A Bidialectal Programme for the Learning of Standard Modern Greek in Cyprus

Autor/in	Yiakoumetti, Androula
Titel	A Bidialectal Programme for the Learning of Standard Modern Greek in Cyprus
Quelle	In: Applied Linguistics, 27 (2006) 2, S.295-317 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/aml012
Schlagwörter	Syntax; Phonology; Dialects; Standard Spoken Usage; Greek; Control Groups; Uncommonly Taught Languages; Foreign Countries; Contrastive Linguistics; Teaching Methods; Elementary School Students; Cyprus + Suchen Sie Ihr Suchwort? Fonologie; Dialect; Dialekt; Gesprochene Sprache; Umgangssprache; Grieche; Griechisch; Minderheitensprache; Ausland; Linguistics; Kontrastive Linguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Zypern
Abstract	This study addresses bidialectism by investigating the linguistic situation on the bidialectal island of Cyprus where Standard Modern Greek (SMG) and the regional Cypriot dialect (CD) are both routinely used. The study implemented a language programme that embraced both sociolinguistic and educational factors and was designed to teach SMG by using the CD as a facilitating tool, while simultaneously ensuring the maintenance of the CD. A quasi-experimental design was used in the application and evaluation of this bidialectal method, comparing a control group and an experimental group of final-year primary-school students in terms of phonology, morphology, syntax, and lexis. Quantitative analysis of the results revealed that the method had a marked positive effect on the oral and written production of the standard variety. This was due to explicit and conscious comparison of learners' regional dialectal mother tongue with the standard target variety. (Author).
Anmerkungen	Oxford University Press, Great Clarendon Street, Oxford OX2 6DP UK. Tel: +44 1865-353907; Fax: +44 1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10