The Future of Education

Edition 15

Accepted Abstracts

Cross Cultural Perspectives in Vocabulary Building and Creative Language Learning: A Game Approach in Teaching Greek

Vassiliki Bouki, University of Westminster (United Kingdom)

Maria Theodosopoulou, Richmond, the American University of London (United States)

Vassiliki Theodosopoulou, St George’s Greek School (United Kingdom)

Abstract

The importance of language is encapsulated in Ludwig Wittgenstein's famous quote, "The limits of my language mean the limits of my world." Vocabulary serves as a fundamental building block in language acquisition, facilitating both comprehension and production of speech. It enables individuals to name people, objects, and concepts, enjoy song lyrics, express emotions and ideas, explore diverse cultures, and communicate in both personal and professional contexts (1). This presentation delves into the pedagogical strategies and effective use of digital materials and games in vocabulary acquisition for Modern Greek as an additional language, tailored to beginner, intermediate, and advanced learners (2). By integrating games, we propose innovative ways to enhance learners' understanding of word meanings, usage in context, synonyms, antonyms, and word families. These elements are further enriched by Greek words already embedded in the English language along with idioms, proverbs, folk tales, poems, and both classic and contemporary literature, creating cross culturally meaningful and creative contexts that encourage the understanding and active use of everyday Greek.

 

 

Keywords

Modern Greek, Cross cultural Vocabulary learning, Games, Folk stories

 

REFERENCES

[1] Lessard-Clouston, M. and Farrell, T. (n.d.). Teaching English Language Teacher Development Series. [online] Available at: https://www.edwardtesol.com/uploads/2/6/5/8/26581579/teaching_v_g_01_teaching_vocabulary.pdf.

[2] Paradia, M. (n.d.). Vocabulary as part of language teaching in the Greek educational system: Historical review and contemporary reality. [online] Available at: https://core.ac.uk/download/pdf/14946231.pdf

 

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