark for their performance. The LPs offered them the chance to assess themselves after self-reflecting on every activity they recorded in their LPs. By studying their LPs and keeping in mind their general performance, the researcher resulted that a substantial number of them (about 80%) were 48

49 accurate in assessing themselves. However, some of them (about 20%) were not objective enough. On the contrary they overestimated their performance to some extent. The fourth research question focused on learners attitudes towards the ELP as a part of the learning of English. The results of the questionnaires and some informal comments made by learners during the project provided insights on the answer. Most of them were willing to experiment, as their answers to the eighth question of both questionnaires indicated (51, 7% in the 1 st and 58, 6% in the 2 nd questionnaire for the 6 th graders and 81, 1% in the 1 st and 67, 6% in the 2 nd questionnaire for the 5 th graders). However, there were also some pupils who could not see the usefulness of such an experiment (20, 7% in the 1 st and 3, 8% the 2 nd questionnaire for the 6 th graders and 5, 4 % in the 1 st and 8, 1 % in the 2 nd questionnaire for the fifth graders). The indecisiveness and the negative answers of the participants to the two questionnaires worried the researcher. Through classroom discussions the teacherresearcher tried to speculate on them and drove some conclusions. In the first questionnaire it might have been due to the feeling that the LP would change the routine of the lessons or maybe because they wanted to try it first and then drive their own conclusions. The percentages of the older children were higher in both cases. The fifth graders seemed more positive and that confirmed the general notion that the younger the learners, the more enthusiastic they are to try new things (Moon, 2000). Additionally, in chapter 2, section 2.3, it is mentioned that as learners grow older they are influenced by various external and internal factors, so their motivational style changes. This view can apply in this case. The teacher concluded that the older students approach to English was mainly exam-oriented. Consequently, some of the sixth graders purpose for learning English was to learn as much lexis and grammar as possible to get a certificate. The LB was considered unnecessary for them as they could not recognize some direct benefits. 5.2 Teaching implications Several teaching implications can be drawn from the findings above associated with the corresponding literature of the two first chapters. Firstly, the model of planning and management of this pedagogical innovation could be the Research, Development and 49

50 Diffusion model 26, according to Havelock s classification (1971, in Karavas, 2004, p.228) and a change in ideology is a prerequisite of its success. The teacher may not be involved in the development of the innovation as far as its planning and design are concerned but their contribution is of great importance. Essentially, teachers are the instruments of change and the ones that can promote any innovation at school (Karavas, 2004, p.230). The idea of autonomy can be viewed from both the teacher s and the learners perspective (Benson, 2008). The creation of an interrelational climate conducive to the development and maintenance of learner autonomy is essential though (La Ganza, 2008). At first, there was some discomfort for both the learners and the teacher, since they were used to different conditions of learning and teaching. Both the young learners and the teacher s general attitude towards learning in the EFL classroom also needed to be reconsidered. Even though the current curriculum and syllabus promoted learner autonomy, both teachers and learners usually focused on the content of the lessons without minding about goals and objectives, strategies and self-evaluation. The teacher-researcher, after reflecting on her teaching, noticed that she also often focused more on trying to go through all the content of the syllabus in the three-hour sessions a week and did not include strategy instruction as much as needed (Kiewra & DuBois, 1998). As a result learner autonomy was not adequately promoted. Since the introduction of the LP in class in this research project, there has been a significant shift though. The teacher-researcher focused more on the instruction and practice of learning strategies as part on the research. She tried to help learners make the difference through constant guidance and encouragement. They were asked to monitor their own performance and develop genuine insights about their abilities and needs, evaluate their progress themselves, identify their successes and failures in a learnercentred environment, and finally set goals and short-term purposes for future learning. All of them were practiced under the umbrella of thinking about how they think and learn, as Piaget defines metacognition (Bouniol, 2004). The use of the LP in class 26 It follows a top-down approach to curriculum renewal, it is highly theory-based, it is based on research carried out by academics while the teachers contribution is limited. 50

51 seemed to be quite helpful for the teacher as well. The teacher-researcher created a better rapport with her pupils through conversations on the issues raised before or after completing their LP. Consequently, she tried to help them overcome possible obstacles, raise possible strategies and improve themselves but most of all become more positive towards learning English. Macaro (2008, p.51) stresses the importance of autonomy of language learning competence. He defines it as the ability to deploy a range and combination of cognitive and metacognitive strategies such that task achievement or more general learning can occur. Learners applied different combinations of cognitive strategies and tried them several times until they became part of their repertoire of strategic behaviour (Macaro, 2008, p.53). These strategies along with the learners awareness and knowledge led to the metacognition to evaluate the process of learning themselves. As the same author states (2008, p.53), autonomy is developed through helping the learner map a pathway to improvement by means of active interaction between teacher and learners and discussions about how to get better. Unfortunately, the Greek primary education has not incorporated systematic strategies instruction yet, despite the information provided in the coursebooks and the teacher s books. As Karavas (2004:240) stresses continuous and systematic teacher education is required, so that foreign language teachers can change their existing beliefs and practices, adopt new ones and support the ELP as an innovative tool useful in class. In addition, the issue of learners unreadiness to cope with the principal features of the ELP should be taken into account (Manolopoulou-Sergi, 2004). A lot of instructional conversation was required, due to the age of the learners and the fact that they were asked to complete those documents for the first time. So, the researcher concluded that the portfolio experience should be introduced to children from an early age. As the years proceed different skills will be developed and a deeper understanding of it will be achieved in the long run (Hebert, 2001; Καγκά, n.d.). They will gradually develop metacognitive thinking and learn how to reflect and evaluate learning tasks. Instructional conversation, metacognitive exchanges and open-ended written reflection can contribute significantly to setting and assessing personal goals in the ELP. Their teachers 51

52 encouragement and the support are considered necessary according to Vygotsky and Bruner s idea of scaffolding, highlighted in chapter 2, section 2.2 (Cameron, 2001). Since the ELP corresponds to young children, the teachers should provide them with some help learning how to assess their own learning efficiently (Ioannou-Georgiou & Pavlou, 2003, Moon, 2000). Towler and Broadfoot (1992, in Paris & Ayres, 1994) also stress the importance of self-assessment in primary schools, so that young learners can get acquainted with it and practice it as much as possible over the course of the years. According to them, learners should recall background knowledge, review, analyse, judge their work, and finally set future goals, so that they will not end up mere consumers of language courses (Cotterall, 2000, p.111). The conducted research examined how the ELP can contribute to learner autonomy. However, there are some points that should be clarified. Autonomous learners in an institutional context are not free in an absolute sense (Dickinson, 1994, in Nicolaides, 2008; Trebbi, 2008, p.35), since there are always some internal and external constraints that should be considered. So, autonomy and the notion of self-directiveness should be examined within the restrictions of the classroom (Trebbi, 2008). By fostering autonomous learning at school, the learners can later transfer some of these capacities to their social lives beyond the classrooms. This way, they will become lifelong learners and develop a personal autonomy as well (Benson, 2008; Kiewra & Dubois, 1998). The development of the autonomy approach in language learning/teaching relies on some fundamental principles, as Trebbi (2008, p.37) investigated in a project. They support awareness-raising about the nature of languages, cultures and language learning, reflective experience-based learning, learner initiatives and exploration of the target language relevant choices of learning activities, learning to learn activities. The above framework can be recognized in the philosophy of the ELP. 5.3 Limitations of the conducted research The teacher-researcher recorded some constraints and limitations before and during the conducted research. First, she came up with the idea of researching the implementation of the ELP in primary schools, after a seminar contacted for the 52

53 presentation of this innovative tool in the hands of an English teacher in June Then, she was informed that the ELP would have been distributed to young learners at the beginning of the school year. Unfortunately, the ELP did not make its appearance at schools, so the researcher had difficulties working on the research. It was then that she decided to photocopy a part of it in black and white and distribute it to the learners involved in the project. The authentic document was in colour and it looked more appealing to young learners. In order to create a more attractive coverage, the teacherresearcher left the first and the last page of the small booklet blank and asked her learners to make their own drawings, give a title and feel that this Language Portfolio belonged to them. The time required for implementing and working on the project of the ELP parallel to the coursebook was also a drawback. The whole project should have been interwoven in the 3-hour lessons per week. Since it was a new experience for both the participants and the teacher a lot of time was consumed in active dialogues and discussions before and after the completion of the LP. Consequently, the time for language learning activities was reduced (Benson, 2001). Finally, the results of the two questionnaires may include unreliable data. The young of the learners age and their desire to give the appropriate answers may have distorted the results of the survey. Although the teacher-researcher described thoroughly the purpose of the questionnaire and its anonymity and confidentiality before distributing them, some learners did not seem to understand it. Some learners may have answered positively without even thinking or because they did not want their teacher to make negative comments. 5.4 Recommendations for further research Fullan (1993, in Karavas, 2004) stresses the importance of time for the successful implementation of an educational innovation. It is a long and complex process till the ELP can become an integral part of an educational system (Karavas, 2004, p.234). No matter how well-designed the ELP is as a document, its implementation in specific teaching contexts should be carefully planned as well. Adequate time should be devoted 53

54 to empirical testing and longer time-span research is needed. Otherwise, the project is likely to fail. Further investigation is required, since the conducted research was a small scale one. Its results cannot be generalized to the wider population of Greek fifth and sixth graders. In order the ELP to gain popularity and acceptance as an educational innovation, it should be implemented in larger populations and become the object of investigation in different contexts. As Nicholls (1983, in Karavas, 2004) observes an innovation should be planned and aim at improvement and development of new ideas, objects or practices. The study and the evaluation of the implementation of an innovation project are necessary though in an attempt to identify its strengths and weaknesses and examine its effectiveness. Therefore, before adopting the ELP in classrooms as a national project, some stages should take place according to Rogers (1983, in Karavas, 2004, p.226). First, knowledge of the innovation and persuasion of its usefulness is required through seminars and teacher training programmes; second, a decision should be made to adopt or reject the innovation; third, its implementation in primary classrooms follows; finally, the confirmation to continue or stop because of possible obstacles is the last stage. Conclusion The current research shed light to various aspects of the implementation of the LB in a real classroom. Some problems emerged before or during the research but its beneficial features were much more important for the researcher. She came to the conclusion that with appropriate teacher training and guidance the ELPs can become integral parts of Greek classrooms in the long distance. 54

55 CONCLUSION The conducted research aimed at evaluating the use of the ELP in a real context. The questionnaires and the observation conducted with reference to a case study provided the researcher with some useful insights into the implementation of this educational innovation. The four research questions described in chapter 2 guided the researcher during the study. She searched for evidence regarding how the ELP can promote the development of metacognitive awareness and the use of learning strategies for the accomplishment of various communicative activities. Furthermore, she investigated the potential of active learner participation through reflection and self-assessment and the creation of a more positive attitude towards learning English at school. The researcher concluded that students were stimulated by organizing their own portfolios and then evaluating themselves. In general, these personalised profiles completed by the learners themselves helped them become more reflective about what and how they learn and act as critical contributors to the assessment process (Paris & Ayres, 1994, p.6). It was the teacher s role to introduce and promote the idea of portfolios through instructional conversation at first (Hebert, 2001). Thoughtful interaction between teachers and learners led to metacognition in a fruitful self-directed learning environment and fostered students reflections upon previous, present, and future learning (Hebert, 2001; Paris & Ayres, 1994). The teacher was entitled to check the process, but it was the learners responsibility to keep their ELP up to date. This way, the learners were actively engaged in the learning process. The feeling of personal ownership over their accomplishments (cf. Au, Scheu, Kawakami, & Herman, 1990, in Paris & Ayres, 1994, p.11) made them more responsible for their own learning. The use of the ELP in classroom-based language teaching was also beneficial for the teacher and helped her change some of her practices. She developed invaluable insights about effective teaching and got to know her students better. However, the researcher concluded that the roles of the learners and the teacher should be redefined in strategy-based instruction. As La Ganza suggests (2008, p.66), the teacher should hold back from influencing the learner and the learner should hold 55

56 back from seeking the teacher s influence during in-mind teaching. The teacher should communicate to the learners that she has the learner s educative well-being in mind (La Ganza, 2008, p.70) and act as a perceptive resource, a participant observer and a supporter of learners individuality in the learning process. The teachers are not the only evaluators and the exclusive managers any more (Hebert, 2001, p.57). Their role is more like consultants and facilitators towards independent and lifelong learning (Oxford, 1990; Paris & Ayres, 1994; Piccardo et al., 2011; William and Burden, 1997). Cotterall and Crabbe (2008, p.126) also suggest the change of the traditional roles of the teacher as the expert and the learner as the novice in a problem-solution framework. The teacher should provide learners with learning opportunities and facilitate them manage them. Moreover, they should encourage a constant critical reflection to be developed over time (Nicolaides, 2008, p.159). The ELP as a pedagogical innovation is intended to bring about changes in the teaching materials and practices and the roles and beliefs of both learners and teacher in a classroom (Karavas, 2004). Embedding strategy instruction in the lessons is essential in a learner-based approach to learning an L2 (Cohen and Weaver, 2005; Kiewra & DuBois, 1998; Kinoshita, 2003; Manolopoulou-Sergi, 2004; Oxford, 2003). The teacher can model the strategies, focus on their advantages and ways of employment to raise consciousness, create opportunities to practice them and finally provide feedback on their use. Oxford (1990, p.xiii) stresses that if learning strategies are used appropriately there will be a holistic development of pupils, in the sense that their eyes will be more practiced, their ears more receptive, their tongues more fluent, their hearts more involved, and their minds more responsive. The ELP can be one of the means towards autonomy if implemented appropriately. 56

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64 APPENDICES 64

65 APPENDIX I The two broad groups of strategies for all four skills, as adopted by Oxford (1990) Direct strategies (for dealing with the new language) Memory strategies for remembering and retrieving new information Cognitive strategies for understanding and producing the language Compensation strategies for using the language despite knowledge gaps Indirect strategies (for general management and learning) Metacognitive strategies for coordinating the learning process Affective strategies for regulating emotions Social strategies for learning with others The direct and indirect strategies that can apply to all four language skills, as adopted by Oxford (1990) Direct Some of the direct strategies that can apply to all skills and enhance strategies memory refer to storage of new information in the target language. These are placing new words into a meaningful context like a little story, so that a mental linkage can be created and reviewing well at different intervals to make new material automatic (Oxford, 1990:66). Some other memory strategies refer to quick retrieval of information needed for comprehension or production of new language. The learners also need to develop cognitive strategies in order to practise the target language. This can be achieved by repeating the same information several times, recognizing and using routine formulas and patterns regularly (Oxford, 1990:72), and practicing the new language naturalistically in realistic communicative activities. Using printed and nonprint resources for receiving and sending spoken or written messages is also essential. Analyzing and reasoning deductively by means of general grammar rules and vocabulary (Oxford, 1990:82), as well as translating in their own language and transferring relevant knowledge across languages help learners use logical thinking to understand and produce language. Centering and focusing learning can be supported by overviewing the basic features of an activity and linking these to what is already known and paying attention to the general content and context of a task. With reference to arranging and planning learning, finding out, organizing, setting goals and objectives, identifying the purpose of tasks, and planning and Indirect strategies seeking for opportunities to practice all skills are essential strategies. Metacognitive strategies can be developed when focusing and centering learning by means of overviewing the basic features of an activity and linking them to what is already known and paying attention to the activities generally or particularly. Furthermore, arranging and planning of learning by finding out about the 65

66 mechanisms of language learning, organizing an appropriate learning setting, setting goals and objectives, identifying the purposes and planning of language tasks, and seeking for opportunities to practice new language inside or outside a classroom. The affective strategies can also apply to all four skills. Lowering anxiety can be achieved by using progressive relaxation of all the muscle groups, using music and laughter in classroom activities, such as games and role-plays. Some self-encouragement strategies should be part of learning, such as learners making positive statements to themselves, taking risks wisely without being afraid of making mistakes, and rewarding themselves for good work. Discussion of their feelings with peers and teachers can help them discover what they need to be better learners (Oxford, 1990: 168). The development of social strategies requires cooperating with others, both peers and more proficient users of the new language, as language is considered a social act (Oxford, 1990: 170). Empathizing with the target culture involves developing cultural understanding and becoming aware of the feelings and thoughts of others. 66

67 APPENDIX II The two questionnaires designed by the researcher for the purpose of the study. MY LANGUAGE PORTFOLIO (November 2011) Αγαπητέ μαθητή/ μαθήτρια, Το ερωτηματολόγιο που ακολουθεί απευθύνεται σε εσένα και τις ανάγκες σου σε σχέση με την αγγλική γλώσσα. Μπορείς να βοηθήσεις κι εσύ συμπληρώνοντάς το προσεκτικά και να βοηθήσεις την δασκάλα τον Αγγλικών να μάθει κάποια πράγματα για σένα. Δεν θα βαθμολογηθείς μιας και δεν υπάρχουν σωστές ή λάθος απαντήσεις, άρα δεν χρειάζεται να ανησυχείς. Θα χρειαστείς λίγα μόνον λεπτά. Απλώς πες μου την γνώμη σου, χωρίς να αναφέρεις το όνομα σου. Μετά την συζήτησή μας για το Language Portfolio, θα ήθελα να δω τι περιμένεις από αυτό όταν το χρησιμοποιήσουμε στην τάξη. Θα βοηθήσει στην προσπάθεια σου να μάθεις την αγγλική γλώσσα και να βελτιώνεσαι συνεχώς; Read and then tick ( ) your answer. [=yes, =no, =I don t know] A. Do you think that the Language Portfolio can help you learn English easier? B. Do you think that the Language Portfolio can help you assess yourself? C. Do you think that the Language Portfolio can help you do better with Listening Activities? D. Do you think that the Language Portfolio can help you do better when you read in English? E. Do you think that the Language Portfolio can help you do better when you speak in English? F. Do you think that the Language Portfolio can help you when you speak with your classmates? G. Do you think that the Language Portfolio can help you when you write in English? H. Do you want to use the Language Portfolio in the classroom? My class: I am a boy I am a girl Thank you very much for your help 67

68 MY LANGUAGE PORTFOLIO (March 2012) Αγαπητέ μαθητή/ μαθήτρια, Το ερωτηματολόγιο που ακολουθεί απευθύνεται σε εσένα και τις ανάγκες σου σε σχέση με την αγγλική γλώσσα. Μπορείς να βοηθήσεις κι εσύ συμπληρώνοντάς το προσεκτικά. Δεν θα βαθμολογηθείς μιας και δεν υπάρχουν σωστές ή λάθος απαντήσεις, άρα δεν χρειάζεται να ανησυχείς. Θα χρειαστείς λίγα μόνον λεπτά. Απλώς πες μου την γνώμη σου, χωρίς να αναφέρεις το όνομα σου. Μετά την χρήση του Language Portfolio στην τάξη, θα ήθελα να δω αν τελικά σε βοήθησε ή αν άλλαξε τον τρόπο που αντιμετωπίζεις τα Αγγλικά σαν ξένη γλώσσα. Read and then tick ( ) your answer. [=yes, =no, =I don t know] A. Do you think that the Language Portfolio helped you learn English easier? B. Do you think that the Language Portfolio helped you assess yourself? C. Do you think that the Language Portfolio helped you do better with Listening Activities? D. Do you think that the Language Portfolio helped you do better when you read in English? E. Do you think that the Language Portfolio helped you do better when you spoke in English? F. Do you think that the Language Portfolio helped you when you spoke with your classmates? G. Do you think that the Language Portfolio helped you when you wrote in English? H. Did you like using the Language Portfolio in the classroom? I. Do you want to use the Language Portfolio again? my class: I am a boy I am a girl Thank you very much for your help 68

69 APPENDIX III Classroom observation checklists 1) A general checklist Before completing the ELP (class/group/pair discussion through reflection) Pupils Identify their favourite activities Read page 16 in their LP and identify how they learn easier Discuss and identify how they learn easier- their strategies Easily identify their strengths and weaknesses Identify which activities they would like to repeat While completing the ELP Pupils Think before evaluating themselves Complete the ELP activities alone Ask for teachers help to articulate their thoughts Identify their learning preferences 69

70 2) A learning activities checklist ( a list for every activity of the coursebook mentioned in the ELP) Listening activities Pupils Set a goal Identify type of activity and level of difficulty Identify the strategies they used Discuss any difficulties after the activity Suggest ways of improvement Set future goals Express their feelings about activities Writing activities Pupils Set a goal Identify type of activity and level of difficulty Identify the strategies they used 70

71 Discuss any difficulties after the activity Suggest ways of improvement Set future goals Express their feelings about activities Reading activities Pupils Set a goal Identify type of activity and level of difficulty Identify the strategies they used Discuss any difficulties after the activity Suggest ways of improvement Set future goals Express their feelings about activities 71

72 Spoken interaction activities Pupils Set a goal Identify type of activity and level of difficulty Identify the strategies they used Discuss any difficulties after the activity Suggest ways of improvement Set future goals Express their feelings about activities Spoken production activities Pupils Set a goal Identify type of activity and level of difficulty Identify the strategies they used Discuss any difficulties after the activity Suggest ways of improvement Set future goals Express their feelings about activities 72

73 APPENDIX IV The overall illustrative scales of the CEFR for the four learning skills, as adapted by the Council of Europe (2001). Speaking The CEFR provides illustrative scales for overall spoken production, sustained monologue, public announcements, and addressing audiences. Speaking activities may include reading a written text aloud, speaking from notes, written text or visual aids, acting out a rehearsed role, speaking spontaneously, and singing. During spoken interaction and production, there are usually one or two listeners or an audience (Council of Europe, 2001:58). Writing The CEFR provides illustrative scales for overall written production, creative writing, and reports and essays. Writing activities may involve completing forms and questionnaires, writing articles for newspapers or magazines, producing posters for display, writing reports, making notes, taking down messages from dictation, creative and imaginative writing, writing formal or informal letters. A readership or one/two readers will receive the written texts (Council of Europe, 2001:61). Reading The CEFR provides illustrative scales for overall reading comprehension, reading correspondence, reading for orientation, reading for information and argument, and reading instructions. The visual reception activities may require reading for gist, for specific information, for detailed understanding, for implications, or just for pleasure (Council of Europe, 2001:68). Listening The CEFR provides illustrative scales for overall listening comprehension, understanding interaction between native speakers, listening as a member of a life audience, listening to announcements and instructions, and listening to audio media and recordings. Aural reception activities may require listening for gist, for specific information, for detailed understanding, or for implications (Council of Europe, 2001:65). 73

74 APPENDIX V Some classroom activities for strategy awareness, adopted and adapted from Oxford (1990) Language Learning Strategies: 1. The participants are divided into five small groups. Each group will refer to one of the five skills involved, writing, spoken production, spoken interaction, listening, and reading. They will try to identify the relevant language learning strategies embedded in some of the language activities in their coursebooks. They must justify their answers. One or two examples with the whole class are presented first. Then each group works separately and writes down on a large sheet of paper their choices. There is a time limit. When the time is up, each group presents their findings to the other groups via their spokesperson. A discussion follows to help participants understand and consolidate what has been learned. 2. Develop a Successful Strategies Handout. Learners collect examples of useful strategies applied to various tasks of their books and they develop their own handbook throughout the language course. They add strategies and share ideas anytime something new comes up. Direct Strategies: 3. Memory strategies. Pupils work in pairs and try to identify their own memory strategies, especially concerning vocabulary. They keep notes. They share with each other and compare their findings to page 16 of their ELP. Then they complete a list written on a large sheet of paper displayed in class. They can add to the list as time goes by. 4. Play the Twenty Questions game to practice guessing. It can be played as a whole class. One pupil thinks of an expression from the coursebook that he/she liked. He/she provides some clues, such as number of words. Then the other participants should guess what it is by asking only twenty questions to that person. He/she can only give yes/no answers. A discussion on guessing strategies can follow. 5. Hold a conversation. Pupils chose a topic from the book and hold a 5-minute conversation in English with their partner. They should not stop talking but try to find ways to understand what is said. When the time is up, a discussion follows on the strategies they used and their feelings during and after the conversation. 6. Memory practice. During a vocabulary task in class the teacher gives the pupils practice in making associations between new words and familiar concepts already in memory, using imagery by creating mental images, putting new words into a meaningful context, such as written or spoken sentences. Then they can work in small groups and share their ideas. They can be concentrated on a large piece of papers on display in the class. 74

75 7. Grouping and labeling. First, the teacher gives learners a list of 16 words. They read it many times and try to memorize it. They try to write down as many words of the list as they can remember. Then they count them and make a survey of how many words were recalled. Second, the teacher gives them a new list but the words are in groups this time. The learners read them and try to memorise them. Then they write them down and count them. Third, they organize the words of the first list in groups and label them. They write them down and count them again. They check the results. A discussion follows. 8. Make your own groups. The teacher gives learners small word cards with vocabulary derived from their books. In pairs they group the cards and label the groups. They transfer the information in big sheets of paper and then create a semantic map by drawing lines between groups of words that are related. Then they compare with other groups and exchange ideas about the criteria each group used. 9. Find the odd word. The teacher gives the students lists of four words and they circle the one that does not belong in each list. It provides grouping practice and remembering new words. 10. Guessing the meaning of different passages. The teacher provides learners with some reading passages from their book. They read the passages and try to guess the general meaning without knowing all words. They answer some questions in pairs at the end: A. Summarise the meaning of each passage in a sentence. B. How well did you understand the meaning of each passage? C. Which passage gave you the most trouble? Why? D. Did you try to guess the meaning of unknown words? How? Which ones? E. Did you need to know the meanings of all words in order to know the overall meaning of the whole passage? 11. What s my line? One student takes the role of a secret person, who has a certain occupation (line). Alternatively some characters from the book can be chosen. He/she can be famous or not. The other students ask questions to find out the person. The answers can be yes/no. Indirect strategies 12. Listen to self-talk. Ask learners to think about positive things they say to themselves. List them and explain how they feel. Then they list the negative things they say to themselves and explain how they feel. Discuss how they affect their self-esteem as English learners. 13. Set your long-term goals and short-term objectives. Learners are asked to think and identify their goals and objectives concerning the foreign language. These questions are of great importance: - Why are you learning English? - Which skills are the most important to you? - What do you want to get from language learning? 75

76 14. Praise Be! Learners praise themselves for good work and encourage themselves by writing positive statements on cards. They can display them on the class walls and look at them every day. 15. Ponder the Purposes of Writing and Reading. The learners of the 6 th grade are divided in two groups and a large sheet of paper with two columns is distributed to its group. The first group looks for the kinds of writing formats they have to complete in the forthcoming units and lists them in one column. Then, in another column, they list the purposes for using these formats. The other group does the same with the reading activities. As a final product two sheets of paper, one with the writing activities and the other with the reading ones were created by learners themselves. They were displayed in their notice board and used as a point of reference for future use (Appendix XII, p.94). 76

77 APPENDIX VI The results of the four questionnaires used for the research 1st Questionnaire- 6th grade Question 8 51,7% 20,7% 27,6% Question 7 58,6% 17,2% 24,1% Question 6 44,8% 27,6% 27,6% Question 5 48,3% 24,1% 27,6% Question 4 55,2% 24,1% 20,7% Question 3 62,1% 24,1% 13,8% Question 2 51,7% 10,3% 37,9% Question 1 69,0% 3,4% 27,6% 0,00% 20,00% 40,00% 60,00% 80,00% 100,00% 120,00% YES NO I DON T KNOW Chart 1 77

78 2nd Questionnaire - 6th grade Question 9 58,6% 13,8% 27,6% Question 8 65,5% 3,4% 31,0% Question 7 51,7% 17,2% 31,0% Question 6 55,2% 27,6% 17,2% Question 5 65,5% 17,2% 17,2% Question 4 72,4% 13,8% 13,8% Question 3 55,2% 24,1% 20,7% Question 2 62,1% 6,9% 31,0% Question 1 82,8% 0,0% 17,2% 0% 20% 40% 60% 80% 100% 120% YES NO I DON'T KNOW Chart 2 78

79 1st Questionnare - 5th grade Question 8 81,1% 5,4% 13,5% Question 7 73,0% 0,0% 27,0% Question 6 73,0% 16,2% 10,8% Question 5 81,1% 2,7% 16,2% Question 4 75,7% 8,1% 16,2% Question 3 73,0% 8,1% 18,9% Question 2 73,0% 10,8% 16,2% Question 1 81,1% 2,7% 16,2% 0% 20% 40% 60% 80% 100% 120% YES NO I DON'T KNOW Chart 3 79

80 2nd Questionnaire - 5th grade Question 9 62,2% 10,8% 27,0% Question 8 67,6% 8,1% 24,3% Question 7 75,7% 8,1% 16,2% Question 6 62,2% 10,8% 27,0% Question 5 62,2% 13,5% 24,3% Question 4 67,6% 8,1% 24,3% Question 3 59,5% 10,8% 29,7% Question 2 78,4% 10,8% 10,8% Question 1 91,9% 5,4% 2,7% 0% 20% 40% 60% 80% 100% 120% YES NO I DON'T KNOW Chart 4 80

81 APPENDIX VII Samples of participants answers referring to the tasks they performed and their abilities. 6 th grade Listening: Είμαι ικανός/ικανή: Να καταλαβαίνω ένα διάλογο ανάμεσα σε έναν πελάτη κι έναν υπάλληλο. Να ακούω και να βρίσκω πληροφορίες για αεροπορικά συμβάντα. Να καταλαβαίνω ποιος λέει τι σε ένα διάλογο. Να συμπληρώνω τα κενά σε ένα listening. Να ακούω μια συζήτηση για ένα αεροπορικό ατύχημα και να απαντάω σε ερωτήσεις σχετικά με αυτό. Να καταλαβαίνω ένα διάλογο. Να καταλαβαίνω ένα διάλογο ανάμεσα σε δυο παιδιά σχετικά με Valentine s Day. Reading: Είμαι ικανός/ικανή: Να διαβάζω το κείμενο και να βάζω προτάσεις που λείπουν μέσα σε αυτό. Να διαβάζω ένα κείμενο σχετικά με τους Wright Brothers. Να βρω προτάσεις στα κενά των κειμένων. Να διαβάζω ένα και να απαντώ σε ερωτήσεις γι αυτό. Speaking: Είμαι ικανός/ικανή: Να λέω τις σκέψεις μου. Nα περιγράφω έναν ήρωα από comics Να περιγράφω ποια ζωή προτιμώ, στο χωριό ή στην πόλη. Να περιγράφω τον αγαπημένο μου ήρωα στα αγγλικά. Να λέω τη γνώμη μου για τη ζωή στην πόλη ή στο χωριό. Να λέω τη γνώμη μου προφορικά. Να εκφράζομαι προφορικά με συνεχή λόγο. Να μιλάω και να ρωτάω για την περιγραφή ενός τέρατος. Να κάνουμε διάλογο και ερωτήσεις με τους συμμαθητές μου. Να συζητώ για έναν τόπο. Να συζητώ για την περιγραφή ενός ατόμου. 81

82 Writing: Είμαι ικανός/ικανή: Να γράφω για μυθικά τέρατα. Να περιγράφω έναν ήρωα. To write an acrostic poem about imaginary creatures. To write a poem about Valentine s Day. Να μεταφράσω ένα κείμενο από τη μυθολογία.. Να γράψω ένα ποίημα. Να γράψω ένα acrostic poem για μυθικά τέρατα. Να κάνω περίληψη από τα ελληνικά στα αγγλικά για τη μυθολογία. Να γράφω μια ιστορία με δοσμένες λέξεις για τον Δαίδαλο και τον Ίκαρο. Να γράφω ένα κείμενο στα αγγλικά για τη Σκύλα και την Χάρυβδη. Να γράφω κείμενο με τους ήρωες. Να μετaτρέψω κείμενο από Greek σε English. Να περιγράφω έναν κινηματογραφικό ήρωα στα αγγλικά. Να γράφω ένα ποίημα με τα αρχικά του αγαπημένου μου ήρωα. 5 th grade: Listening: είμαι ικανός/ικανή: Να συμπληρώνω λέξεις που λείπουν από συνέντευξη. Να ακούω και να καταλαβαίνω ποιος πάει που σε μια πόλη. Να ακούω και να σημειώνω τη διαδρομή σε μια πόλη. Να ξεχωρίζω τους χώρους του σχολείου σε διαλόγους. Να συμπληρώνω κενά σε διάλογο. Να ακούω σωστά και να λύνω ασκήσεις. Να ακούω και να αντιστοιχώ ποιος πηγαίνει που σε μια πόλη. Να σημειώνω διαδρομές σε ένα χάρτη. Reading: Είμαι ικανός/ικανή να: Να συμπληρώνω λέξεις που λείπουν από κείμενο. Να διαβάζω και να συμπληρώνω ένα πίνακα με πληροφορίες. Να συμπληρώνω προτάσεις που λείπουν από κείμενο. Να διαβάζω και να συμπληρώνω τις δουλειές των ανθρώπων και τα μέρη. Να συμπληρώνω πίνακα επαγγελμάτων. Να διαβάζω και να απαντώ σε βασικές ερωτήσεις για ένα κείμενο για το σχολείο. Speaking: Είμαι ικανός/ικανή: Να συμμετέχω σε μια συζήτηση για να μου πουλάνε εισιτήρια. Να μιλάω σε ένα διάλογο και να δίνω πληροφορίες. Να δίνω οδηγίες σε κάποιον πώς να πάει κάπου. 82

83 Να συμμετέχω σε μια συζήτηση για να πουλάω εισιτήρια. Να κάνω μικρούς διαλόγους σε χώρους του σχολείου. Να συζητώ με έναν αθλητή. Να λέω από έξω διαλόγους. Να ρωτάω και να απαντάω για μια διαδρομή. Να περιγράφω μια διαδρομή. Να ρωτήσω για πληροφορίες. Να μιλάω και να καθοδηγώ κάποιον για μια διαδρομή. Να βοηθάω κάποιον να βρει τη διαδρομή. Να συζητώ με ένα καινούριο μαθητή στο σχολείο. Να κάνω ένα διάλογο στο σταθμό των τρένων. Να συμμετέχω σε ένα διάλογο στο κυλικείο. Να ζητάω πληροφορίες για δρομολόγια. Να κάνω μικρούς διαλόγους για να γνωρίσω καινούριους φίλους. Να υποδύομαι τον πωλητή. Να δίνω πληροφορίες σε κάποιον. Να μιλάω για τους γονείς μου. Να συζητώ με ένα φίλο μου στο σχολείο. Να μιλάω για school life. Να περιγράφω τα μαθήματά μου. Writing: Είμαι ικανός/ικανή: Να περιγράφω τη σχολική μου ζωή. Να γράφω για τις δικές μου καλές και κακές συνήθειες. To write about bad habits for sports. To write an interview. To write a postcard. Να γράψω μια πρόσκληση σε αποκριάτικο πάρτι. Να γράφω εκθέσεις. Να γράφω για τους γονείς μου. To write about a day in my life. Να δίνω οδηγίες. Να καθοδηγώ κάποιον στην πόλη μου. Να γράφω τις καλές και τις κακές συνήθειες ενός αθλητή. Να γράφω για τα επαγγέλματα των γονιών μου. Να παίρνω συνέντευξη από ένα διάσημο αθλητή. Να δίνω οδηγίες σε κάποιον για να πάει σε ένα μέρος. Να γράφω παραγράφους. Να γράφω στοιχεία για συγγενείς μου. Να γράφω για τις καθημερινές μου συνήθειες. 83

84 APPENDIX VIII Samples of the participants answers referring to their strategies. (6 th grade) How I learn foreign languages easier: Σε μια άσκηση πρώτα διαβάζω τις προτάσεις πριν ακούσω την άσκηση. Ακούω τραγούδια που μου μαθαίνουν τις λέξεις. Βλέπω τις εικόνες για να καταλάβω κάποια πράγματα. Χρησιμοποιώ τις νέες λέξεις σε προτάσεις. Πριν γράψω μια ιστορία βρίσκω λέξεις κλειδιά. Σε μια άσκηση listening διαβάζω πρώτα τις προτάσεις (True/False) και μετά ακούω την άσκηση και συμπληρώνω. Αντιγράφω τις λέξεις από τον πίνακα. Επαναλαμβάνω μεγαλόφωνα τις καινούριες λέξεις και εκφράσεις. Επαναλαμβάνω πολλές φορές ότι καινούριο μας διδάσκουν. Χρησιμοποιώ αυτά που έχω μάθει σε παιχνίδια και ομαδικές δραστηριότητες. (5 th grade): How I learn foreign languages easier: Tαιριάζω λέξεις με εικόνες. Bλέπω ένα παράδειγμα πριν γράψω κάτι δικό μου. Παίζω ομαδικά. Τραγουδώ με τις λέξεις. Κάνω συχνά επανάληψη. Μαθαίνω και να χρησιμοποιώ εκφράσεις από ένα έτοιμο διάλογο στο speaking. Διαβάζω το κείμενο πριν συμπληρώσω τα κενά στο reading/listening. Διαβάζω παραδείγματα πριν κάνω τον δικό μου διάλογο στο speaking. Χρησιμοποιώ λέξεις σε διαφορετικά παιχνίδια. Επαναλαμβάνω τις νέες λέξεις και τις χρησιμοποιώ σε προτάσεις. 84

85 APPENDIX IX Samples of the participants answers referring to their individual preferences and strategies 6 th grade What I am fond of doing in the lesson of the foreign language: Να γράφω εκθέσεις. Να κάνω μια άσκηση reading που έχει τραγούδια. Να διαβάζω τις λέξεις πολλές φορές ώστε να τις μαθαίνω πιο εύκολα. Να γράφω ότι μαθαίνω στο Language Portfolio. Να διαβάζω ένα κείμενο και να κάνω ασκήσεις που έχουν σχέση με το κείμενο. Να κάνω διάλογο με ένα φίλο μου. Να ακούω τραγούδια. Να λύνω σταυρόλεξα με τις καινούριες λέξεις. Να κάνω speaking με τους συμμαθητές μου. Να συμπληρώνω τις λέξεις κλειδιά στα κείμενα. Να μου δίνουν διάφορες λέξεις και να κάνω προτάσεις. Να ακούω διάφορες ιστορίες του παρελθόντος σε listening. Να διαβάζω στην τάξη τα κείμενα του βιβλίου μεγαλόφωνα. Να μαθαίνω καινούριες λέξεις και πληροφορίες. Να ταιριάζω λέξεις με εικόνες. Να ακούω με προσοχή τα τραγούδια και να τα επαναλαμβάνω με τους συμμαθητές μου. Να ακούω ιστορίες και να τις μαθαίνω. Να κάνω ασκήσεις γραμματικής με τους χρόνους. Να μιλάω χρησιμοποιώντας νέες λέξεις. Να γράφω χρησιμοποιώντας ξένες λέξεις. Να κάνω ασκήσεις αντιστοίχησης. Να διηγούμαι και να γράφω ιστορίες. Να βρίσκω πληροφορίες για πράγματα του βιβλίου. Να συμπληρώνω το portfolio, γιατί μαθαίνω να σκέφτομαι. Να μαθαίνω καινούριες λέξεις, έτσι ώστε να εμπλουτίζω το λεξιλόγιο μου. Να κάνω ασκήσεις mediation. Να τραγουδάω στα αγγλικά. (5 th grade) What I am fond of doing in the lesson of the foreign language: Να κάνω ομαδικές δραστηριότητες. Να λέω τους διαλόγους μεγαλόφωνα με το συμμαθητή μου. Να ακούω προσεκτικά μια άσκηση listening. 85

86 Να συνεργάζομαι και να κάνουμε διάφορα speaking. Να παίρνω συνεντεύξεις. Να περιγράφω περιοχές και άτομα. Να ακούω αγγλικά τραγούδια. Να κοιτάω τις λέξεις στο λεξικό. Να μιλάω αγγλικά και να τα προφέρω σωστά. Να κάνω εργασίες με τις καινούριες λέξεις. Να λύνω ασκήσεις. Να κάνω project και να τα κολλάω στον τοίχο, για να τα βλέπουν οι συμμαθητές μου. Να λύνω σταυρόλεξα. Να ακούω Listening. Να ταιριάζω λέξεις με εικόνες. Να επαναλαμβάνω μεγαλόφωνα με τους συμμαθητές τις καινούριες λέξεις. Να χρησιμοποιώ τις νέες λέξεις σε προτάσεις. Να γράφει στον πίνακα η κυρία κάποιες προτάσεις, να κλείνουμε τα μάτια μας και να σβήνει μια πρόταση. Όταν τα ανοίγουμε να θυμάμαι και να λέω την πρόταση. Να ακούω και να γράφω. Να κάνω διάφορα Projects με την ομάδα ή μόνος μου. Να ακούω τι μου λέει η καθηγήτρια μου για να διευκολύνομαι στις ασκήσεις. Να παίζουμε παιχνίδια που να μας βοηθάνε στα αγγλικά. Να μαθαίνω καινούριες λέξεις. Να καθοδηγώ κάποιον στο χάρτη. Να επαναλαμβάνω τις λέξεις που μαθαίνω. 86

87 APPENTIX X Samples of participants answers referring to their concluding comments after assessing themselves (6 th grade) My personal learning strategies: Listening: 1) How I achieved my goals: Ακούγοντας προσεκτικά. Μαθαίνοντας προφορές. Ακούγοντας πως μιλάνε οι Άγγλοι. Εξασκούμε στα αγγλικά μιλώντας με τη μαμά μου. Προσπαθώντας να καταλάβω τις λέξεις που έχει μέσα το κείμενο. Έχοντας μια στρατηγική. Διαβάζοντας και μαθαίνοντας τις λέξεις. Προσέχοντας στο μάθημα. Προσέχοντας όταν μιλάει η κυρία. Με το να είμαι συνεπής στην τάξη. 2) My difficulties: Να μην καταλαβαίνω κάποιες λέξεις. Να μην ακούσω κάτι. Όταν οι Άγγλοι μιλάνε πολύ γρήγορα. Η προφορά των λέξεων. Δεν καταλαβαίνω τι πρέπει να κάνω. Δεν ακούω όταν μιλάνε η συμμαθητές μου την ώρα του listening. 3) Suggestions for overcoming problems: Να είμαι συγκεντρωμένος. Να ακούω και να βλέπω αγγλικά τρέιλερ. Να βλέπω αγγλικές ταινίες. Να ακούω αγγλικά τραγούδια. Να ακούω ανθρώπους να μιλάνε English. Να ακούω την υπόλοιπη φράση για να μαντεύω τις άγνωστες λέξεις. Να διαβάζω καλά τις εκφωνήσεις. Nα κάνω πολλά listening. Reading: 1) How I achieved my goals: 87

88 Διαβάζοντας περισσότερο τα κείμενα. Μεταφράζοντας λέξεις μέσα από το κείμενο. Διαβάζοντας όλο το κείμενο για να κατανοήσω το θέμα. Μπαίνοντας στο Internet. 2) My difficulties: Οι λέξεις που δεν καταλαβαίνω στο κείμενο που διαβάζω. Δεν μπορώ να μεταφράσω κάποιες λέξεις. 3) Suggestions for overcoming problems: Να διαβάσω περισσότερες λέξεις. Να διαβάζω εφημερίδες, καταλόγους και περιοδικά στα αγγλικά. Να εμπλουτίσω το λεξιλόγιο μου. Όποιες λέξεις δεν ξέρω να προχωράω για να καταλάβω το νόημα. Να διαβάζω την προηγούμενη και την επόμενη φράση για να καταλάβω την άγνωστη λέξη που υπάρχει. Να βρίσκω τις άγνωστες λέξεις στο λεξικό. Να προσπαθώ να γίνομαι καλύτερη. Διαβάζοντας αγγλικά βιβλία. Speaking: 1) How I achieved my goals: Διορθώνοντας τα λάθη μου. Ακούγοντας προσεχτικά τι λέει ο άλλος. Προσέχοντας αυτά που λέω και χρησιμοποιώντας τις καινούριες λέξεις. Ακούγοντας διαλόγους. Μιλώντας με κάποιον που ξέρει την γλώσσα. Μιλώντας καθαρά για να με καταλαβαίνουν οι άλλοι. Περιγράφοντας αναλυτικά μια λέξη που δεν θυμάμαι. Μιλώντας με κάποιον από το εξωτερικό. Χρησιμοποιώντας απλές λέξεις που γνωρίζω. Διαβάζοντας λέξεις. Γνωρίζοντας τη μετάφραση λέξεων. Συντάσσοντας σωστά τις λέξεις. Με τις λέξεις που ξέρω φτιάχνω προτάσεις στο μυαλό και μετά τις λέω. Μιλώντας αγγλικά με διάφορα άτομα. 2) My difficulties: Η προφορά των άλλων και δεν μπορώ να καταλάβω τι λένε. Η γραμματική που πρέπει να χρησιμοποιήσω. 88

89 Όταν οι άλλοι μιλούν γρήγορα. Κάποιες λέξεις που δεν θυμάμαι. Πολλές λέξεις που μοιάζουν μεταξύ τους. Κάποιες φορές να μην μπορώ να εκφραστώ. Δεν ξέρω τι να πω, μπερδεύομαι. 3) Suggestions for overcoming difficulties: Να προσέχω λίγο την γραμματική μου. Να είμαι ήρεμος και να κατανοώ. Να μάθω νέες λέξεις. Να σκέφτομαι άλλες λέξεις που ξέρω παρόμοιες με αυτό που θέλω να πω. Να ζητήσω από κάποιον να μιλάει πιο αργά αν δεν καταλαβαίνω. Να διαβάζω καλά το λεξιλόγιο. Να κάνω πολλές συζητήσεις στα αγγλικά. Writing: 1) How I achieved my goals: Προσπαθώντας να βρω λέξεις που έχουν την ίδια σημασία, όταν δεν θυμάμαι κάποια άλλη. Να γράφω περισσότερο από ότι πριν. Να θυμάμαι την ορθογραφία κάθε λέξης. Συντάσσοντας σωστά τις λέξεις. Γράφοντας πολλές πληροφορίες για όποιο θέμα έχω. Γράφοντας προσεχτικά με νέο λεξιλόγιο, επίθετα και σωστές προτάσεις. 2) My difficulties: Η ορθογραφία των λέξεων. Δεν έχω δυσκολίες. 3) Suggestions for overcoming difficulties: Να κάνω εξάσκηση ορθογραφίας. Να γράφω εκθέσεις στην τάξη και στο σπίτι. (5 th grade) My personal learning strategies: Listening: 1) How I achieved my goals: 89

90 Ακούγοντας προσεχτικά το CD και συμπληρώνοντας την άσκηση. Ακούγοντας πολλές φορές τι λένε οι άλλοι. Ακούγοντας προσεχτικά για να βγάλω συμπέρασμα από το κείμενο. Διαβάζοντας και προσέχοντας στην τάξη. Ξέροντας τι σημαίνουν οι λέξεις. Αντιστοιχίζοντας τις λέξεις με τις εικόνες. Κάνοντας εξάσκηση. Κάνοντας πολλές ασκήσεις listening με τους συμμαθητές μου. 2) My difficulties: Δεν καταλαβαίνω την προφορά των άγγλων. Δεν προλαβαίνω να ακούσω. Όταν ακούω καινούριες λέξεις και δεν τις καταλαβαίνω. Όταν μιλάνε γρήγορα. Τίποτα. Δεν δυσκολεύτηκα. Η προφορά των ανθρώπων. 3) Suggestions for overcoming difficulties: Να διαβάζω καλύτερα τις άγνωστες λέξεις. Να καταλαβαίνω τις λέξεις που ξέρω. Να ακούω καλά και να μην μιλάω με τον συμμαθητή μου την ώρα του μαθήματος. Δεν ξέρω. Να ακούω αγγλικά τραγούδια και να βλέπω αγγλικές ταινίες. Να προσπαθώ να καταλάβω ότι άκουσα καλύτερα. Να μην ακούω τις λέξεις που δεν ξέρω, αλλά να ακούω τις λέξεις που ξέρω. Να ακούω πολλά listening. Μόλις βλέπω ταινίες να μην διαβάζω τις μεταφράσεις ώστε να συνηθίζω. Να ακούω πιο προσεκτικά και να δίνω πιο πολλή σημασία την δεύτερη φορά. Να το ξανακούω πολλές φορές. Να βλέπω ταινίες χωρίς ελληνικούς υπότιτλους. Reading: 1) How I achieved my goals: Διαβάζοντας και ακούγοντας τη δασκάλα μου. Διαβάζοντας πολλές φορές τις νέες λέξεις. Προσπαθώντας να βρω στρατηγικές. Διαβάζοντας μικρές ιστορίες στα αγγλικά. Διαβάζοντας προσεκτικά και ρωτώντας τις λέξεις που με δυσκολεύουν. Μπορώ να διαβάζω καλά χωρίς να κομπιάζω. 2) My difficulties: 90

91 Οι άγνωστες λέξεις. Οι μεγάλες λέξεις. Να είναι μεγάλο το κείμενο και να μπερδεύω τις σειρές. Δεν έχω δυσκολίες. 2) Suggestions for overcoming difficulties Να διαβάζω αγγλικά περιοδικά. Να βλέπω τις προηγούμενες λέξεις για να καταλάβω κάποιες άλλες που δεν ξέρω. Να επαναλαμβάνω τις δύσκολες λέξεις. Να ψάχνω σε ένα άγγλο-ελληνικό λεξικό. Να προχωράω και από το νόημα να καταλαβαίνω αυτή τη λέξη που με δυσκολεύει. Να διαβάζω βιβλία. Speaking: 1) How I achieved my goals: Κάνοντας διάλογο με κάποιους συμμαθητές μου. Με προφορική εξάσκηση. Δεν φοβάμαι να κάνω λάθη. Μιλώντας με εύκολες λέξεις. Όταν δεν ξέρω μια λέξη τη λέω με συνώνυμες της. Παίζοντας διάφορα παιχνίδια. Μιλώντας αγγλικά μόνη μου. Μαθαίνοντας κάποιους διαλόγους από έξω. Διαβάζοντας άλλους και παρόμοιους διαλόγους και να κάνω εξάσκηση. Όταν σκέφτομαι πριν μιλήσω. Προσέχοντας τι μου λέει ο άλλος. Προσπαθώντας να ακούω ξανά και ξανά την προφορά των δύσκολων λέξεων από την κυρία μου. Καταλαβαίνοντας τι μου λέει ο άλλος. 2) My difficulties: Οι λέξεις που έχουν δύσκολη προφορά και οι δύσκολες λέξεις. Να σκέφτομαι και να απαντάω στα αγγλικά. Η γρηγοράδα μου. Δεν ξέρω πολλές λέξεις. Δεν με δυσκολεύει τίποτα. Μερικές φορές δεν καταλαβαίνω τι μου λένε και μπορεί να δυσκολεύομαι να διατυπώσω μια πρόταση. 91

92 3) Suggestions for overcoming difficulties: Να επαναλαμβάνω πολλές φορές ότι με δυσκολεύει. Να κάνω διαλόγους με τους συμμαθητές μου. Να επεξεργάζομαι τι θέλω να πω στο μυαλό μου. Μαθαίνω τους κανόνες προφοράς των λέξεων. Δεν ξέρω. Να μαθαίνω πιο πολλές λέξεις. Να μαθαίνω μερικούς κανόνες σύνταξης. Να μιλάω σε άλλους στα αγγλικά. Να κάνω πολλά παραδείγματα. Να μιλάω με κάποιον που ξέρει αγγλικά. Να επαναλαμβάνω τις λέξεις που με δυσκολεύουν. Writing: 1) How I achieved my goals: Μαθαίνοντας την ορθογραφία μου. Γράφοντας σωστά τις προτάσεις. Γράφοντας πιο ολοκληρωμένα. Περιγράφοντας. Κάνοντας ένα πλάνο στο μυαλό μου. Κάνοντας εξάσκηση στις δύσκολες λέξεις. Χρησιμοποιώντας απλές λέξεις. Όταν δεν ξέρω κάποιες λέξεις βάζω αντίθετες ή συνώνυμες. Κάνοντας τις ασκήσεις μου. Γράφοντας πολλές εκθέσεις. 2) My difficulties: Δεν έχω δυσκολίες. Δεν γράφω καλά τους χρόνους. Δεν με δυσκόλεψε τίποτα. Οι προθέσεις και η θέση τους στο κείμενο. Μερικές φορές ξεχνάω να βάζω το ing. 3) Suggestions for overcoming problems: Να διαβάζω περισσότερο. Να διαβάζω grammar. Να μαθαίνω νέες λέξεις. 92

93 APPENDIX XI Samples pages of the Successful strategies handout, created by the learners the 6 th grade: Ποιούς τρόπους χρησιμοποίησες για τις ασκήσεις LISTENING μέχρι τώρα? Ακούω προσεκτικά τον ομιλητή. Προσπαθώ να κατανοήσω τα λεγόμενα του. Συμπληρώνω την άσκηση με τις λέξεις του ομιλητή. Βλέπω εάν ταιριάζουν οι λέξεις στα κενά. Ελέγχω την ορθογραφία μου. Ελέγχω ξανά την άσκηση για τυχών λάθη. Εάν δεν κατανοώ μια λέξη, συμπληρώνω τα υπόλοιπα. Βρίσκω λέξεις κλειδιά. Δεν ανησυχώ αν δεν ξέρω κάποιες λέξεις. Προσπαθώ να τις μαντέψω. Αν δεν καταλάβω κάτι, προσπαθώ να είμαι συγκεντρωμένος όταν το επαναλαμβάνει το cd για δεύτερη φορά. Όταν δεν καταλαβαίνω μια λέξη προσέχω την υπόλοιπη πρόταση για να βγάλω νόημα. Ποιούς τρόπους χρησιμοποίησες για τις ασκήσεις SPEAKING μέχρι τώρα? Όταν κάποιος δεν καταλαβαίνει τις λέξεις που χρησιμοποιώ, προσπαθώ να τις αλλάξω με κάποιες άλλες συνώνυμες. Ανάλογα με την ερώτηση, προσπαθώ να απαντήσω με τα ίδια ρήματα/ουσιαστικά/επίθετα και με πιο εύκολες λέξεις. Μιλάω ευγενικά κι όχι με άγριο τρόπο και περίπλοκες λέξεις. Όταν έχουμε μια διαφωνία, χρησιμοποιούμε απλή γλώσσα και λέξεις, όπως but, yes but you don t. Χρησιμοποιώ χρονικά, τοπικά, τροπικά και άλλα επιρρήματα για να δώσω περισσότερες πληροφορίες. Κάνω διαλόγους για διάφορα θέματα με τους συμμαθητές μου για να εξασκηθώ. Δεν φοβάμαι να κάνω λάθος, γιατί θα με διορθώσουν οι συμμαθητές μου. Ζητάω από κάποιον άλλο ή την κυρία να μου διορθώσουν τα λάθη μου. Προσπαθώ να θυμηθώ συζητήσεις που έχω διαβάσει ή έχω ακούσει, για να επαναλαμβάνω κι εγώ. Κοιτάω τους χρόνους των ρημάτων. Χρησιμοποιώ κινήσεις για να εξηγήσω τι θέλω να πω. Όταν δεν θυμάμαι μια λέξη την λέω περιγραφικά. Ποιούς τρόπους χρησιμοποίησες για τις ασκήσεις READING μέχρι τώρα? 93

94 Διαβάζουμε το κείμενο και το μεταφράζουμε στο μυαλό μας. Βρίσκουμε τι ζητάει και συμπληρώνουμε τα κενά με λέξεις ή προτάσεις, αντιστοιχούμε και ταιριάζουμε λέξεις με εικόνες. Αν συναντάμε άγνωστες λέξεις τις βρίσκουμε στο λεξικό. Μαντεύουμε τις λέξεις που δεν ξέρουμε από το κείμενο. Διαβάζω πολύ καλά το κείμενο και προσπαθώ να το κατανοήσω. Ποιούς τρόπους χρησιμοποίησες για τις ασκήσεις WRITING μέχρι τώρα? Διαβάζω καλά την άσκηση. Κανονίζω από την αρχή τους χρόνους που θα χρησιμοποιήσω. Πρώτα κάνουμε ένα πλάνο, μετά ξεκινάμε να φτιάχνουμε τα στοιχεία σε μικρές προτάσεις. Ελέγχω τις πληροφορίες μου και τις βάζω σε παραγράφους. Ελέγχω την γραμματική μου. Χρησιμοποιώ linking words. Χρησιμοποιώ πολλά επίθετα σε περιγραφική έκθεση. Όταν περιγράφω ένα άτομο μαζεύω πληροφορίες για αυτόν ή αυτή. Σε περίπτωση που δεν θυμάμαι κάποια λέξη την αντικαθιστώ με άλλες που ξέρω. Χρησιμοποιώ λεξικό όποτε χρειαστεί. Για να μάθουμε καινούριες λέξεις και να τις χρησιμοποιήσουμε κι εμείς, ακούμε προσεκτικά τη δασκάλα μας και προσπαθούμε να τις αποστηθίσουμε. Ελέγχω αν έχω γράψει σωστά. Τσεκάρω το γραπτό για τυχών λάθη, ορθογραφικά ή γραμματικής. Όταν πάρω πίσω το γραπτό μου διορθωμένο, κοιτάω τα λάθη μου και μαθαίνω. the 5 th grade: Ποιούς τρόπους χρησιμοποίησες για τις ασκήσεις LISTENING μέχρι τώρα? Ταιριάζω λέξεις με εικόνες. Ακούω προσεκτικά το CD που μας βάζει η κυρία. Άμα ακούσω μία άγνωστη λέξη, προσπαθώ να ακούσω άλλες λέξεις ώστε να βγάλω νόημα. Να καταλαβαίνουμε το γενικό νόημα. Προσπαθούμε να βρίσκουμε και να καταλαβαίνουμε τις λέξεις-κλειδιά. Κάνουμε ησυχία για να ακούμε. Καταλαβαίνουμε την προφορά. Ποιούς τρόπους χρησιμοποίησες για τις ασκήσεις SPEAKING μέχρι τώρα? Ακούω προσεκτικά τι με ρωτάνε. Απαντάω με εύκολες και γνωστές λέξεις. Είμαι σαφής στην απάντηση μου. 94

95 Χρησιμοποιώ λέξεις που καταλαβαίνει ο άλλος. Όταν δεν μπορώ να πω κάτι που δεν ξέρω χρησιμοποιώ κινήσεις. Κάνω ένα μικρό πλάνο για το τι θέλω να πω. Φέρνω στο μυαλό μου το πρόσωπο για το οποίο θέλω να μιλήσω. Χρησιμοποιώ απλές λέξεις και προτάσεις για να περιγράψω το σπίτι μου και την γειτονιά μου. Όταν δεν ξέρω μια λέξη την περιγράφω με άλλα λόγια. Ακούω τους προηγούμενους που μίλησαν και βελτιώνω τον εαυτό μου. Σκέφτομαι πρώτα και μετά μιλάω. Χρησιμοποιώ την φαντασία μου. Ξαναρωτάω ότι δεν καταλαβαίνω καλά. Διαβάζω εκφράσεις για να τις χρησιμοποιώ κι εγώ. Ποιούς τρόπους χρησιμοποίησες για τις ασκήσεις READING μέχρι τώρα? Διαβάζουμε αργά και καθαρά. Διαβάζω και απαντώ στις ερωτήσεις. Διαβάζω και συμπληρώνω έναν πίνακα. Βλέπουμε το κείμενο και μαθαίνουμε την ορθογραφία των νέων λέξεων. Διαβάζουμε στα αγγλικά και μεταφράζουμε. Όταν δεν ξέρουμε ένα κείμενο και δεν το καταλαβαίνουμε προσπαθούμε να βγάλουμε νόημα από τις λέξεις που γνωρίσουμε. Ζητώ από την καθηγήτρια μου να μου εξηγήσει ότι δεν μπορώ να καταλάβω. Συμβουλεύομαι ένα λεξικό. Προσπαθώ να βρω τις λέξεις κλειδιά. Ποιούς τρόπους χρησιμοποίησες για τις ασκήσεις WRITING μέχρι τώρα? Πρώτα πρέπει να σκέφτομαι το θέμα. Να ξέρω τι θα γράψω. Συγκεντρώνουμε τις πληροφορίες που χρειαζόμαστε για να γράφουμε σωστά. Ρωτάμε την κυρία για άγνωστες λέξεις. Κοιτάω παραδείγματα από το βιβλίο μου: Ακούσαμε ένα CD για μια μέρα στο σχολείο κι έπειτα φτιάξαμε τη δική μας μέρα στο σχολείο. Πριν περιγράψω το σπίτι μου ή το δωμάτιο μου, φέρνω τα αντικείμενα στο μυαλό μου και μετά τα γράφω. Όταν δεν ξέρω μια λέξη στα αγγλικά ρωτάω τον διπλανό μου ή τους συμμαθητές. Πριν γράψω σκέφτομαι τις λέξεις που μου χρειάζονται. Βρίσκω στο λεξικό τις λέξεις που δεν ξέρω και γράφω ορθογραφημένα. Παρατηρώ καλά τις εικόνες όταν θέλω να τις περιγράψω για να με βοηθήσουν. Να κάνω ωραία γράμματα. Να κάνω παραγράφους. Να μπορώ να μεταφράζω τις λέξεις ή τις προτάσεις στα ελληνικά. 95

96 Όταν μου διορθώσουν το τετράδιο και έχω κάποια λάθη, τα βλέπω για να μην τα ξανακάνω. Να κάνω ησυχία για να συγκεντρωθώ. 96

97 APPENDIX XII Samples of learners work on pondering the purpose for reading (6 th grade) ACTIVITIES Unit 4, p.43: Read and find if it is true or false (T/F). Unit 5, p.50: Read and compete the table. Unit 6, p.62: Read and write which profession needs what. Unit 7, p.74: Read and write True or False. Unit 8, p.80: Read and match the headings to the paragraphs. Unit 9, p.98: Read and tick the correct answer. Unit 10, p. 111: Read and find out if the sentences are true or false. PURPOSE - Να βρω πληροφορίες για αεροπλάνα - Να μάθω καινούριες λέξεις. - Να κατανοώ το κείμενο. - Να βρω λέξεις κλειδιά από το κείμενο. - Να δω πως γράφονται σελίδες ημερολογίου. - Να μάθω τι έκαναν παλιά οι άνθρωποι. - Να μάθουμε πως περιγράφουμε επαγγέλματα. - Να εμπλουτίσουμε το λεξιλόγιο μας. - Να βρούμε λέξειs-κλειδιά για να απαντήσουμε στις ερωτήσεις.. - Να κατανοούμε άρθρα εφημερίδας. - Να μάθουμε πληροφορίες για ρεκόρ. - Να βρούμε στοιχεία για την άσκηση. - Να διαβάζω στήλες εφημερίδας για το πρόγραμμα εκδηλώσεων. - Να βρω λέξεις και φράσεις κλειδιά. - Διαβάζω και κατανοώ μια ιστορία. - Μαθαίνω λέξεις για το περιβάλλον. - Καταλαβαίνω το γενικό νόημα. - Διαβάζω ένα άρθρο περιοδικού. - Διαβάζω για ένα ήρωα μιας ταινίας. - Κατανοώ το γενικό νόημα. 97

98 APPENDIX XIII A table of the types of portfolios as described by Hebert (2001) the teacher-organised portfolio the curriculum portfolio the showcase or achievement portfolio the progress portfolio the teacher-and-child-organised portfolio the child-organized portfolio the teacher is in control of the process of gathering samples of learner work similar to the previous one a teacher is also in charge to demonstrate successful work in the curriculum the teacher remains involved to measure the learning progress the teacher shares the ownership with the learner the child chooses the content based on their items of personal significance 98

99 APPENDIX XIV The two levels of learners involved in the research, as described by the CEFR (Council of Europe, 2001:24) A1 (basic) Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. A2 (basic) Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. 99

100 APPENDIX XV Language awareness as described by Papaefthymiou-Lytra (1987b) Metalinguistic It refers to reflection upon phonological, morphological, syntactic, semantic and socio-cultural elements of a language. Metacommunicative It involves monitoring communication and solving problems when they appear. For example, learners should apply some strategies to deal with metacommunicative talk, so that they can identify their strengths and weaknesses referring to grammaticality and acceptability of utterances as well as pragmatics of language use in the context of a natural verbal encounter (Papaefthymiou- Lytra, 1987a:27). Metacognitive It means beyond, beside, or with the cognitive, as Oxford (1990:136) states and refers to controlling cognition indirectly by planning, monitoring and evaluating various activities. 100

101 APPENDIX XVI The diagram of the Strategy System, adopted by Oxford (1990:18-21) 101

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105 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY APPENDIX XVII The sample pages of the ELP used by the fifth graders as part of the research. Πώς μαθαίνω ευκολότερα τις ξένες γλώσσες Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography Comment j apprends plus facilement les langues étrangères // Wie ich leichter Fremdsprachen erlerne // How I learn foreign languages easier Σύμφωνα με τα παρακάτω παραδείγματα μπορείς να καταγράφεις, σε τακτά χρονικά διαστήματα, τρόπους οι οποίοι σε βοηθούν να μαθαίνεις ευκολότερα την ξένη γλώσσα/τις ξένες γλώσσες που διδάσκεσαι στο σχολείο. ταιριάζω λέξεις με εικόνες ακούω με προσοχή τα τραγούδια που μας μαθαίνει ο καθηγητής/η καθηγήτριά μας στην τάξη και τα επαναλαμβάνω με τους συμμαθητές μου επαναλαμβάνω μεγαλόφωνα με τους συμμαθητές μου τις καινούριες λέξεις αντιγράφω από τον πίνακα τις νέες λέξεις και προσπαθώ να τις απομνημονεύσω ζητώ από τον καθηγητή/την καθηγήτριά μου να μου εξηγήσει ό,τι δεν μπορώ να καταλάβω καλά χρησιμοποιώ αυτά που έχω μάθει σε παιχνίδια και ομαδικές δραστηριότητες διαβάζω μεγαλόφωνα τις νέες λέξεις και τις εκφράσεις που μαθαίνω αντιγράφω πολλές φορές τις νέες λέξεις επαναλαμβάνω πολλές φορές ό,τι καινούριο μας διδάσκει ο καθηγητής/η καθηγήτριά μας χρησιμοποιώ τις νέες λέξεις σε προτάσεις ετοιμάζω τις εργασίες που μας έχει ζητήσει ο καθηγητής/η καθηγήτριά μας 105

106 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Γλώσσα Πώς μαθαίνω ευκολότερα Ημερομηνία Γαλλικά Επαναλαμβάνω μεγαλόφωνα με τους συμμαθητές μου τις καινούριες λέξεις Ιανουάριος 2011 Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography 106

107 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography Αυτό που μου αρέσει περισσότερο να κάνω στο μάθημα της ξένης γλώσσας/ των ξένων γλωσσών Ce que j aime faire en classe de langues étrangères // Was ich am liebsten während des Fremdsprachenunterrichts tue // What I am fond of doing in the lesson of the foreign language/languages Μπορείς να καταγράφεις σε τακτά χρονικά διαστήματα τι προτιμάς να κάνεις στο μάθημα της ξένης γλώσσας. Παράδειγμα: Γλώσσα Τι μου αρέσει να κάνω Ημερομηνία Γαλλικά Να βρίσκω τις λέξεις που αντιστοιχούν σε εικόνες 20 Ιανουάριου 2011 Γερμανικά Να επαναλαμβάνω μεγαλόφωνα μέσα στην τάξη με τους συμμαθητές μου τις καινούριες λέξεις 1 Φεβρουαρίου

108 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Η πρόοδός μου στις ξένες γλώσσες Mes progrès en langues étrangères // Meine Lernfortschritte in den Fremdsprachen // My progress in foreign languages Οδηγίες συμπλήρωσης των σελίδων αυτοαξιολόγησης Στις σελίδες που ακολουθούν μπορείς να καταγράφεις τι μαθαίνεις πολύ καλά, τι θέλεις να βελτιώνεις και τι θέλεις ακόμη να μάθεις. Eπίσης, μπορείς να προσθέτεις τι είσαι ικανός/η να κάνεις ή τι άλλο θέλεις να βελτιώσεις και τι να μάθεις. Για δική σου ευκολία, μπορείς να χρησιμοποιείς τα παρακάτω σύμβολα, ώστε να παρουσιάζεις τι έχεις πετύχει στην ξένη γλώσσα/στις ξένες γλώσσες. Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography Είμαι ικανός/ικανή να ανταποκρίνομαι με μεγάλη άνεση. Είμαι ικανός/ικανή να ανταποκρίνομαι με όχι ιδιαίτερη άνεση, καταβάλλοντας κάποια προσπάθεια. Αυτό είναι στόχος για μένα. Δίπλα από κάθε αριθμό, γράψε τη γλώσσα που μαθαίνεις. Αυτό θα σε βοηθήσει να συμπληρώνεις τις λίστες αυτοαξιολόγησης που ακολουθούν. Μην ξεχνάς ότι ο κάθε αριθμός στις λίστες αυτοαξιολόγησης, οι οποίες ξεκινούν από την επόμενη σελίδα, αντιστοιχεί στη γλώσσα που εσύ επέλεξες και που σημείωσες στον πίνακα που ακολουθεί! Αριθμός πχ. 108

109 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Α1 Επίπεδο Α1 // Niveau A1 // Ebene A1 // Level A1 Kατανοώ // Comprendre // Verstehen // Understanding Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Ακούω // Écouter // Hören // Listening Meine Sprachenbiographie My Language Biography Ημερομη νία Είμαι ικανός/ικανή να κατανοώ κάποιον που: με χαιρετά συστήνεται ή και συστήνει κάποιον άλλο. μου προτείνει κάτι (π.χ. έναν περίπατο, να πάμε σινεμά κλπ.). αναφέρεται σε αριθμούς (ημερομηνία, διεύθυνση, ώρα κλπ.). εκφράζει τις προτιμήσεις του με απλό τρόπο. περιγράφει ένα άτομο, ζώο, αντικείμενο, χώρο με σύντομες και απλές εκφράσεις. 109

110 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Ακούω // Écouter // Hören // Listening Συμπληρώνω τι άλλο είμαι ικανός / ικανή να κάνω: Α Το Γλωσσικό Ημερομηνία Είμαι ικανός / ικανή: Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography 110

111 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Α1 Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography Οι προσωπικές μου στρατηγικές μάθησης Réflexions sur mon apprentissage // Meine persönlichen Lernstrategien // My personal learning strategies Και τώρα, με οδηγό τις σελίδες αυτοαξιολόγησης που έχεις συμπληρώσει, μπορείς να παρουσιάσεις πώς πέτυχες τους στόχους σου και πώς σκέφτεσαι να βελτιώσεις τα αδύναμά σου σημεία. α) Πέτυχα το στόχο μου/τους στόχους μου; Αν ναι, με ποιον τρόπο; Γλώσσα: Με ποιον τρόπο: Ημερομηνία: β) Αν όχι, τι με έχει δυσκολέψει; Γλώσσα: Ημερομηνία: Τι με έχει δυσκολέψει: γ) Πώς σκέφτομαι να ξεπεράσω τις δυσκολίες που αντιμετωπίζω; Γλώσσα: Ημερομηνία: Πώς θα ξεπεράσω τις δυσκολίες μου: 111

112 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Kατανοώ // Comprendre // Verstehen // Understanding Α1 Διαβάζω // Lire // Lesen // Reading Ημερομηνία Είμαι ικανός/ικανή να κατανοώ: κύρια ονόματα, απλές λέξεις, οικείες εκφράσεις σε κείμενα σύντομα και απλά Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière αριθμούς που αφορούν ημερομηνία, διεύθυνση, ώρα, τιμές προϊόντων. Meine Sprachenbiographie το νόημα ενός εικονογραφημένου απλού και σύντομου κειμένου. My Language Biography απλά μηνύματα σε πινακίδες, σε αφίσες, σε διαφημιστικά και σε τουριστικά έντυπα. τον κατάλογο ενός εστιατορίου με εικόνες. 112

113 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography Διαβάζω // Lire // Lesen // Reading Συμπληρώνω τι άλλο είμαι ικανός / ικανή να κάνω: Ημερομηνία 113

114 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Οι προσωπικές μου στρατηγικές μάθησης Réflexions sur mon apprentissage // Meine persönlichen Lernstrategien // My personal learning strategies Και τώρα, με οδηγό τις σελίδες αυτοαξιολόγησης που έχεις συμπληρώσει, μπορείς να παρουσιάσεις πώς πέτυχες τους στόχους σου και πώς σκέφτεσαι να βελτιώσεις τα αδύναμά σου σημεία. α) Πέτυχα το στόχο μου/τους στόχους μου; Αν ναι, με ποιον τρόπο; Α1 Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Γλώσσα: Με ποιον τρόπο: Ημερομηνία: Meine Sprachenbiographie My Language Biography β) Αν όχι, τι με έχει δυσκολέψει; Γλώσσα: Ημερομηνία: Τι με έχει δυσκολέψει: γ) Πώς σκέφτομαι να ξεπεράσω τις δυσκολίες που αντιμετωπίζω; Γλώσσα: Ημερομηνία: Πώς θα ξεπεράσω τις δυσκολίες μου: 5 114

115 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Α1 Μιλώ // Parler // Sprechen // Speaking Λαμβάνω μέρος σε μια συζήτηση // Prendre part à une conversation // An einem Gespräch teilnehmen // Taking part in a conversation Ημερομηνία Είμαι ικανός/ικανή: να χαιρετώ και να αποχαιρετώ κάποιον. να συστήνομαι και να συστήνω κάποιον. να αποδέχομαι ή να αρνούμαι μια πρόσκληση χρησιμοποιώντας απλές λέξεις και εκφράσεις. να δίνω ευχές (για γιορτές, γενέθλια) να χρησιμοποιώ αριθμούς για να λέω την ώρα, την ηλικία μου 115

116 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Α1 Λαμβάνω μέρος σε μια συζήτηση // Prendre part à une conversation // An einem Gespräch teilnehmen // Taking part in a conversation Συμπληρώνω τι άλλο είμαι ικανός / ικανή να κάνω: Ημερομηνία Είμαι ικανός / ικανή: Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography 116

117 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Α1 Οι προσωπικές μου στρατηγικές μάθησης Réflexions sur mon apprentissage // Meine persönlichen Lernstrategien // My personal learning strategies Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography Και τώρα, με οδηγό τις σελίδες αυτοαξιολόγησης που έχεις συμπληρώσει, μπορείς να παρουσιάσεις πώς πέτυχες τους στόχους σου και πώς σκέφτεσαι να βελτιώσεις τα αδύναμά σου σημεία. α) Πέτυχα το στόχο μου/τους στόχους μου; Αν ναι, με ποιον τρόπο; Γλώσσα: Με ποιον τρόπο: Ημερομηνία: β) Αν όχι, τι με έχει δυσκολέψει; Γλώσσα: Ημερομηνία: Τι με έχει δυσκολέψει: γ) Πώς σκέφτομαι να ξεπεράσω τις δυσκολίες που αντιμετωπίζω; Γλώσσα: Ημερομηνία: Πώς θα ξεπεράσω τις δυσκολίες μου: 117

118 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Μιλώ // Parler // Sprechen // Speaking Εκφράζομαι προφορικά με συνεχή λόγο // S exprimer oralement en continu // Zusammenhängender sprachlicher Ausdruck // Expressing myself with coherent speech Ημερομηνία Είμαι ικανός/ικανή: να περιγράφω κάποιον (τον εαυτό μου, ένα φίλο μου, τους γονείς μου, τους συγγενείς μου, το δάσκαλό μου, τη δασκάλα μου κλπ.) χρησιμοποιώντας απλές λέξεις και εκφράσεις. να περιγράφω το σπίτι μου και τη συνοικία μου με απλές λέξεις και εκφράσεις Α1 Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography να εκφράζω τις προτιμήσεις μου με απλά λόγια. να μιλώ για την οικογένειά μου (αριθμός μελών, ονόματα, ηλικία, επάγγελμα). να δίνω προσωπικά μου στοιχεία (πχ. Διεύθυνση κατοικίας, πόλη, νομό, χώρα, ταχυδρομικό κώδικα, αριθμό τηλεφώνου, κλπ.) Σελίδα

119 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Α1 Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Εκφράζομαι προφορικά με συνεχή λόγο // S exprimer oralement en continu // Zusammenhängender sprachlicher Ausdruck // Expressing myself with coherent speech Συμπληρώνω τι άλλο είμαι ικανός / ικανή να κάνω: Ημερομηνία Είμαι ικανός / ικανή: Meine Sprachenbiographie My Language Biography 119

120 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Οι προσωπικές μου στρατηγικές μάθησης Réflexions sur mon apprentissage // Meine persönlichen Lernstrategien // My personal learning strategies Και τώρα, με οδηγό τις σελίδες αυτοαξιολόγησης που έχεις συμπληρώσει, μπορείς να παρουσιάσεις πώς πέτυχες τους στόχους σου και πώς σκέφτεσαι να βελτιώσεις τα αδύναμά σου σημεία. α) Πέτυχα το στόχο μου/τους στόχους μου; Αν ναι, με ποιον τρόπο; Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie Γλώσσα: Με ποιον τρόπο: Ημερομηνία: My Language Biography β) Αν όχι, τι με έχει δυσκολέψει; Γλώσσα: Ημερομηνία: Τι με έχει δυσκολέψει: γ) Πώς σκέφτομαι να ξεπεράσω τις δυσκολίες που αντιμετωπίζω; Γλώσσα: Ημερομηνία: Πώς θα ξεπεράσω τις δυσκολίες μου 120

121 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Α1 Γράφω // Écrire // Schreiben // Writing Γράφω // Écrire // Schreiben // Writing Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography Ημερομηνία Είμαι ικανός/ικανή: μου. Να περιγράφω το δωμάτιό μου και το σπίτι μου με απλά λόγια. να γράφω απλά μηνύματα για να προσκαλώ κάποιον στη γιορτή μου ή στα γενέθλιά μου. να συμπληρώνω προσωπικά μου στοιχεία σε ένα έντυπο (ονοματεπώνυμο, διεύθυνση, ηλικία, τόπο καταγωγής) να γράφω απλές ευχετήριες κάρτες για γιορτές, γενέθλια κλπ.να παρουσιάζω με απλές λέξεις και εκφράσεις την οικογένειά μου (αριθμός μελών, ονόματα, ηλικία, επάγγελμα, ασχολίες) και τους φίλους 121

122 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Γράφω // Écrire // Schreiben // Writing Συμπληρώνω τι άλλο είμαι ικανός / ικανή να κάνω: Α1 Το Γλωσσικό Ημερομηνία Είμαι ικανός / ικανή: Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography

123 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Α1 Οι προσωπικές μου στρατηγικές μάθησης Réflexions sur mon apprentissage // Meine persönlichen Lernstrategien // My personal learning strategies Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography Και τώρα, με οδηγό τις σελίδες αυτοαξιολόγησης που έχεις συμπληρώσει, μπορείς να παρουσιάσεις πώς πέτυχες τους στόχους σου και πώς σκέφτεσαι να βελτιώσεις τα αδύναμά σου σημεία. α) Πέτυχα το στόχο μου/τους στόχους μου; Αν ναι, με ποιον τρόπο; Γλώσσα: Με ποιον τρόπο: Ημερομηνία: β) Αν όχι, τι με έχει δυσκολέψει; Γλώσσα: Ημερομηνία: Τι με έχει δυσκολέψει: γ) Πώς σκέφτομαι να ξεπεράσω τις δυσκολίες που αντιμετωπίζω; Γλώσσα: Ημερομηνία: Πώς θα ξεπεράσω τις δυσκολίες μου: 123

124 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY APPENDIX XVIII The sample pages of the ELP used by the sixth graders as part of the research Πώς μαθαίνω ευκολότερα τις ξένες γλώσσες Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography Comment j apprends plus facilement les langues étrangères // Wie ich leichter Fremdsprachen erlerne // How I learn foreign languages easier Σύμφωνα με τα παρακάτω παραδείγματα μπορείς να καταγράφεις, σε τακτά χρονικά διαστήματα, τρόπους οι οποίοι σε βοηθούν να μαθαίνεις ευκολότερα την ξένη γλώσσα/τις ξένες γλώσσες που διδάσκεσαι στο σχολείο. ταιριάζω λέξεις με εικόνες ακούω με προσοχή τα τραγούδια που μας μαθαίνει ο καθηγητής/η καθηγήτριά μας στην τάξη και τα επαναλαμβάνω με τους συμμαθητές μου επαναλαμβάνω μεγαλόφωνα με τους συμμαθητές μου τις καινούριες λέξεις αντιγράφω από τον πίνακα τις νέες λέξεις και προσπαθώ να τις απομνημονεύσω ζητώ από τον καθηγητή/την καθηγήτριά μου να μου εξηγήσει ό,τι δεν μπορώ να καταλάβω καλά χρησιμοποιώ αυτά που έχω μάθει σε παιχνίδια και ομαδικές δραστηριότητες διαβάζω μεγαλόφωνα τις νέες λέξεις και τις εκφράσεις που μαθαίνω αντιγράφω πολλές φορές τις νέες λέξεις επαναλαμβάνω πολλές φορές ό,τι καινούριο μας διδάσκει ο καθηγητής/η καθηγήτριά μας χρησιμοποιώ τις νέες λέξεις σε προτάσεις ετοιμάζω τις εργασίες που μας έχει ζητήσει ο καθηγητής/η καθηγήτριά μας 124

125 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Γλώσσα Πώς μαθαίνω ευκολότερα Ημερομηνία Γαλλικά Επαναλαμβάνω μεγαλόφωνα με τους συμμαθητές μου τις καινούριες λέξεις Ιανουάριος 2011 Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography 125

126 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography Αυτό που μου αρέσει περισσότερο να κάνω στο μάθημα της ξένης γλώσσας/ των ξένων γλωσσών Ce que j aime faire en classe de langues étrangères // Was ich am liebsten während des Fremdsprachenunterrichts tue // What I am fond of doing in the lesson of the foreign language/languages Μπορείς να καταγράφεις σε τακτά χρονικά διαστήματα τι προτιμάς να κάνεις στο μάθημα της ξένης γλώσσας. Παράδειγμα: Γλώσσα Τι μου αρέσει να κάνω Ημερομηνία Γαλλικά Να βρίσκω τις λέξεις που αντιστοιχούν σε εικόνες 20 Ιανουάριου 2011 Γερμανικά Να επαναλαμβάνω μεγαλόφωνα μέσα στην τάξη με τους συμμαθητές μου τις καινούριες λέξεις 1 Φεβρουαρίου

127 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Η πρόοδός μου στις ξένες γλώσσες Mes progrès en langues étrangères // Meine Lernfortschritte in den Fremdsprachen // My progress in foreign languages Οδηγίες συμπλήρωσης των σελίδων αυτοαξιολόγησης Στις σελίδες που ακολουθούν μπορείς να καταγράφεις τι μαθαίνεις πολύ καλά, τι θέλεις να βελτιώνεις και τι θέλεις ακόμη να μάθεις. Eπίσης, μπορείς να προσθέτεις τι είσαι ικανός/η να κάνεις ή τι άλλο θέλεις να βελτιώσεις και τι να μάθεις. Για δική σου ευκολία, μπορείς να χρησιμοποιείς τα παρακάτω σύμβολα, ώστε να παρουσιάζεις τι έχεις πετύχει στην ξένη γλώσσα/στις ξένες γλώσσες. Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography Είμαι ικανός/ικανή να ανταποκρίνομαι με μεγάλη άνεση. Είμαι ικανός/ικανή να ανταποκρίνομαι με όχι ιδιαίτερη άνεση, καταβάλλοντας κάποια προσπάθεια. Αυτό είναι στόχος για μένα. Δίπλα από κάθε αριθμό, γράψε τη γλώσσα που μαθαίνεις. Αυτό θα σε βοηθήσει να συμπληρώνεις τις λίστες αυτοαξιολόγησης που ακολουθούν. Μην ξεχνάς ότι ο κάθε αριθμός στις λίστες αυτοαξιολόγησης, οι οποίες ξεκινούν από την επόμενη σελίδα, αντιστοιχεί στη γλώσσα που εσύ επέλεξες και που σημείωσες στον πίνακα που ακολουθεί! Αριθμός πχ. 1 Γλώσσα Γαλλικa 127

128 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Επίπεδο Α2 // Niveau A2 // Ebene A2 // Level A2 Kατανοώ // Comprendre // Verstehen // Understanding Α Ακούω // Écouter // Hören // Listening Ημερομηνία Είμαι ικανός/ικανή να κατανοώ κάποιον που: μου δίνει βασικές πληροφορίες για τον ίδιο, την οικογένειά του, το σπίτι του και τα ενδιαφέροντά του χρησιμοποιώντας απλές λέξεις και εκφράσεις. Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography εκφράζει τα συναισθήματά του (χαρά, αγάπη, φόβο, ανησυχία κλπ.) χρησιμοποιώντας απλές εκφράσεις. μου ζητά ή μου δίνει βασικές πληροφορίες σχετικές με τα μέσα μεταφοράς, την αγορά εισιτηρίων κλπ. χρησιμοποιώντας απλές λέξεις και εκφράσεις. μου υποδεικνύει χρησιμοποιώντας απλές λέξεις, ποια κατεύθυνση να ακολουθήσω για να πάω κάπου. μου διηγείται με απλά λόγια ένα γεγονός που συνέβη στο παρελθόν ή που πρόκειται να συμβεί στο μέλλον. 128

129 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Α2 Ακούω // Écouter // Hören // Listening Συμπληρώνω τι άλλο είμαι ικανός / ικανή να κάνω: Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography Ημερομηνία Είμαι ικανός / ικανή:

130 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Οι προσωπικές μου στρατηγικές μάθησης Réflexions sur mon apprentissage // Meine persönlichen Lernstrategien // My personal learning strategies 37 Και τώρα, με οδηγό τις σελίδες αυτοαξιολόγησης που έχεις συμπληρώσει, μπορείς να παρουσιάσεις πώς πέτυχες τους στόχους σου και πώς σκέφτεσαι να βελτιώσεις τα αδύναμά σου σημεία. α) Πέτυχα το στόχο μου/τους στόχους μου; Αν ναι, με ποιον τρόπο; Γλώσσα: Ημερομηνία: Με ποιον τρόπο: β) Αν όχι, τι με έχει δυσκολέψει; Γλώσσα: Ημερομηνία: Τι με έχει δυσκολέψει: γ) Πώς σκέφτομαι να ξεπεράσω τις δυσκολίες που αντιμετωπίζω; Γλώσσα: Ημερομηνία Πως θα αντιμετωπίσω δυσκολίες μου: 130

131 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Α2 Kατανοώ // Comprendre // Verstehen // Understanding Διαβάζω // Lire // Lesen // Reading Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography Ημερομηνία Είμαι ικανός/ικανή να κατανοώ: σύντομες και απλές πληροφορίες σε ένα διαφημιστικό έντυπο, σε μια αφίσα, σε μια πινακίδα, σε έναν κατάλογο εστιατορίου κλπ. απλά και σύντομα φιλικά μηνύματα ή και απλές και σύντομες φιλικές επιστολές/καρτ-ποστάλ. απλές μικρές αγγελίες. απλές οδηγίες χρήσης, όπως οδηγίες για τη χρήση ενός τηλεφώνου για το κοινό. απλές και σύντομες συνταγές μαγειρικής. 131

132 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Α2 Διαβάζω // Lire // Lesen // Reading Συμπληρώνω τι άλλο είμαι ικανός / ικανή να κάνω: Το Γλωσσικό Ημερομηνία Είμαι ικανός / ικανή: Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography

133 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Α2 Οι προσωπικές μου στρατηγικές μάθησης Réflexions sur mon apprentissage // Meine persönlichen Lernstrategien // My personal learning strategies Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography Και τώρα, με οδηγό τις σελίδες αυτοαξιολόγησης που έχεις συμπληρώσει, μπορείς να παρουσιάσεις πώς πέτυχες τους στόχους σου και πώς σκέφτεσαι να βελτιώσεις τα αδύναμά σου σημεία. α) Πέτυχα το στόχο μου/τους στόχους μου; Αν ναι, με ποιον τρόπο; Γλώσσα: Με ποιον τρόπο: Ημερομηνία: β) Αν όχι, τι με έχει δυσκολέψει; Γλώσσα: Ημερομηνία: Τι με έχει δυσκολέψει: γ) Πώς σκέφτομαι να ξεπεράσω τις δυσκολίες που αντιμετωπίζω; Γλώσσα: Ημερομηνία Πώς θα ξεπεράσω τις δυσκολίες μου: 133

134 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Μιλώ // Parler // Sprechen // Speaking Α2 Λαμβάνω μέρος σε μια συζήτηση // Prendre part à une conversation // An einem Gespräch teilnehmen // Taking part in a conversation Ημερομηνία Είμαι ικανός/ικανή: να απευθύνομαι σε κάποιον με ευγενικό τρόπο, για να ζητήσω μια πληροφορία, για να αγοράσω κάτι κλπ. χρησιμοποιώντας απλό λόγο. να προσκαλώ κάποιον κάπου και να απαντώ σε προσκλήσεις χρησιμοποιώντας απλές εκφράσεις. να ζητώ συγγνώμη, να δίνω εξηγήσεις για μια αργοπορία σε μια συνάντηση, για τη μη αποδοχή σε μια πρόσκληση κλπ. χρησιμοποιώντας απλό λόγο. Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography να συμφωνώ ή να διαφωνώ με κάποιον για κάτι χρησιμοποιώντας απλή γλώσσα. να συζητώ με φίλους για το πού θα πάμε, για το πότε και πού θα συναντηθούμε. 134

135 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Α2 Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Λαμβάνω μέρος σε μια συζήτηση // Prendre part à une conversation // An einem Gespräch teilnehmen // Taking part in a conversation Συμπληρώνω τι άλλο είμαι ικανός / ικανή να κάνω: Ημερομηνία Είμαι ικανός / ικανή: Meine Sprachenbiographie My Language Biography 135

136 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Οι προσωπικές μου στρατηγικές μάθησης Réflexions sur mon apprentissage // Meine persönlichen Lernstrategien // My personal learning strategies Και τώρα, με οδηγό τις σελίδες αυτοαξιολόγησης που έχεις συμπληρώσει, μπορείς να παρουσιάσεις πώς πέτυχες τους στόχους σου και πώς σκέφτεσαι να βελτιώσεις τα αδύναμά σου σημεία. My Language Biography α) Πέτυχα το στόχο μου/τους στόχους μου; Αν ναι, με ποιον τρόπο; Γλώσσα: Ημερομηνία: Με ποιον τρόπο: β) Αν όχι, τι με έχει δυσκολέψει; Γλώσσα: Ημερομηνία: Τι με έχει δυσκολέψει: γ) Πώς σκέφτομαι να ξεπεράσω τις δυσκολίες που αντιμετωπίζω; Γλώσσα: Ημερομηνία: Πώς θα ξεπεράσω τις δυσκολίες μου: 136

137 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Α2 Μιλώ // Parler // Sprechen // Speaking Εκφράζομαι προφορικά με συνεχή λόγο // S exprimer oralement en continu // Zusammenhängender sprachlicher Ausdruck // Expressing myself with coherent speech Το Γλωσσικό Βιογραφικό μου Ημερομηνία Είμαι ικανός/ικανή: Μa Biographie Langagière Meine Sprachenbiographie My Language Biography να διηγούμαι κάτι που συνέβη στο παρόν χρησιμοποιώντας απλές εκφράσεις. να περιγράφω τις καθημερινές δραστηριότητές μου χρησιμοποιώντας απλό λόγο. να μιλώ με απλά λόγια για μελλοντικά μου σχέδια (π.χ. διακοπές). να παραγγέλνω κάτι να φάω ή να πιω σε ένα εστιατόριο κλπ. να εκφράζω τα συναισθήματά μου (χαρά, λύπη, ανησυχία, φόβο κλπ.) με απλό και σύντομο λόγο. 137

138 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Α2 Εκφράζομαι προφορικά με συνεχή λόγο // S exprimer oralement en continu // Zusammenhängender sprachlicher Ausdruck // Expressing myself with coherent speech Συμπληρώνω τι άλλο είμαι ικανός / ικανή να κάνω: Το Γλωσσικό Βιογραφικό μου Ημερομηνία Είμαι ικανός / ικανή: Μa Biographie Langagière Meine Sprachenbiographie My Language Biography

139 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Α2 Οι προσωπικές μου στρατηγικές μάθησης Réflexions sur mon apprentissage // Meine persönlichen Lernstrategien // My personal learning strategies Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie Και Kαι τώρα, με οδηγό τις σελίδες αυτοαξιολόγησης που έχεις συμπληρώσει, μπορείς να παρουσιάσεις πώς πέτυχες τους στόχους σου και πώς σκέφτεσαι να βελτιώσεις τα αδύναμά σου σημεία. α) Πέτυχα το στόχο μου/τους στόχους μου; Αν ναι, με ποιον τρόπο; My Language Biography Γλώσσα: Με ποιον τρόπο: Ημερομηνία: β) Αν όχι, τι με έχει δυσκολέψει; Γλώσσα: Ημερομηνία: Τι με έχει δυσκολέψει: γ) Πώς σκέφτομαι να ξεπεράσω τις δυσκολίες που αντιμετωπίζω; Γλώσσα: Ημερομηνία: Πώς θα ξεπεράσω τις δυσκολίες μου: 139

140 REFLECTIVE LEARNING AND LEARNER AUTONOMY IN GREEK PRIMARY Γράφω // Écrire // Schreiben // Writing Α2 Γράφω // Écrire // Schreiben // Writing Ημερομηνία Είμαι ικανός/ικανή: να συντάσσω ένα σύντομο και απλό κείμενο για να περιγράψω την οικογένειά μου, τους φίλους μου, το σχολείο μου κλπ. να συμπληρώνω τα βασικά μου προσωπικά στοιχεία σε ένα έντυπο. να γράφω ένα συνοπτικό ηλεκτρονικό μήνυμα για να ζητώ και να λαμβάνω πληροφορίες για κάποιο θέμα που με ενδιαφέρει Το Γλωσσικό Βιογραφικό μου Μa Biographie Langagière Meine Sprachenbiographie My Language Biography να γράφω μια σύντομη και απλή φιλική επιστολή. να απαντώ σε μικρή αγγελία όταν αυτή περιλαμβάνει απλές λέξεις και εκφράσεις