PhD Dissertations

Supervisors: Nikolaos Katsaounis, Chatzidimou Konstantinos, Vasiliki Koukoulioti

The aim of this study is to systematically document and analyze the use of code-switching by bilingual students as observed during their enrollment in undergraduate and graduate programs, both at Aristotle University of Thessaloniki and National and Kapodistrian University of Athens, specifically in the Departments of German Language and Literature, focusing on code switching.

Code-switching phenomenon involves the use of two or more languages by an individual during speech, with a seamless transition between languages. It is a common communication tool used by bilingual or multilingual individuals and can serve various purposes such as communication, social bonding, group participation, conveying specific messages, etc.

Specifically, the aim of this work is to analyze the reasons for code-switching by students in the university classroom, as well as to explore the correlation between code-switching and various demographic characteristics such as gender, age, educational level, exposure to the German language, and the language of instruction for bilingual students.

Finally, this research aims to lead to the creation of a new university course based on code-switching, including its role in language learning and its effects on the attitudes of both educators and students. This course would provide an in-depth examination of best practices in teaching code-switching, strategies for creating supportive learning environments, and assessment tools within the university community.

Supervisors: Karagiannidou Evangelia, Chatzidimou Konstantinos, Arvanitis Panagiotis

This paper explores the impact of technological advances on language education, particularly in the teaching of German as a Foreign Language (DaF), and the role of generative Artificial Intelligence (AI). Traditional teaching materials often prove inadequate to meet the changing needs of learners, prompting educators to look for innovative resources. The advent of Web 2.0 has had a positive impact on teaching methods by providing an abundance of learning opportunities. However, challenges still exist due to the different learning profiles of students and the innovative skills required of educators. The introduction of a generative AI model is seen as a potential solution to these challenges as it offers unique capabilities to redefine the learning process. This research focuses on exploring the integration of AI in the classroom and its potential role as a personalized supplement for teachers and students. Hypotheses are formulated to explore the ability of AI to enhance adaptability, provide personalized learning experiences, and increase the efficiency of language skills development. The study aims to provide insights into how educators and students can work together more effectively by using AI technology to optimize the language learning process.
The Design-Based Research (DBR) methodology is applied to the current study in order to systematically answer research questions. The process includes exploration/analysis, construction/design and reflection/evaluation. In the analysis phase, the state of research on AI in foreign language teaching is analysed. Building on this, interventions for integrating AI are developed in the design phase by the researcher in order to optimise teaching and teach individual skills more effectively. The development of AI interventions in the classroom on behalf of the researcher is carried out in close collaboration with the teachers in order to create customised solutions. In the reflection/evaluation phase, data is collected and analysed, including observations, student performance and interviews. The triangulation method is used to combine data from different sources and conduct an in-depth analysis of the impact of AI on the teaching-learning process. Thus, triangulation is used to investigate whether AI can contribute to more differentiated teaching processes and explore how it supports individual learning needs. It may also be used to examine whether AI can compensate for deficits and effectively teach individual language skills. Teacher and student perspectives are researched upon, to enable a holistic assessment. The research process is iterative/repetitive, with reflection and evaluation leading to re-exploration and constant adaptation of the interventions. A comprehensive final analysis will provide recommendations for the future application of AI in German as a Foreign Language lesson, in order to generate practice-relevant insights.

Supervisors: Chatzidimou Konstantinos, Papadopoulou Charis-Olga, Maligoudi Christina

This thesis aims to highlight intercultural exchanges and to investigate their impact and effectiveness in relation to various dimensions of foreign language teaching and learning, with an emphasis on German, as well as their benefits in various fields. The ability to communicate interculturally is one of the main characteristics that a modern citizen of the world must possess. At the beginning, characteristics of non-formal, as well as intercultural learning, but also general characteristics and working methods of the exchanges will be presented. The various youth institutions that fund the exchanges will also be in the spotlight. It will therefore be investigated whether the exchanges contribute to the improvement of receptive and productive skills when learning a foreign language and whether the participants are given the opportunity to delve into various concepts such as multilingualism.

Supervisors: Stamou Anastasia, Chatzidimou Konstantinos, Katsaounis Nikolaos

The present doctoral dissertation aims to investigate how the perception of the German identity is constructed in educational materials used in the Greek school context for teaching German as a second foreign language (FL2)).

The term Germanness was adopted by Στάμου (2020) to describe the perception of the German identity, which is constructed in the public sphere by means of visible texts, but also of banal discursive practices, where ideology is less visible. As such discursive practices, educational materials for German as FL2 used in public schools will be analyzed, since education conveys world views through the various teaching subjects.

The recent curricula (ΕΠΣ-ΞΓ, 2016· ΠΣ-ΓΛ, 2023) provide new conditions for the FL teaching in the Greek school context, as the accredited textbook is no longer necessarily the only or main teaching material. Taking into account this change, learning scenarios developed by or in cooperation with the Greek Institute for Educational Policy (ΙΕΠ) will be considered as well (z.B. Kikidou et. al., n.d.· Παπαδημητρίου & Φράγκου, n.d.).

Literacy is not a solid term. On the contrary, its meanings are shaped with respect to sociocultural und political change (Graff, 1987). Hence, it could not stay unaffected by the changes of the 21^st century and the new textual reality, which emerged with the broad use of digital media. So, new forms of literacy came up, such as critical literacy, which takes the ideological dimension of literacy practices into consideration (Μητσικοπούλου, 2001) and is a central aim for today’s education. In light of this, in the second part of the dissertation, educational proposals for the development of critical literacy for the teaching of German as FL2 will be made.

The contribution of this doctoral dissertation resides, on the one hand, in the systematic and comparative exploration of the constructions of Germanness and Greekness in the educational discourse, and on the other hand, in the use of the research results for the development of critical literacy. Consequently, this dissertation aims to foster critical awareness – of both teachers and students – regarding the ideologically-loaded language use and the ethnocultural stereotypes, attached with the learning of Germans as FL2 in the Greek school context.

Supervisors: Papadopoulou Charis-Olga, Chatzidimou Konstantinos, Panagiotidis Panagiotis

The 21 century has witnessed a rapid development and integration of multimedia literacy in education. The philosophy of pedagogy that integrates new digital technologies into the modern lesson is reflected in the “P21 Framework for 21st Century Learning” which defines the following four skills, known as the “Four Cs” (4Cs), in the field of knowledge and innovation: critical thinking, communication, collaboration and creativity. In this context, digital literacy, and in particular short filmmaking, can be used as a means of incorporating 21st century skills into the foreign language lesson as well as into the curriculum.

Given the aforementioned analysis, the extent to which the creation of short films in the GFL (German as a foreign language) lesson in Secondary Education can contribute to the development of 21st century skills and in particular 4Cs skills will be subject to a thorough investigation. The originality of this research lies in the fact that very little research has been carried out regarding the creation of short films in the German course in (public) Secondary Education in Greece let alone their usefulness as a tool for developing 4Cs skills.

The present research attempts to investigate whether the 4Cs of the students in the German course in public Secondary Education (High School) are affected by the short filmmaking that will take place in the form of a project. Under these circumstances, the creation of short films is the independent variable while the 4Cs skills (critical thinking, communication, collaboration and creativity) are the dependent variables. The title of the doctoral dissertation is: "The creation of short films in the secondary German as a Foreign Language (GFL) classroom as a tool for the development of 21st century skills (4Cs skills)".

The research will follow the scientific methodology of action research in which the teacher is also a researcher himself, while the triangulation of the data will include elements from the diaries of the students and the teacher, semi-structured interviews with the students as well as self/- and peer assessment of the students based on assessment rubrics, which are created specifically to measure these skills. Assessment rubrics are particularly suitable for assessing the 4Cs since they start from a descriptive evaluation, nevertheless, they are bound to lead to measurable results.

Supervisors: Delianidou Simela, Georgopoulou Eleni, Pangalos Jannis

The dissertation is part of the research field of German Literature, Comparative Literature, Film and Media Studies. The object of research is money as a “medium” and its representation in literature and film since the 1990s. Selected works from the German-speaking and Greek area will be examined according to the method of “Literary Economics” (Iuditha Balint/Sebastian Zilles) and the movement of “New Economic Criticism” (Martha Woodmansee/Mark Osteen) in order to analyze the connection between literature/film and economics. The theoretical framework focuses on theories from the early 20th century to the present day that deal with money in its function as a medium (e.g. Marcel Mauss, Michel Foucault, Jochen Hörisch etc.). The aim of the dissertation is to determine the sociological dimension of money and to show how it is reflected in the literary and cinematic works of both cultural areas. The semantic shift of money in the transition from sociological second to third modernity (e.g. Zygmunt Bauman, Ulrich Beck, Harald Welzer etc.), its aesthetic representation and role in the years of the economic crisis of 2009/10 et seq. are also examined.

Supervisors: Wiedenmayer Anthi, Oikonomou Maria, Palaiologos Konstantinos

Πεδίο έρευνας: Υποτιτλισμός

Ευρύτερο επιστημονικό πεδίο: Μεταφρασεολογία

Η προς εκπόνηση διδακτορική διατριβή στοχεύει να διερευνήσει κοινωνιολογικές όψεις του υποτιτλισμού ορίζοντας ως περίπτωση μελέτης υποτιτλίστριες και υποτιτλιστές των διεθνών φεστιβάλ κινηματογράφου και ντοκιμαντέρ στην Ελλάδα. Όσον αφορά τη μεθοδολογία της έρευνας, θα αξιοποιηθούν ερευνητικά εργαλεία από την επιστήμη της κοινωνιολογίας, τα οποία θα εστιάσουν στη συγκέντρωση, τη μελέτη και την ποιοτική ανάλυση εμπειρικών στοιχείων με στόχο τη σκιαγράφηση της ταυτότητας αλλά και των ρόλων και των θέσεων των υποτιτλιστ(ρι)ών στον χώρο του κινηματογράφου.

Σκοπός της μελέτης και ανάλυσης των κοινωνικών εμπλοκών στην οπτικοακουστική μετάφραση και συγκεκριμένα στον φεστιβαλικό υποτιτλισμό είναι η εξαγωγή πορισμάτων όσον αφορά την επίδραση της κοινωνικής αλυσίδας σχέσεων και διαδράσεων των διεθνών φεστιβάλ κινηματογράφου και ντοκιμαντέρ στην υποτιτλιστική διαδικασία, στις νόρμες του υποτιτλισμού, στην ποιότητα των υποτίτλων και στον κώδικα δεοντολογίας των δρώντων υποκειμένων, των υποτιτλιστριών και υποτιτλιστών.

Πρόκειται για ένα πεδίο, το οποίο έχει διερευνηθεί ακροθιγώς και ως εκ τούτου, βασικό κίνητρο για την εκπόνηση της συγκεκριμένης διατριβής αποτελεί η συμβολή της στην ευρύτερη μεταφρασεολογική έρευνα και στον εμπλουτισμό της διεθνούς βιβλιογραφίας μέσα από τη συγκέντρωση των σχετικών στοιχείων από την Ελλάδα.

Supervisors: Karagiannidou Evangelia, Papadopoulou Charis-Olga, Chatzidimou Konstantinos

The ongoing research interest focuses on the inclusive education of students with refugee or migrant background, as well as on the multilingualism didactics, taking into account the foreign language lesson in public education in Greece. The empirical part of the dissertation took place in a multicultural class in a public Primary School during the second and third trimester of the school year 2021-2022, specifically in the lesson of German as second foreign language. The results of the ongoing case study are going to be transcripted and are going to be analysed in detail using the language theory of Functional Pragmatics (“Funktional-pragmatische Duskursanalyse”) by Ehlich/Rehbein.

Moreover, questionnaires were given to all students of the class, aiming to illustrate the language profiles of the bilinguals/multilinguals and the monolinguals’ opinions and attitudes on bilingualism, as well. Finally, the researcher took extra interviews of all migrant parents (mothers), focusing on their relation to their own origin/mother language, as well as on their children’s relation to this language.

Supervisors: Stamou Anastasia, Griva Eleni, Tsakona Vasiliki

The present doctoral dissertation aims to study the representations of people of different national/ethnic backgrounds that are constructed in the discourse of Greek private TV series from 1989 onwards. It consists of two parts: the first one concerns the study of representations based on the framework of identity analysis of Bucholtz & Hall (2005), and the second one concerns the designing of educational proposals in the context of critical literacy according to the model of multiliteracies of Kalantzis & Cope (1997). In particular, the dissertation focuses on exploring the ways in which the TV fictional imagery of people of different national/ethnic backgrounds is constructed. Then, the findings of the analysis will be used for the designing of educational proposals with the aim to develop critical literacy in the context of teaching Greek as a second language (L2). The educational proposals of critical literacy will be implemented (on a pilot basis) on the island of Chios, which has lately received a large number of refugees.

Supervisors: Rassidakis Alexandra, Sturm-Trigonakis Elke, Kavoulakos Karolos

Ecological issues affect political ideologies (for example green policy), whereas at the same time the ecological sciences and eco-theorists have led people to adopt a certain attitude towards nature. The inevitable reciprocity and complementarity of ecology and ideology have been the subject of controversial debate in the social and political sciences for some time. This study now brings this discussion into the field of literary studies. In my comparative dissertation the focus is on the literary post-apocalyptic ecological dystopias, which thematize the time after an environmental disaster. The aim is to examine to what extent political ideologies emerge in the reorganization of the society after such a catastrophe, as well as whether post-ideological societies are directed in the sense of Heywood towards an age without hope (Heywood, 2017) or according to Fukuyama towards an age in which only one ideology prevails (Fukuyama, 1992). For this reason, ideological tendencies must be analyzed in detail to determine whether modern and postmodern ideologies (liberalism, socialism, feminism, etc.) appear in these imaginary new societies or whether new ideological plans are implemented.

Supervisors: Ch.-O. Papadopoulou, K. Chatzdimou, A. Stamou

In the present action research, several methodological tools such as sheets that observe students’ participation and interaction during the German Language class, short interviews not only with the teacher of German but also with the students of the sample and consolidation tests are used before and after the process of introduction of some innovative actions. That is to say, before and after the researcher’s intervention. The purpose is to explore whether these activities can lead the sample to motivation and which is the impact on them in the German Language class. The sample consists of students in a primary school in Kos (case study).

Key words: Innovative activities- actions, internal and external motives- motivation, action research, German Language class, primary school, case study

Supervisors: Chatzidimou Konstantinos, Papadopoulou Charis-Olga, Stravakou Georgia

The issue of teachers' professional satisfaction has attracted the interest of many studies at international level. However, in the Greek-language literature there are not many studies concerning foreign language teachers, especially German teachers. The aim of the present study is to investigate the degree of professional satisfaction of German language teachers in Greek public schools and the factors that influence it. Furthermore, the individual research objectives include the comparison and evaluation of the professional satisfaction of German teachers at different levels of education and the identification of ways to support German teachers in their pedagogical, educational and teaching work. A questionnaire will be used as the main research tool for conducting this research, which belongs to the quantitative paradigm. The sample of the research will be teachers who teach German in public schools throughout Greece, as well as education executives of the same discipline. The findings that will emerge from the empirical investigation of this issue are intended to contribute to the qualitative upgrading of foreign language teaching and language education of students.

Supervisors: Chatzidimou Konstantinos, Karagiannidou Evangelia, Papadopoulou Charis-Olga

Το ζήτημα του άγχους που είναι συνδεδεμένο με την εκμάθηση της ξένης γλώσσας και την επικοινωνία σε αυτήν («γλωσσικό άγχος») και η επίδρασή του στη διδακτική/μαθησιακή διαδικασία έχει αποτελέσει αντικείμενο αρκετών εμπειρικών ερευνών στη σχετική διεθνή βιβλιογραφία. Σκοπός της παρούσας εργασίας είναι να διερευνηθεί αυτή η επίδραση του γλωσσικού άγχους κατά την εκμάθηση της Γερμανικής ως δεύτερης ξένης γλώσσας (ΞΓ2) στο ελληνικό εκπαιδευτικό πλαίσιο και να εξεταστεί η συσχέτισή του με το άγχος των εξετάσεων, τον φόβο της αρνητικής αξιολόγησης και τον φόβο της επικοινωνίας και να γίνει η μεταξύ τους σύγκριση. Ιδιαίτερη έμφαση δίνεται στη διερεύνηση των στρατηγικών και πρακτικών αντιμετώπισης του γλωσσικού άγχους τόσο από την πλευρά των μαθητών/τριών της Γερμανικής ως ΞΓ2 όσο και από τους/τις εκπαιδευτικούς της Γερμανικής. Ως ερευνητικά εργαλεία πρόκειται να χρησιμοποιηθούν το γραπτό ερωτηματολόγιο και η συνέντευξη, συνδυάζοντας την ποσοτική και την ποιοτική προσέγγιση στην εκπαιδευτική ερευνητική μεθοδολογία. Οι διαπιστώσεις και τα αποτελέσματα της εν λόγω ερευνητικής προσπάθειας, σε ένα πεδίο που παραμένει ανεξερεύνητο στο πλαίσιο της διδακτικής της Γερμανικής στην Ελλάδα, αναμένεται να συμβάλουν στη βελτίωση της διδασκαλίας και εκμάθησης της Γερμανικής ως ΞΓ2 και γενικότερα στον κλάδο της διδακτικής μεθοδολογίας και της εκπαίδευσης των εκπαιδευτικών των ξένων γλώσσων.

Supervisors: E. Georgopoulou, Pangalos Jannis, Zachou Ekaterini

The ongoing doctoral study focuses on the Holocaust of the Greek Jews and on how this Genocide is being reflected in contemporary memory-literature (Erinnerungsliteratur). The research – using a 
cultural and memory studies approach – has two purposes: on the one hand, it attempts to outline the relation between facts/faction and fiction, a coupling that according to Aleida Assmann (2001) is often found in Holocaust literature (both the authentic, autobiographical texts/novels and novels written by the second or third generation after the Holocaust (Feuchert 2008). On the other hand, the study aims at exploring the literary genres in which the memory of Greek Jews appears. Based on the above areas, four types of literature have been crystallized from my research so far: fictional metabiography, generation novels, romantic novels with historical background and detective novels. In this context, Greek, English and German-language novels published after the Millennium and belonging to contemporary literature are being studied and analyzed.

Supervisors: E. Sturm-Trigonakis, E. Georgopoulou, S. Delianidou

Στόχος της διδακτορικής διατριβής είναι να εξεταστεί ο τρόπος, με τον οποίο αποτυπώθηκε η παρούσα ευρωπαϊκή οικονομική κρίση στα μυθιστορήματα της γερμανόφωνης και της ελληνικής λογοτεχνίας. Θα εξακριβωθεί πώς οι σύγχρονοί οικονομικοί συσχετισμοί  εκφράζονται λογοτεχνικά, ώστε να κατανοηθούν διαφορές και κοινοί τόποι, που αναδύουν και αποκαλύπτονται στην αφήγηση της κρίσης. Σ’ αυτό το πλαίσιο πρόκειται να εξεταστούν ως παραδείγματα οχτώ γερμανόφωνα και οχτώ ελληνικά λογοτεχνικά έργα. Εκτός από την συγκρισιμότητα των κειμένων, θα λειτουργήσει ως κύριο κριτήριο επιλογής η καταλληλότητά τους στην σχηματική κατηγοριοποίηση που θα αναπτυχθεί. Κυρίως  πρόκειται για θεματικά πεδία που εξιχνιάζουν τις συνέπειες της παγκόσμιας οικονομικής κρίσης σε ατομικό και συστημικό επίπεδο, προσεγγίζοντας αυτές σύμφωνα με την μεθοδολογία των Balint και Zilles της «λογοτεχνικής οικονομίας» ^[1]. Στα πεδία αυτά συγκαταλέγονται επισφαλείς εργασιακές σχέσεις, χρηματική και οικονομική υποβάθμιση του υποκειμένου, ανεργία και η σχετιζόμενη κρίση ταυτότητας. Επιπλέον συμπεριλαμβάνονται οι τριγμοί νεοφιλελεύθερων εξελίξεων που προκλήθηκαν από το χρηματιστηριακό κραχ, οι οποίες οδήγησαν στην οικονομικοποίηση της σκέψης, όπως επίσης η κριτική ενασχόληση με την έννοια του ατόμου ως επιχειρηματία και μάνατζερ.  Με κριτική ματιά εξετάζονται στα κείμενα όχι μόνο ο homo oeconomicus και το σύστημα αξιών του, αλλά επίσης οι θεσμικές και συστημικές ανεπάρκειες που τον αναδεικνύουν. Επίσης καταδεικνύεται η σημασία της παρουσίασης αστικών τοπίων, διότι αυτά ως τόπος και σκηνικό αποτελούν σημαντικό συστατικό της κρίσης.

Τέλος, βάσει των επιλεγμένων κειμένων θα εντοπιστεί κατά πόσον μπορούν να βρεθούν διαφορές στην μυθιστορηματική παρουσίαση της πραγματικότητας των τελευταίων ετών ανάμεσα σε γερμανόφωνα και ελληνικά έργα, οι οποίες ανάγονται σε πολιτισμικά και οικονομικά συμφραζόμενα, υπογραμμίζοντας έτσι διαφορετικές θέσεις ισχύος εντός της Ευρώπης. Αυτή η από πολλές απόψεις διαφοροποιημένη οπτική της κρίσης πρόκειται τελικά να συνδεθεί με θεωρήματα κρίσεων, προκειμένου να συζητηθούν ζητήματα ανισοτήτων και κυριαρχίας.

^[1] BALINT, Iuditha / ZILLES, Sebastian (Hrsg.), Literarische Ökonomik, Paderborn:  Wilhelm Funk 2014.

Supervisors: E. Karajannidou, R. Lenger-Sidiropoulou, Ch.-O. Papadopoulou

In this action research project is combined the learning and the use of the German language with the Environmental Education. Through environmental education projects is researched if and how can the learning of a foreign language be influenced, and in the other hand if and how the student’s environmental attitude can be influenced also.

The research is carried out to students in a secondary education school and has two axes: the learning and use of the German language as foreign language and the raising of their environmental awareness through the cross-curricular approach. Aim of these projects are the handling of the problems, which are appeared in the mixed level classrooms, the foreign language use improvement and the motivation of the students in language use and environmental issues.

The results of the projects are analyzed according to functional pragmatics and content analysis methodology.

Supervisors: A. Zachou, Ch.-O. Papadopoulou, R. Lenger-Sidiropoulou

Αντικείμενο της διατριβής αποτελεί η μελέτη της αξιοποίησης θεατροπαιδαγωγικών μεθόδων στην εκπαίδευση και συγκεκριμένα στη διδασκαλία και εκμάθηση της Γερμανικής ως ξένης γλώσσας. Σήμερα, η επιστήμη της Παιδαγωγικής του Θεάτρου στην Εκπαίδευση (Drama/Theatre in Education) έχει να επιδείξει ένα σπουδαίο θεωρητικό και πρακτικό ερευνητικό έργο σε πολλούς επιστημονικούς κλάδους, με έμφαση κυρίως στις ανθρωπιστικές επιστήμες. Το αυξανόμενο αυτό ενδιαφέρον παρατηρείται και στον τομέα της διδακτικής των ξένων γλωσσών, με την ερευνητική δραστηριότητα να εντείνεται στον ευρωπαϊκό χώρο κυρίως μετά τη δεκαετία του 1990. Ωστόσο, στην Ελλάδα, στη χώρα όπου γεννήθηκε το θέατρο, λείπουν ακόμη αντίστοιχες θεωρητικές έρευνες και ακόμη περισσότερο πρακτικές εφαρμογές στο ξενόγλωσσο μάθημα.

Υπό αυτό το πρίσμα σκοπός της διατριβής είναι η μελέτη της επιστήμης της Παιδαγωγικής του Θεάτρου σε θεωρητικό/βιβλιογραφικό επίπεδο καθώς και η εμπειρική διερεύνηση αξιοποίησης θεατροπαιδαγωγικών μεθόδων στη διδασκαλία της Γερμανικής ως ξένης γλώσσας στην ελληνική σχολική πραγματικότητα.

Supervisors: A. Wiedenmayer, E. Sturm-Trigonakis, S. Grammenidis

My ongoing doctoral research attempts a sociological approach to translated literature and focuses on the German literature that has been translated into Greek in the 21st century. The project attempts, on the one hand, to outline the works of German literature and the agents involved in the field of translated literature and, on the other hand, to explore their interactions, applying the analytical tools of Sociology in Translation Studies. The ultimate objective of this dissertation is to explore the social context of translation, since translation is perceived as a socially regulated activity, as a political act and as cultural practice that is mediated by power relations. The research aspires to contribute to the "sociological" turn that has developed in the field of Translation Studies in the recent years and to shift the focus of interest from the translation product to the translation agents that act within the field of world literature.

Supervisors: Ch.-O. Papadopoulou, D. Tsokaktsidou, M. Chrissou

The present doctoral thesis aims to investigate German language teachers’ attitudes and training needs concerning the use of ICT in the Greek educational context. For this purpose, a nationwide qualitative research was carried out concentrating on the beliefs and attitudes of German language teachers towards ICT to determine the ways teachers include ICT in their teaching methodologies and teaching practices.  Furthermore, the survey focused on the extent of the use of ICT and the fields it is mostly implemented on in foreign language teaching in secondary education. Relevant questions regarding the training of German language teachers on ICT were discussed underlining the inadequacies of the current training programs and the need for further training focusing mainly on the implementation of learning scenarios with the use of ICT as an innovative, constructive and efficient teaching practice. The findings of the empirical study along with references to the scientific literature on the topic form the basis for the development of an effective and updated in-service teacher training program on ICT skills for German language teachers in Greece.

Supervisors: Eleni Butulussi, Periklis Politis, Anastasia Stamou

The main aim of the study is to examine the way German identity and Germany is constructed through Greek mass-media discourse. Sports media discourse was chosen as an ideal symbolic frame for the construction of national identities.  A corpus consisted of both written (newspaper articles) and oral (TV talkshow) discourse is analysed using the CDA approach, especially the discourse-historical approach of Wodak et al.1998, Reisigl /Wodak 2001 and Reisigl / Wodak 2020. The main focus is to investigate the discourse strategies used to construct the German identity (referential / predicative / argumentative / perspectivation and transformation strategies). The analysis revealed two dominant argumentation topoi: the topos of history and the topos of climate. The topos of history refers to the Word War II period, including the stereotypical militaristic and Nazi ideological traits. The topos of climate constructs a constrast model of Southern / Mediterranean and North mentality (employing Bourdieus habitus term) attributed to the nations participating in the sport event. The analysis revealed a persistent stereotypical image of Germans, which is mostly contrasted to the Greek identity, involving the ‘us’ and ‘others’ difference discourse. The results are compared to more recent studies of German media imagery, referring mostly to the 2009 Euro-crisis. Apart from that, the study results can be useful for teachers of German as a foreign language, since they can offer information about the mass media representations of Germans and their impact on Greek German language students’ attitudes.

Reisigl, M. and Wodak, R. (2001). Discourse and discrimination: Rhetorics of racism and antisemitism. London: Routledge.

Reisigl M. / Ruth Wodak (2020): Η λογοϊστορική προσέγγιση [The discourse historical approach]. In: Boukala, S. & A. Stamou (2020). Κριτική Ανάλυση Λόγου: (Απο)δομώντας την ελληνική πραγματικότητα. [Critical Discourse Analysis; (De)constructing Greek reality]. Αθήνα: Εκδόσεις Νήσος p.145-222.

Wodak, R. et al. (1998): Zur diskursiven Konstruktion nationaler Identität. Frankfurt a. M.: Suhrcamp.

Supervisors: A. Kiliari, P. Panagiotidis, E. Lleontaridi

The doctoral thesis, titled “Acquisition and expansion of special skills for professional use of the foreign language. Design, implementation and evaluation of a language training program”is part of the "Foreign Language for Professional Purposes" field and the broader field of "Special Purpose Language". The purpose of the research is to examine the possibility of creating an ad hoc Spanish Teaching Curriculum for business purposes, utilizing ICT and combining teaching approaches. The goal was to look at internationally accepted models of oral and written examination. A comprehensive proposal for the design and implementation of a Professional Language Training Program is presented. Proposal documentation is based on international bibliography, since all modern bibliographic recognized teaching models have been examined earlier. An ad hoc syllabus and teaching material was designed for the Spanish Professional Studies Curriculum - for export professionals (23 lessons) based on the results of the Target Audience Linguistic Analysis and the students' professional needs. The Program was implemented in three phases (language needs assessment, ad hoc program design, implementation). Its evaluation at all stages of the application has demonstrated its effectiveness as it is evaluated through validated tests. The assessment jointly examines students with prior foreign language skills and those with no previous foreign language proficiency. It is a teaching base that can be used to design career-oriented courses in other areas of economic activity.

Supervisor: Papadopoulou Charis-Olga

Supervisor: Wiedenmayer Anthi

Supervisor: Rassidakis Alexandra

Supervisor: Kiliari Angeliki

Supervisor: Wiedenmayer Anthi

Supervisor: Eleni Butulussi

Supervisor: Zachou Ekaterini

Supervisor: Karagiannidou Evangelia

Supervisor: Sturm-Trigonakis Elke, Georgopoulou Eleni, Sidiropoulou Renate

Αρχικά γίνεται επισκόπηση της πολύγλωσσης λογοτεχνικής παραγωγής του γερμανόφωνου χώρου και αναφορά στην δυσκολία κατηγοριοποίησης των κειμένων της Herta Müller (κ2). Ο λόγος της Müller ως «λόγος του ενδιάμεσου» αποτελεί έκφραση υβριδικών διαρθρώσεων του Εγώ (κ3). Το τέταρτο κεφάλαιο είναι αφιερωμένο στις ιδιαιτερότητες και την λειτουργία της γλώσσας ενώ ακολουθούν τα πρώτα συμπεράσματα με τα οποία τεκμηριώνεται ο χαρακτηρισμός των εν λόγω κειμένων ως διαπολιτισμική γραφή.

Στο δεύτερο μέρος της εργασίας παραθέτω προτάσεις για το μάθημα των Γερμανικών ως ξένη γλώσσα, οι οποίες βασίζονται σε αποσπάσματα κειμένων της συγγραφέως (κ6). Εξετάζονται τα πλεονεκτήματα που προκύπτουν από την ενασχόληση με διαπολιτισμικά κείμενα στο πλαίσιο της «διαλεκτικής πολιτισμικής διδασκαλίας» (Diskursive Landeskunde). Παρουσιάζονται δυο διαφορετικά σενάρια για τα επίπεδα A2/A2+ και B1/B2, ενώ τα φύλλα εργασίας επισυνάπτονται. Στα τελικά συμπεράσματα της διατριβής αποδεικνύεται η χρησιμότητα των κειμένων για τον σχεδιασμό μαθημάτων, τα οποία στοχεύουν στην συνειδητοποίηση της διαπολιτισμικής καθημερινότητας.

Supervisor: Wiedenmayer Anthi