Franca

-Lingua
MËÓÈ·›· ËÏÂÎÙÚÔÓÈ΋ ¤Î‰ÔÛË ÁÈ· ÙÔÓ ÎÏ¿‰Ô Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘
ŒÎ‰ÔÛË “BÈ‚ÏÈÔˆÏ›· ºÏˆÚ¿˜” ¶·ÓÂÈÛÙËÌ›Ô˘ Aı‹Ó·
Y‡ı˘ÓË ¤Î‰ÔÛ˘: ™Ù¤ÏÏ· ºÏˆÚ¿ stella.floras@floras.gr T‡¯Ô˜ 1 M¿ÚÙÈÔ˜ 2009

SEETA: The new online virtual

community
Interview with Anna Parisi,
SEETA Project Leader
™ÂÏ. 4

°ÏÒÛÛ·,
·˘Ù‹ Ë ÁÓˆÛÙ‹-¿ÁÓˆÛÙË
™›ÏÈ· MÔ˘ÎÔ˘‚¿Ï·
™ÂÏ. 6

M·ı‹Ì·Ù· ÁÏÒÛÛ·˜ online

™ÂÏ. 8

ESB International
Examinations
™ÂÏ. 10

EDI ESOL International

Qualifications Q & A
™ÂÏ. 12

OCNW ESOL International

™ÂÏ. 14

¢È·¯Â›ÚÈÛË ¯ÚfiÓÔ˘. ŒÌÊ˘ÙÔ

¯¿ÚÈÛÌ· ‹ ·ÔÙ¤ÏÂÛÌ·
ÚÔÁÚ·ÌÌ·ÙÈÛÌÔ‡
Î·È ÂÎ·›‰Â˘Û˘;
£ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘
™ÂÏ. 15

Social Psychology and ELT-

THE HALO EFFECT
Nick Michelioudakis
™ÂÏ. 20

Talking, Teaching, Testing

Michael Hoey
™ÂÏ. 25
2 MAPTIO™ 2009

K·Ïfi ÛÔ˘ Ù·Í›‰È ÕÓÙ˘

™ÙȘ 2 ºÂ‚ÚÔ˘·Ú›Ô˘, Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›-
‰Â˘Û˘ ıÚ‹ÓËÛ ÙËÓ ·ÒÏÂÈ· ÌÈ·˜ Ôχ ÛËÌ·ÓÙÈ΋˜ Á˘Ó·È-
Λ·˜ ·ÚÔ˘Û›·˜ ·fi ÙÔÓ ¯ÒÚÔ. H ÕÓÙ˘ KˆÛÙ¿ÎÔ˘, Û‡˙˘ÁÔ˜,
ÌËÙ¤Ú·, ‰·ÛοϷ, ÂΉfiÙÚÈ·, Û˘ÁÁڷʤ·˜ Î·È ·ÁˆÓ›ÛÙÚÈ· ¤-
Ê˘Á ÚfiˆÚ· ·fi ÙË ˙ˆ‹. M¤¯ÚÈ ÙËÓ ÙÂÏÂ˘Ù·›· Ù˘ ÛÙÈÁÌ‹ ¤-
ÏÂÁ ÛÙÔ˘˜ ‰ÈÎÔ‡˜ Ù˘ ·ÓıÚÒÔ˘˜ —ÛÙÔ ÁÈfi Ù˘, ÛÙÔÓ Û‡-
ÓÙÚÔÊfi Ù˘ Î·È ÛÙÔ˘˜ Û˘ÓÂÚÁ¿Ù˜ Ù˘— fi¯È ÌÈ˙¤ÚÈ·, ÌËÓ Â›-
ÛÙ ·ÁÓÒÌÔÓ˜ ÛÙË ˙ˆ‹, Ó· ÙË ˙‹ÛÂÙ fiÌÔÚÊ·, ˆÚ·›· Î·È ¯·-
ÚÔ‡ÌÂÓ·.
H ÕÓÙ˘ KˆÛÙ¿ÎÔ˘ ηıËÁ‹ÙÚÈ·-Û˘ÁÁڷʤ·˜ Î·È ÂΉfiÙÚÈ·
AÁÁÏÈÎÒÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ‚È‚Ï›ˆÓ ÁÂÓÓ‹ıËΠÛÙË §·ÎˆÓ›·
ÙÔ 1950 ·fi ÁÔÓ›˜ ·ÁÚfiÙ˜. ºÔ›ÙËÛ ÛÙÔ ¶·ÓÂÈÛÙ‹ÌÈÔ
AıËÓÒÓ AÁÁÏÈ΋ ºÈÏÔÏÔÁ›· Î·È ÌÂÙ·Ù˘¯È·Î¤˜ ÛÔ˘‰¤˜ ÛÙÔ
¶·ÓÂÈÛÙ‹ÌÈÔ McGill ÙÔ˘ K·Ó·‰¿. TÔ 1973 ¿ÓÔÈÍ ÙÔ K¤-
ÓÙÚÔ •¤ÓˆÓ °ÏˆÛÛÒÓ ÛÙË K˘„¤ÏË-Aı‹Ó·. TÔ 1990 ›‰Ú˘Û ÌÂ
ÙÔ Û‡ÓÙÚÔÊfi Ù˘, £Ô‰ˆÚ‹ ¢È‰˘ÌÈÒÙË, ÙËÓ ÂÙ·ÈÚ›·
HILLSIDE PRESS Ô˘ ‰Ú·ÛÙËÚÈÔÔÈÂ›Ù·È ÛÙËÓ ¤Î‰ÔÛË ÂÎ-
·È‰Â˘ÙÈÎÒÓ ‚È‚Ï›ˆÓ ÁÈ· ÙË ‰È‰·Ûηϛ· Ù˘ AÁÁÏÈ΋˜ °ÏÒÛ-
Û·˜. ¢ÈÂÙ¤ÏÂÛ ÁÈ· ÔÏÏ¿ ¯ÚfiÓÈ· ÁÚ·ÌÌ·Ù¤·˜ ÛÙÔ Û‡ÏÏÔÁÔ
¶Ù˘¯ÈÔ‡¯ˆÓ AÁÁÏÈ΋˜ ºÈÏÔÏÔÁ›·˜.
Afi ÙÔ 1973 ÂÓÙ¿¯ıËΠÔÏÈÙÈο ÛÙÔ KKE EÛˆÙÂÚÈÎÔ‡ ηÈ
ÌÂÙ¤ÂÈÙ· ˆ˜ ̤ÏÔ˜ Ù˘ KÂÓÙÚÈ΋˜ EÈÙÚÔ‹˜ ÛÙËÓ EÏÏËÓÈ΋
AÚÈÛÙÂÚ¿ Î·È ÛÙÔÓ ™˘Ó·ÛÈÛÌfi.
T· ‚È‚Ï›· Ù˘ A. KˆÛÙ¿ÎÔ˘ ηıÔÚ›˙ÔÓÙ·È ·fi ÙÔ ·ÓıÚˆ-
ÔÎÂÓÙÚÈÎfi ÛÙ›ÁÌ· Ô˘ ‹Ù·Ó Î·È ÙÔ fiÚ·Ì¿ Ù˘ ÁÈ· ÌÈ· ÎÔÈÓˆ-
Ó›· Ô˘ Ó· ¯ˆÚ¿Ó fiÏÔÈ ÔÈ ¿ÓıÚˆÔÈ. Y‹ÚÍÂ È‰Ú˘ÙÈÎfi ̤ÏÔ˜ Ù˘ ÚÒÙ˘ (·Ì¤Ûˆ˜ ÌÂÙ¿ ÙËÓ ÂÚ›Ô‰Ô Ù˘
XÔ‡ÓÙ·˜) ·˘Ùԉȷ¯ÂÈÚÈ˙fiÌÂÓ˘ ÔÏÈÙÈÛÙÈ΋˜ ÂÙ·ÈÚ›·˜ ZEA.
T· ‰ÈηÈÒÌ·Ù· ÙˆÓ Á˘Ó·ÈÎÒÓ ÛÙÔ ÔÏÈÙÈÎfi Î·È ÎÔÈÓˆÓÈÎfi Â›Â‰Ô Ù· ‰ÈÂΉ›ÎËÛ ÙfiÛÔ ˆ˜ È‰Ú˘ÙÈÎfi ̤-
ÏÔ˜ Ù˘ K›ÓËÛ˘ ¢ËÌÔÎÚ·ÙÈÎÒÓ Á˘Ó·ÈÎÒÓ fiÛÔ Î·È Ì ÙË Û˘ÌÌÂÙÔ¯‹ Ù˘ ÛÙ· ·ÁÎfiÛÌÈ· Forum Á˘Ó·ÈÎÒÓ.
ÿ‰Ú˘Û ÙÔ HILLSIDE INSTITUTE ÌÂ Û˘Ó‰ÚÈ·Îfi ΤÓÙÚÔ Î·È ¯ÒÚÔ˘˜ ‰È·ÌÔÓ‹˜ ÛÙËÓ EÚ¤ÙÚÈ·-E˘‚Ô›-
·˜ ÛÙÔ NH™I TøN ONEIPøN.
™ÙÔ ı·ÙÚÈÎfi Ù˘ ¤ÚÁÔ «K¿Ó ¤Ú· ı¤Ïˆ Ó· ÂÚ¿Ûˆ» η٤ÁÚ·„ ÙȘ ÛΤ„ÂȘ Î·È ·ÓËÛ˘¯›Â˜ Ù˘: °È·Ù›
Â›Ó·È ÌÂÚÈÎÔ› ¿ÓıÚˆÔÈ ·ÔÎÏÂÈṲ̂ÓÔÈ; °È·Ù› ÙÔ˘˜ ·ÁÓÔÔ‡ÌÂ; TÈ ÊÙ·›ÂÈ; ¶Ò˜ Á›ÓÂÙ·È Ó· ·ÏÏ¿ÍÔ˘Ó; MÔ-
Ú› Ó· ·ÂÁÎψ‚ÈÛÙÔ‡Ó; ¶Ò˜; MfiÓÔÈ ÙÔ˘˜; ¶Ô‡ Ó· ‚ÚÔ˘Ó ÙË ‰‡Ó·ÌË ÔÈ ·‰‡Ó·ÙÔÈ; M‹ˆ˜ fiÏÔÈ ÂÌ›˜ ı¤-
ÏÔ˘Ì ÙÔ˘˜ ·‰‡Ó·ÌÔ˘˜ ÁÈ· Ó· ·ÈÛı·ÓfiÌ·ÛÙ ÈÔ ‰˘Ó·ÙÔ› Î·È Î˘Ú›·Ú¯ÔÈ;
 ñ Œˆ˜ 3 ¿ÙÔΘ ‰fiÛÂȘ ÁÈ· ·ÁÔÚ¤˜ Ì ÈÛÙˆÙÈΤ˜ οÚÙ˜
ñ ŸÏ· Ù· Ó¤· Û¯ÔÏÈο ‚ÔËı‹Ì·Ù· 10%
ñ MÈ· ÙÂÚ¿ÛÙÈ· Û˘ÏÏÔÁ‹ Ì ¯·ÚÙÔÛ¯ÔÏÈο ›‰Ë Û ¯·ÌËϤ˜ ÙÈ̤˜
ñ M ¤Ó· ÎÏÈÎ, ‰ˆÚÂ¿Ó ·ÔÛÙÔÏ‹ ‚È‚Ï›ˆÓ, ÛÙÔ www.florasfun.gr
ñ∞ı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59 - ÙËÏ. 210-3215590 ñ¶ÂÈÚ·È¿˜ ∑ˆÛÈÌ¿‰ˆÓ 46 - ÙËÏ. 210-4172819
ñ∫·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31 - ÙËÏ. 210-9577435 ñ¡.πˆÓ›· §.∏Ú·ÎÏ›Ԣ 350 ∂ÌÔÚÈÎfi ∫¤ÓÙÚÔ πO¡π∞ 2000 -
ÙËÏ. 210-2710665 ñ¶ÂÚÈÛÙ¤ÚÈ ∂ıÓÈ΋˜ ∞ÓÙÈÛÙ¿Ûˆ˜ 87- ÙËÏ. 210-5756882
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ñ £ÂÛÛ·ÏÔÓ›ÎË ¶·‡ÏÔ˘ ªÂÏ¿ 24 & ∆ÛÈÌÈÛ΋ - ÙËÏ. 2310-224732

www.florasfun.gr
 4 MAPTIO™ 2009
SEETA: The new online virtual
community
Interview with Anna Parisi, SEETA Project Leader
What is SEETA?
SEETA is a collective of Teachers’ Associations (TAs)
that have linked together to form an on-line virtual com-
munity. Our overall objective is to provide an ongoing
and structured means of communication among the TAs
and a means of networking amongst ourselves without
geographical constraints. The main aim is to work
towards a close cooperation that will be to our mutual
benefit.
‘In the new virtual future, national boundaries may no
longer play a role and it is what we have in common as
teachers and not our differences that will help us move
forward.’ (SEETA Mission Statement)
How many members does SEETA have?
Any individual teacher can register for free and partici-
pate in all the events and activities. Membership itself is
confined to Teachers’ Associations and members of the
TAs are also members of the SEETA community.
Currently the SEETA community has 11 member associ-
ations:- ELTA Albania, BETA IATEFL Bulgaria,
ELTA FYROM, TESOL Macedonia-Thrace Northern
Greece, ELTAM Montenegro, IATEFL Poland, RATE
Romania, ELTA Serbia, IATEFL Slovenia, INGED
Turkey and ETAI Israel.
Who was it initiated by?
The original project was initiated by some members of
the board of TESOL Macedonia-Thrace, Northern
Greece early in 2007 as away of establishing closer con-
tacts between TAs in the wider Balkans region. The
project itself has been seed funded by the British Coun-
cil Greece and supported by IATEFL.
Who is it run by?
Essentially, the SEETA community is run by its member
TAs in equal partnership. At the moment, TESOL
Macedonia–Thrace Northern Greece is the lead TA and
as Vice Chair I’ve taken on the role of SEETA Project
Leader. This involves outlining strategy and planning the
next steps forward for the SEETA Community, but it
must be stressed that all actions are taken in collabora-
tion with the all member TAs. At the heart of the proj-
ect is a large group of teachers and TA committee mem-
bers who are working together to build the community
and direct it towards a common goal. Some roles are dis-
tinct, for example there is the SEETA surveys manager,
a publicity manager and the SEETA moodle administra-
MAPTIO™ 2009 5

tor and webmaster, which is a particularly demanding
post, and there are many others involved from all the
member TAs. To find out who they all are you can visit
the platform and read their profiles.
Can you tell us a bit more about the online work-
shops. How are they conducted? How can a teacher
attend and benefit?
The online open forums are hosted by guest speakers
who establish the topic for discussion and respond to
questions posted on the forum. Any teacher can access
the forums by registering on the platform; they are not
confined to the member TAs – in fact, we’ve had post-
ings from as far away as India on some of the forums.
260 people registered for the first open forum, an engag-
ing discussion on the use of L1 in the classroom con-
ducted by Penny Ur. Since then we’ve had an exciting
one-week online course set up and led by Gavin
Dudeney, where we looked at integrating new learning
technologies into our teaching and an invitation by
Phillip Kerr to tell each other how we got started in
teaching and what has inspired us. Recently, two teacher
trainers Nina Tsvetkova and Zarina Markova from Bul-
garia designed and hosted an interactive workshop on
intercultural education and young learners. Upcoming
forums include:- Luke Prodromou on the topic of ‘The
Good Language Teacher: what do we know –what do we
think?’, Melania Paduraru, a State School Inspector, has
designed an on-line mini course on ‘The ICT environ-
ment and the language teacher’ and Mario Rinvolucri
will discuss ‘What have you always thought is absurd in
EFL thinking ?’ Other guests will be Chaz Pugliese and
Marialena Kalyva. Information and dates about these
events are available at:- http://community.britishcoun-
cil.org/seeta/
where you can also access the archived previous forums.
teachers closer together. It is a chance to interact and
exchange views easily and immediately and thus it pro-
vides an opportunity to both socialise and network and
the chance to become actively involved in professional
development. In essence, the SEETA community is a
platform for interaction and what you get out of it is
what you put in.
What does moodle mean? How can it be used by
teachers and language institutes?
Moodle is a free web application that educators can use
to create effective online learning sites. One of the bene-
fits of SEETA is that by becoming active teachers also
become familiar with moodle and could apply the skill
into their own teaching environment, which they and
their school can benefit from. Universities and schools
all over the world use moodle. One of its great advan-
tages is that it is free.
How can a teacher get actively involved?
Any teacher can join in. All they need to do is visit the
site, where there are guidelines on how to register and
how to find your way around.
http://community.britishcouncil.org/seeta/

What other features does SEETA offer teachers of

English?
There is a resource bank, accessible to any teacher who
has registered, that contains articles on current ELT
issues along with some teaching ideas and practical tips
that have been used by other teachers. Allied to this
there are on-going forums were ideas can be exchanged
and teachers can gain an insight into the teaching cir-
cumstances of their colleagues around the wider region.
For example, if you have an interesting idea, you can
develop it further through the platform or, alternatively,
you can participate in the development of other teach-
ers’ ideas. There are also the ‘SEETA Week’ activities
which can be both fun and instructive and help to bring
6 MAPTIO™ 2009
°ÏÒÛÛ·, ·˘Ù‹ Ë ÁÓˆÛÙ‹-¿ÁÓˆÛÙË
™›ÏÈ· MÔ˘ÎÔ˘‚¿Ï·
B.A., M.A., AÁÁÏÈ΋˜ °ÏÒÛÛ·˜ & §ÔÁÔÙ¯ӛ·˜ ¶·ÓÂÈÛÙËÌ›Ô˘ Buckingham
™˘ÁÁڷʤ·˜ AÁÁÏÈÎÒÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ‚È‚Ï›ˆÓ LITERA, I‰ÈÔÎÙ‹ÙÚÈ· K.•.°.
ÚfiÛÊ·Ù· ¤Ó·˜ 44¯ÚÔÓÔ˜ Û˘Ì·ÙÚÈÒ-
¶ Ù˘ Ì·˜, Ô Iˆ¿ÓÓ˘ OÈÎÔÓfiÌÔ˘, ¤ÁÈÓÂ
ÚˆÙÔÛ¤ÏÈ‰Ô ÛÙÔÓ Â˘Úˆ·˚Îfi Ù‡Ô.
£· ÂÈ Î·Ó›˜, Ô ÚÒÙÔ˜ Â›Ó·È ‹ Ô ÙÂ-
ÏÂ˘Ù·›Ô˜. ¶Èı·ÓfiÓ Ó· Û˘Ì‚Â› Î·È ·˘-
Ùfi, ·ÊÔ‡ Ô Û˘Ì·ÙÚÈÒÙ˘ Ì·˜, Ì ηٷÁˆÁ‹
·fi ÙËÓ KÚ‹ÙË, ¤¯ÂÈ ¤Ó· ȉȷ›ÙÂÚÔ Ù·Ï¤ÓÙÔ.
°ÓˆÚ›˙ÂÈ Ó· ÌÈÏ¿ Î·È Ó· ÁÚ¿ÊÂÈ 32!!! ÁÏÒÛ-
Û˜, ÂÓÒ ÙÒÚ· Ì·ı·›ÓÂÈ ÙËÓ 33Ë! O Iˆ¿ÓÓ˘
OÈÎÔÓfiÌÔ˘ ÂÚÁ¿˙ÂÙ·È ˆ˜ ÌÂÙ·ÊÚ·ÛÙ‹˜ ÛÙËÓ
E.E. ÁÈ· ÔÏÏ¿ ¯ÚfiÓÈ· Î·È Ì ÙË ÁÓÒÛË ÙfiÛˆÓ
ÁψÛÛÒÓ, η٤¯ÂÈ ÙÔ ·ÁÎfiÛÌÈÔ ÚÂÎfiÚ Î·È
¯·Ú·ÎÙËÚ›˙ÂÙ·È ˆ˜ «Ê·ÈÓfiÌÂÓÔ ÁψÛÛÔÌ¿-
ıÂÈ·˜».
¶¤Ú· fï˜ ·fi ÙÔ ÂÓÙ˘ˆÛÈ·Îfi ÚÂÎfiÚ Î·È
ÙÔ È‰È·›ÙÂÚÔ Ù·Ï¤ÓÙÔ, Â›Ó·È ÂÍ›ÛÔ˘ ÛËÌ·ÓÙÈÎfi
Ó· ÛÙ·ıԇ̠ے ·˘Ù¿ Ô˘ Ô ›‰ÈÔ˜ ‰‹ÏˆÛ η-
Ù¿ ÙË ‰È¿ÚÎÂÈ· Û˘Ó¤ÓÙ¢Í˘: «E›Ó·È ÁÈ· ̤ӷ
ÌÈ· ‰È·ÊÔÚÂÙÈ΋ ÚÔÛ¤ÁÁÈÛË ÙÔ˘ ÎfiÛÌÔ˘. AÈ-
Ûı¿ÓÔÌ·È ÔÏ›Ù˘ ÙÔ˘ ÎfiÛÌÔ˘. °ÓˆÚ›˙ÔÓÙ·˜
ÙȘ ÁÏÒÛÛ˜, ÌÔÚÒ Ó· ÂÈÎÔÈÓˆÓÒ Ì ÙÔ˘˜
·ÓıÚÒÔ˘˜ Î·È Ó· ÁÓˆÚ›Ûˆ ÙÔÓ ÔÏÈÙÈÛÌfi,
ÙËÓ Ù¤¯ÓË, Ù· ‹ıË Î·È Ù· ¤ıÈÌ¿ ÙÔ˘˜, ÙËÓ ÎÔ˘Ï-
ÙÔ‡Ú· ÙÔ˘˜. M ‚ÔËı¿ÂÈ Ó· ÂÌÏÔ˘Ù›Ûˆ ÙȘ
ÁÓÒÛÂȘ ÌÔ˘ Î·È Ó· ·ÔÎƠ̂ۈ ÂÌÂÈڛ˜
ÚˆÙfiÁÓˆÚ˜».
K·È Û’ ·˘Ù¿ Ù· ÏÂÁfiÌÂÓ· ÎÚ‡‚ÂÙ·È fiÏË Ë
Ô˘Û›·. H ÁÏÒÛÛ· ·ÔÙÂÏ› ÙÔ ÎÏÂȉ› ›Ûˆ ·-
fi ÙȘ ϤÍÂȘ ÁÈ· Ó· ÁÓˆÚ›ÛÔ˘Ì ÙÔ˘˜ ¿ÏÏÔ˘˜
Ï·Ô‡˜. N· ÏËÛÈ¿ÛÔ˘Ì Ì ÙÔ ÌÔÓ·‰ÈÎfi ·˘Ùfi
ÂÚÁ·Ï›Ô, ÙËÓ „˘¯‹ Î·È ÙÔ Ì˘·Ïfi ÂÓfi˜ ¿ÏÏÔ˘
·ÓıÚÒÔ˘, Ô˘ ‰ÂÓ Â›Ó·È Ì¤ÏÔ˜ Ù˘ ÛÙÂÓ‹˜
ÎÔÈÓˆÓ›·˜ Ì·˜ Î·È Î·ÙÔÈΛ Û ¿ÏÏÔÓ ÙfiÔ.
K·È ÌÂ ÙËÓ ·ÓÙ·ÏÏ·Á‹ ÏËÚÔÊÔÚÈÒÓ, ·fi„Â-
ˆÓ Î·È Û˘Ó·ÈÛıËÌ¿ÙˆÓ, Ó· ηٷϿ‚Ô˘Ì ÙËÓ
·Í›· Ù˘ ·ÓıÚÒÈÓ˘ ˘fiÛÙ·Û˘.
E‰Ò ÏÔÈfiÓ ¤ÊÙÂÈ ÙÔ ‚¿ÚÔ˜ Û ̷˜ ÙÔ˘˜
‰·ÛοÏÔ˘˜. TÔ ‚¿ÚÔ˜ Ù˘ ÌÂÙ¿‰ÔÛ˘ Ù˘
ÁÓÒÛ˘ Ù˘ ÁÏÒÛÛ·˜, Ô˘ ·ÔÙÂÏ› ·ÚÈÔ
ÛÙÔÈ¯Â›Ô Â·Ê‹˜. K·È ‰ÂÓ ÂÚÈÔÚ›˙ÂÙ·È ÛÙ·
ÁÓˆÛÙÈο ‹ ÁÚ·ÌÌ·ÙÈο Ù˘ ÛÙÔȯ›· ÌfiÓÔ,
ηıÒ˜ Ë ÁÏÒÛÛ· Â›Ó·È ¤Ó·˜ ˙ˆÓÙ·Ófi˜ ÔÚÁ·-
ÓÈÛÌfi˜, Ô˘ ÂÚÈÎÏ›ÂÈ Û˘Ó·ÈÛı‹Ì·Ù·, ÔÏÈ-
ÙÈÛÙÈο ÛÙÔȯ›·, ÈÛÙÔÚ›· Î·È Î¿ı ÙÈ Ô˘
ÌÔÚ› Ó· ¯·Ú·ÎÙËÚ›˙ÂÈ ¤Ó·Ó ÙfiÔ Î·È ÙÔ˘˜
·ÓıÚÒÔ˘˜ ÙÔ˘.
TÔ Î·ı‹ÎÔÓ ·¤Ó·ÓÙÈ ÛÙ· ·È‰È¿, Ô˘
Û‡‰Ô˘Ó Ó· ¤ÚıÔ˘Ó Û Â·Ê‹ Ì ÙȘ ÁÏÒÛ-
Û˜, Â›Ó·È Ó· ÙÔ˘˜ ·Ú¤¯Ô˘Ì fi¯È ÙȘ ÛÙ›Ú˜
ÁÓÒÛÂȘ ÌÈ·˜ ÎÏ·ÛÛÈ΋˜ ÂÎÌ¿ıËÛ˘, ·ÏÏ¿ Ó·
ÌÔÚ¤ÛÔ˘Ì ӷ ÙÔ˘˜ ÂÚ¿ÛÔ˘Ì ÙÔ Ì‹Ó˘Ì·
Ù˘ ÌfiÚʈÛ˘ Î·È Ù˘ ‰È·ÊÔÚÂÙÈÎfiÙËÙ·˜.
¢È· ̤ÛÔ˘ Ù˘ ‰È‰·Ûηϛ·˜ ›̷ÛÙ Û ı¤-
ÛË Ó· ÂÚ¿ÛÔ˘Ì ÌËӇ̷ٷ Ô˘ ÂÌÂÚȤ¯Ô˘Ó
·Í›Â˜ ·Ó·ÓıÚÒÈÓ˜ Î·È Ó· ÙÔ˘˜ ‰ÒÛÔ˘ÌÂ
Ó· ηٷϿ‚Ô˘Ó fiÙÈ fiÏÔÈ Â›Ì·ÛÙ ÌÔÓ·‰ÈÎÔ›
Î·È fiÏÔÈ Â›Ì·ÛÙ ‰È·ÊÔÚÂÙÈÎÔ›. N· Á›ÓÔ˘Ó
ÎÔÈÓˆÓÔ› ÙˆÓ ·ÍÈÒÓ Ù˘ ·Ó·ÁÓÒÚÈÛ˘ Î·È Ù˘
Û˘ÓÂÚÁ·Û›·˜ Ì ÙÔ˘˜ ¿ÏÏÔ˘˜ Ï·Ô‡˜ Î·È ·Ó-
ıÚÒÔ˘˜.
MAPTIO™ 2009 7

M ·˘Ùfi ÙÔÓ ÙÚfiÔ Î·È Ì ·È‰·ÁˆÁÈ΋ ϤÔÓ ÙÔ˘˜ ÂÊԉȿ˙Ô˘Ì ÌÂ Û˘Ó‰˘·ÛÙÈ΋

ÚÔÛ¤ÁÁÈÛË, ÌÔÚ› Ó· ˘¿ÚÍÂÈ Ë ‰˘Ó·ÙfiÙË- ÁÓÒÛË, Ë ÔÔ›· Â›Ó·È Û›ÁÔ˘ÚÔ ˆ˜ ‚ÔËı¿ÂÈ
Ù·, Ë ÂÈÎÔÈÓˆÓ›· Ì ÔÔÈ·‰‹ÔÙ ÁÏÒÛÛ·, ÛÙËÓ ÂÎÌ¿ıËÛË ÂÓÒ Ù·˘Ùfi¯ÚÔÓ· Â›Ó·È Û ı¤-
Ó· ÌËÓ Â›Ó·È ÌfiÓÔ ÁÚ·ÌÌ·ÙÈÎÔ› ηÓfiÓ˜ Î·È ÛË Ó· ·Ì‚χÓÂÈ ÙȘ fiÔȘ ‰È·ÊÔÚ¤˜ Î·È ·ÓÙÈ-
ÏÂÍÈÏfiÁÈÔ, Ì· Î·È ·Ó·ÁÓÒÚÈÛË ·˘ÙÔ‡ Ô˘ ÙËÓ ı¤ÛÂȘ Î·È Ó· Â·Ó·ÚÔÛ‰ÈÔÚ›ÛÂÈ ÙÔ Û‡ÛÙË-
ÔÌÈÏ› Î·È ÙË ÁÚ¿ÊÂÈ, ·fi ·˘ÙÔ‡˜ ÛÙÔ˘˜ ÔÔ›- Ì· ‰È‰·Ûηϛ·˜, Û Ӥ˜ ‰ËÌÈÔ˘ÚÁÈÎfiÙÂÚ˜
Ô˘˜ ·¢ı‡ÓÂÙ·È, ˆ˜ ÎÔÚ˘Ê·›· Ú¿ÍË ÂӉȷ- ηÙ¢ı‡ÓÛÂȘ.
ʤÚÔÓÙÔ˜ ÁÈ· ÙÔÓ ÔÏÈÙÈÛÌfi Î·È ÙȘ ·Í›Â˜ T¤ÏÔ˜, Ú¤ÂÈ Ó· Á›ÓÂÈ ·ÓÙÈÏËÙfi, ˆ˜, fi-
ÙÔ˘˜. ¶ÔÈÔ˜ ‰ÂÓ ·ÈÛı¿ÓÂÙ·È ÈηÓÔÔ›ËÛË fi- ˆ˜ Î·È ÙÔ Û‡ÓÔÏÔ Ù˘ ÂÎ·È‰Â˘ÙÈ΋˜ ‰È·‰È-
Ù·Ó ·ÎÔ‡ÂÈ ¤Ó·Ó ͤÓÔ Ó· ÌÈÏ¿ÂÈ ÙË ÁÏÒÛÛ· ηۛ·˜ ¤ÙÛÈ Î·È Ë ÁÓÒÛË Í¤ÓˆÓ ÁψÛÛÒÓ, ‰ÂÓ
ÙÔ˘; TÈ ÈÔ Â˘ÁÂÓ¤˜ Î·È ¿ÌÂÛÔ ·’ ·˘Ùfi. Û˘Ó‰¤ÂÙ·È Î·Ù’ ·Ó¿ÁÎË Ì Â·ÁÁÂÏÌ·ÙÈÎÔ‡˜
M ̷ıËÌ·ÙÈ΋ ·ÎÚ›‚ÂÈ· ·˘Ù‹ Ë ÂͤÏÈÍË ÛÙfi¯Ô˘˜ ‹ ÚÔÛˆÈ΋ ÊÈÏÔ‰ÔÍ›·. AÔÙÂÏ›
ÊÙÈ¿¯ÓÂÈ ÌÈ· Á¤Ê˘Ú· ·Ó¿ÌÂÛ· ÛÙȘ ¯ÒÚ˜ Î·È ÙÔÓ ÙÚfiÔ ÁÈ· Ó· ηٷÎÙ‹ÛÂÈ Ô ¿ÓıÚˆÔ˜ ÙÔ
ÙÔ˘˜ ÔÏÈÙÈÛÌÔ‡˜ Î·È ·Ô‰›‰ÂÈ ÙËÓ ÚÔÛ‰Ô- ·Á·ıfi Ù˘ ÁÓÒÛ˘, Ù˘ ÌfiÚʈÛ˘ Î·È Ó· ÂÈ-
ÎÒÌÂÓË ÊÈÏ›· ÙˆÓ ·ÓıÚÒˆÓ-ÊÈÏ›· ÙˆÓ Ï·- Ù‡¯ÂÈ ¤ÙÛÈ ÙËÓ Î·Ï˘Ù¤Ú¢ÛË Ù˘ ‰È΋˜ ÙÔ˘ ˙ˆ-
ÒÓ, ‰›ÓÔÓÙ·˜ ¤ÙÛÈ ÙË ‰˘Ó·ÙfiÙËÙ· ÛÙ· ·È‰È¿ ‹˜ Î·È Ù˘ ˙ˆ‹˜ ÙˆÓ Á‡Úˆ ÙÔ˘.
Ó· ·ÓÔ›ÍÔ˘Ó ÙÔ˘˜ ÔÚ›˙ÔÓÙ¤˜ ÙÔ˘˜ Û’ ¤Ó· ·-
ÁÎÔÛÌÈÔÔÈË̤ÓÔ Î·È ÔÏ˘ÔÏÈ-
ÙÈÛÌÈÎfi ÂÚÈ‚¿ÏÏÔÓ.
ÕÏψÛÙ ‰ÂÓ Ú¤ÂÈ Ó· ÍÂ-
¯ÓÔ‡ÌÂ, Û·Ó Ï·fi˜ Ì ¯ÈÏÈ¿‰Â˜
¯ÚfiÓÈ· ÈÛÙÔÚ›·˜, ˆ˜ ÔÈ Î·Ù·-
ÎÙËÙ¤˜ Ô˘ ¤Ú·Û·Ó ·fi ÙÔÓ Ùfi-
Ô Ì·˜, «˘Ô¯ÚÂÒıËηӻ ÈÛÙÔ-
ÚÈο, Ó· ·ÊÔÌÔÈÒÛÔ˘Ó ÛÙÔȯ›·
ÙÔ˘ ÔÏÈÙÈÛÌÔ‡ Ì·˜ Î·È Ó· ÛË-
Ì·ÙÔ‰ÔÙ‹ÛÔ˘Ó ¤ÙÛÈ ÙËÓ ¤Ó·ÚÍË
Ù˘ ‰È΋˜ ÙÔ˘˜ ÔÏÈÙÈÛÙÈ΋˜ È-
ÛÙÔÚ›·˜. K·È ·˘Ùfi ¤ÁÈÓ Ì ÚÒ-
ÙÔ ÛÙÔÈ¯Â›Ô Â·Ê‹˜ ÙË ÁÏÒÛÛ·,
ÛÂ ÙÚfiÔ ÒÛÙÂ Ù· ¯ÚfiÓÈ· Ô˘
¤Ú·Û·Ó Ó· ‰›ÓÔ˘Ó ÙË ‰˘Ó·ÙfiÙË-
Ù· Ù˘ ηϋ˜ ÁÂÈÙÔÓ›·˜ ÁÈ· ÛË-
Ì·ÓÙÈο ÌÂÁ¿Ï˜ ÈÛÙÔÚÈΤ˜ Â-
ÚÈfi‰Ô˘˜.
M¤ÓÂÈ Û˘ÓÂÒ˜ ÌÂÙ¿ ·’ fiÏ·
·˘Ù¿ Ó· ·ÓÙÈÌÂÙˆ›ÛÔ˘Ì ÙË
ÁÏÒÛÛ· Î·È ÙËÓ ÂÎÌ¿ıËÛ‹ Ù˘ fi-
¯È ÌfiÓÔ Û·Ó ÌÈ· Û˘ÓËıÈṲ̂ÓË
ÂÎ·È‰Â˘ÙÈ΋ ‰È·‰Èηۛ·, ·ÏÏ¿
Û·Ó Ó· ÚfiÎÂÈÙ·È ÁÈ· ÌÈ· ‰È·Ú-
ÎÒ˜ ÂÍÂÏÈÛÛfiÌÂÓË ‰Ú¿ÛË, Ë Ô-
Ô›· ‰ÂÓ Â›Ó·È ·ÏÒ˜ ·˘ı‡·Ú-
ÎÙË ·ÏÏ¿ Ô˘ ÚÔÛ‰ÈÔÚ›˙ÂÈ Î·È
ÙËÓ ÔÏÈÙÈÛÌÈ΋, ÈÛÙÔÚÈ΋ ηÈ
ÎÔÈÓˆÓÈ΋ Ù·˘ÙfiÙËÙ· ÙÔ˘ Ï·Ô‡
Ô˘ ÙË ¯ÚËÛÈÌÔÔÈ›.
Œ¯ÔÓÙ·˜ ÙËÓ Ï‹ÚË Â›ÁÓˆÛË
·˘ÙÒÓ ÙˆÓ ÛÙÔȯ›ˆÓ, ÂÍ·ÛÊ·-
Ï›˙Ô˘Ì ÙÔ ·˘ÍË̤ÓÔ ÂӉȷʤ-
ÚÔÓ ÙˆÓ ‰È‰·ÛÎÔÌ¤ÓˆÓ Î·È ÂÈ-
8 MAPTIO™ 2009

M·ı‹Ì·Ù· ÁÏÒÛÛ·˜ online

K›Ó‰˘ÓÔ˜ ÁÈ· ÙËÓ ÍÂÓfiÁψÛÛË ÂÎ·›‰Â˘ÛË fiˆ˜ ÙËÓ Í¤ÚÔ˘ÌÂ;
ÓËÛ˘¯›· Î·È ÚÔ‚ÏËÌ·ÙÈÛÌfi ÚÔηÏ› ÙÔ Úfi- ¿ÏÏÔÓ ÚÔÛʤÚÔÓÙ·˜ ÂÍ¿ÛÎËÛË ÛÙË ÁÏÒÛÛ· ÙÔ˘˜, ·-

A ÛÊ·ÙÔ ‰ËÌÔÛ›Â˘Ì· ÙÔ˘ ‰ÈÂıÓÔ‡˜ ÂȉËÛÂÔÁÚ·- Ú¿ÏÏËÏ· ÂÍ·ÛÎÔ‡ÌÂÓÔÈ ÛÙË ÁÏÒÛÛ· ÂÓfi˜ ¿ÏÏÔ˘ «Ì·-
ÊÈÎÔ‡ Ú·ÎÙÔÚ›Ԣ Reuters, ÛÙÔ ÔÔ›Ô ·Ó·Ê¤- ıËÙ‹» ‹ ˙ˆÓÙ·Ó¿ online Ì·ı‹Ì·Ù· Ì ηıËÁËÙ¤˜. TÈ
ÚÂÙ·È fiÙÈ Ô ÂΉÔÙÈÎfi˜ ÎÔÏÔÛÛfi˜ Pearson, ÁÓˆ- Û˘Ó¤ÂȘ ÚÔÌËÓ‡ÂÈ, fï˜, ÌÈ· Ù¤ÙÔÈ· ΛÓËÛË ·fi ¤-
ÛÙfi˜ ÛÙËÓ EÏÏ¿‰· Î·È ˆ˜ Longman, ۯ‰ȿ˙ÂÈ Ó·Ó ·ÁÎfiÛÌÈÔ ÂΉÔÙÈÎfi ÎÔÏÔÛÛfi fiˆ˜ Ë Pearson ÁÈ·
ÙËÓ ·Ó¿Ù˘ÍË ÌÈ·˜ ˘ËÚÂÛ›·˜ ÂÎÌ¿ıËÛ˘ ·ÁÁÏÈÎÒÓ ÙÔÓ ·Ú·‰ÔÛÈ·Îfi ÙÚfiÔ ‰È‰·Ûηϛ·˜ ÙˆÓ Í¤ÓˆÓ
Online ÛÂ Û˘ÓÂÚÁ·Û›· Ì ÙËÓ ÎÔÈÓfiÙËÙ· ÁψÛÛÒÓ;
livemocha.com. M¤Û· Û 0,23 ‰Â˘ÙÂÚfiÏÂÙ·, ÌÈ· ·Ó·˙‹ÙËÛË ÛÙÔ
H Livemocha ·Ú¤¯ÂÈ ·˘Ù‹ ÙË ÛÙÈÁÌ‹ ÙË ‰˘Ó·ÙfiÙË- Google Ì·˜ ‰›ÓÂÈ ¿Óˆ ·fi ‰ÂηÙÚ›· ÂηÙÔ̇ÚÈ· η-
Ù· ÛÙÔ˘˜ ·Ó¿ ÙËÓ ˘Ê‹ÏÈÔ ¯Ú‹ÛÙ˜ Ó· Ì¿ıÔ˘Ó Ù·¯ˆÚ‹ÛÂȘ ÛÙÔÓ ·ÁÎfiÛÌÈÔ ÈÛÙfi ÁÈ·
ÙËÓ ÁÏÒÛÛ· Ù˘ ÂÈÏÔÁ‹˜ ÙÔ˘˜ ̤ۈ Ì·ıË- “online english lessons”. H ÂÍ¿ψÛË ÙÔ˘
Ì¿ÙˆÓ ·ÏÏ¿ Î·È ·ÏÏËÏÔ‚Ô‹ıÂÈ·˜ Ì ¿ÏÏÔ˘˜ Ê·ÈÓÔ̤ÓÔ˘ Ù˘ ÂÎÌ¿ıËÛ˘ ÌÈ·˜ ͤÓ˘
¯Ú‹ÛÙ˜ ‰ˆÚ¿Ó. E›Ó·È Ë ÚÒÙË ÊÔÚ¿ Ô˘ Ë ÁÏÒÛÛ·˜ ̤ۈ ÙÔ˘ ‰È·‰ÈÎÙ‡Ô˘ Ï¿Ì‚¿ÓÂÈ Î·-
Pearson Ì·›ÓÂÈ ÛÙÔ ¯ÒÚÔ ÙˆÓ online ÚÔïfi- ıËÌÂÚÈÓ¿ fiÏÔ Î·È ÌÂÁ·Ï‡ÙÂÚ˜ ‰È·ÛÙ¿ÛÂȘ,
ÓÙˆÓ ·’·˘ı›·˜ ÛÙÔÓ Î·Ù·Ó·ÏˆÙ‹. ›Ù ̤ۈ ÈÛÙÔÛÂÏ›‰ˆÓ Ô˘ ·Ú¤¯Ô˘Ó Ì·ı‹-
TÔ Ê·ÈÓfiÌÂÓÔ ‰ÂÓ Â›Ó·È Î¿ÙÈ ÙÔ Î·ÈÓÔ‡- Ì·Ù· ‰ˆÚ¿Ó, ›Ù ̤ۈ ÈÛÙÔÛÂÏ›‰ˆÓ Ô˘
ÚÈÔ. ø˜ ÛÙÈÁÌ‹˜, Ô ÂӉȷÊÂÚfiÌÂÓÔ˜ ¯Ú‹ÛÙ˘ ·Ú¤¯Ô˘Ó ηıËÁËÙ¤˜ ·ÓÙ› ·ÌÔÈ‚‹˜.
ÌÔÚ› Ó· ‚Ú› ÌÈ· ÏËıÒÚ· ÂÈÏÔÁÒÓ ·fi O Sanjay (Shane) Jiandani ˙ÂÈ ÛÙËÓ IÛ·-
·˘ÙÔÌ·ÙÔÔÈË̤ӷ Ì·ı‹Ì·Ù·, peer to peer Ó›· Î·È ÂÚÁ¿˙ÂÙ·È part time ˆ˜ ηıËÁËÙ‹˜
platforms, fiÔ˘ ¯Ú‹ÛÙ˜ ‚ÔËıÔ‡Ó Ô ¤Ó·˜ ÙÔÓ Sanjay Jiandani AÁÁÏÈÎÒÓ online Ì ÙËÓ Telelangue
MAPTIO™ 2009 9

— «Œ¯Ô˘Ì ÌÂÁ¿ÏË ÔÈÎÈÏ›· Ì·ıËÙÒÓ.

Worldspeaking. •ÂΛÓËÛ ÙÔÓ ¢ÂΤ̂ÚÈÔ Ì ٤ÛÛÂÚ· Ì·Ù·. ¶¿ÓÙ· ˘¿Ú¯ÂÈ ‰˘Ó·ÙfiÙËÙ· Ó· ‚ÚÂı› ηıËÁË-
Ì·ı‹Ì·Ù· ÙËÓ Ë̤ڷ (οı ̿ıËÌ· ‰È·ÚΛ 30 ÏÂÙ¿) Ù‹˜ Ônline οÔ˘ ÛÙÔÓ ÎfiÛÌÔ».
Î·È Û‹ÌÂÚ· ·Ú·‰›‰ÂÈ ¤Ó· ̤ÛÔ fiÚÔ 8-10 Ì·ıËÌ¿ÙˆÓ
·Ó¿ÏÔÁ· Ì ÙÔÓ ÂχıÂÚÔ ¯ÚfiÓÔ Ô˘ ‰È·ı¤ÙÂÈ.
¶ÔÈfi Â›Ó·È ÙÔ ÚÔÊ›Ï ÙÔ˘ ̤ÛÔ˘ Ì·ıËÙ‹ ÙÔ˘;
Afi ÊÔÈÙËÙ¤˜ Î·È ÓÔÈÎÔ΢ڤ˜ ¤ˆ˜ ˘„ËÏfi-
‚·ıÌ· ÛÙÂϤ¯Ë ÂȯÂÈÚ‹ÛˆÓ. £· ¤ÏÂÁ· ·-
fi 20 ¤ˆ˜ 50 ÂÙÒÓ Î·È Î˘Ú›ˆ˜ ·fi ÙËÓ °·Ï-
Ï›·, ÙËÓ IÙ·Ï›· Î·È ÙËÓ IÛ·Ó›·», Ì·˜ ϤÂÈ Ô
Sanjay.
H Telelangue ··Û¯ÔÏ› ÂÚ› ÙÔ˘˜ 300
ηıËÁËÙ¤˜ Î·È ·Ú¤¯ÂÈ ÂÎ·›‰Â˘ÛË Î˘Ú›ˆ˜
ÛÙ· AÁÁÏÈο, ·ÏÏ¿ Î·È ÛÙ· °·ÏÏÈο, °ÂÚÌ·-
ÓÈο, IÙ·ÏÈο Î·È IÛ·ÓÈο. OÈ Î·ıËÁËÙ¤˜
ÂÚÁ¿˙ÔÓÙ·È ·fi ÙÔÓ ¯ÒÚÔ ÙÔ˘˜ ¯ÚËÛÈÌÔÔÈ-
ÒÓÙ·˜ ÙËϤʈÓÔ, skype Î·È msn.
O Sanjay ‰È·‚ϤÂÈ Ù¤Ú·ÛÙÈ· ÂÍ¿ψÛË
·˘ÙÔ‡ ÙÔ˘ ÙÚfiÔ˘ ÂÎÌ¿ıËÛ˘ ‰Â‰Ô̤Ó˘ Ù˘
Ú·Á‰·›·˜ ÂͤÏÈ͢ Ù˘ Ù¯ÓÔÏÔÁ›·˜ Î·È Ùˆ
ÔÏ˘Ì¤ÛˆÓ.
«O Ì·ıËÙ‹˜ ‰ÂÓ ¯ÚÂÈ¿˙ÂÙ·È Ó· ÌÂÙ·ÎÈÓË-
ı› ÁÈ· Ó· οÓÂÈ Ì¿ıËÌ·. ¶ÚÔÁÚ·ÌÌ·Ù›˙ÂÙ·È
·Ó¿ÏÔÁ· Ì ÙËÓ ÒÚ· Ô˘ ‰È·ı¤ÙÂÈ, ›Ù ·˘Ù‹
Â›Ó·È ÛÙȘ 8 ÙÔ ‚Ú¿‰˘, ›Ù ÛÙȘ 4 Ù· ÍËÌÂÚÒ-
™Ù· ÂfiÌÂÓ· Ù‡¯Ë Ù˘ e Lingua Franca, ı· Û·˜ ·-
ÚÔ˘ÛÈ¿ÛÔ˘Ì ÌÈ· ÈÔ ÔÏÔÎÏËڈ̤ÓË ÂÈÎfiÓ· Ù˘ ·ÁÔ-
Ú¿˜ Í¤ÓˆÓ ÁψÛÛÒÓ Ì¤Ûˆ ÙÔ˘ ‰È·‰ÈÎÙ‡Ô˘.

H e-Lingua Franca ı· ΢ÎÏÔÊÔÚ›

Û ÌËÓÈ·›· ‚¿ÛË Ì fiÏ· Ù· Ó¤· Ù˘
ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘ ÛÙËÓ EÏÏ¿‰·.
◊‰Ë ·ÔÛÙ¤ÏÏÂÙ·È Û 7.000 ·Ô‰¤ÎÙ˜
·ÓÂÏÏ·‰Èο.
E¿Ó Û·˜ ¿ÚÂÛ ÙÔ ÚÒÙÔ Ù‡¯Ô˜ Î·È ı·
ı¤Ï·Ù ӷ ÙÔ ÌÔÈÚ·ÛÙ›Ù ̒ ¤Ó·Ó Ê›ÏÔ/Ë,
ηıËÁËÙ‹/ÙÚÈ· Í¤ÓˆÓ ÁψÛÛÒÓ, ÁÚ¿„ÙÂ
Ì·˜ ÛÙÔ stella.floras@floras.gr
10 MAPTIO™ 2009

¶ÔÈÔ Â›Ó·È ÙÔ ESB; ¤Ó·˜ ÔÚÁ·ÓÈÛÌfi˜ ÌË ÎÂÚ‰ÔÛÎÔÈÎÔ‡ ¯·Ú·-

TÔ English Speaking Board (ESB) ȉڇıË- ÎÙ‹Ú·. A˘Ù¿ ·fi ÌfiÓ· Â›Ó·È Ë Î·Ï‡ÙÂÚË ÂÁ-
ΠÙÔ 1953 Û·Ó ¤Ó·˜ ÚˆÙÔfiÚÔ˜ ÔÚÁ·ÓÈÛÌfi˜ Á‡ËÛË ÁÈ· ÙËÓ ·ÍÈÔÈÛÙ›· Î·È ÙËÓ ÔÈfiÙËÙ·
ÂÍÂÙ¿ÛÂˆÓ Î·È ÈÛÙÔÔÈ‹ÛÂˆÓ Ù˘ AÁÁÏÈ΋˜ ÙˆÓ ÂÍÂÙ¿ÛˆÓ.
ÁÏÒÛÛ·˜.
™·Ó ÂÍÂÙ·ÛÙÈÎfi˜ ÔÚÁ·ÓÈÛÌfi˜ Â›Ó·È Û˘ÁÎÂ- ¶ÔÈÔ˜ ·Ó·ÁÓˆÚ›˙ÂÈ
ÓÙڈ̤ÓÔ˜ ·ÔÎÏÂÈÛÙÈο ÛÙȘ ÂÍÂÙ¿ÛÂȘ Ù˘ ÙÔ ESB ESOL INTERNATIONAL;
AÁÁÏÈ΋˜, Ú¿ÁÌ· Ô˘ ÙÔ˘ ‰›‰ÂÈ ÔÏÏ¿ ÏÂÔ- OÈ ÂÍÂÙ¿ÛÂȘ Â›Ó·È ·ÍÈÔÏÔÁË̤Ó˜ Î·È ·Ó·-
ÓÂÎÙ‹Ì·Ù· Î·È ·ÍÈÔÈÛÙ›·. ÁÓˆÚÈṲ̂Ó˜ ·fi ÙËÓ QCA. ¶ÂÚÈÏ·Ì‚¿ÓÔ-
™‹ÌÂÚ· ÙÔ ESB ÚÔÛʤÚÂÈ ÙȘ ÂÍÂÙ¿ÛÂȘ ÓÙ·È ÛÙÔÓ Î·Ù¿ÏÔÁÔ ÂÍÂÙ¿ÛÂˆÓ Ô˘ Ô UCAS
ÙÔ˘ Û ÔÏϤ˜ ¯ÒÚ˜, fiˆ˜ Ë K›Ó·, Ë M·Ï·È- (Universities and Colleges Admissions
Û›·, Ë IÛ·Ó›·, Ë EÏÏ¿‰·, Ë IÙ·Ï›· Î·È ¿ÏϘ. Services) ·Ó·ÁÓˆÚ›˙ÂÈ Û·Ó ÎÚÈÙ‹ÚÈ· ÁÓÒÛ˘
ŸÏ· ·˘Ù¿ Ù· ¯ÚfiÓÈ· ÙÔ ESB ¤¯ÂÈ ·Ú·Ì¤- AÁÁÏÈÎÒÓ ÁÈ· ÂÈÛ‰Ô¯‹ ÛÙ· BÚÂÙ·ÓÈο AEI.
ÓÂÈ ·fiÏ˘Ù· ·ÊÔÛȈ̤ÓÔ˜ ÛÙÔ ÌÔÓ·‰ÈÎfi ·- ™ÙËÓ EÏÏ¿‰· ÔÈ ÂÍÂÙ¿ÛÂȘ ¤¯Ô˘Ó ·Ó·ÁÓˆÚÈ-
ÓÙÈΛÌÂÓÔ ÁÈ· ÙÔ ÔÔ›Ô È‰Ú‡ıËÎÂ Î·È Â›Û˘ Ûı› ·fi ÙÔ A™E¶ ÙÔÓ ¢ÂΤ̂ÚÈÔ ÙÔ˘ 2008.

¶ÔÈ· Â›Ó·È Ù· Â›‰· Ô˘ ÚÔÛʤÚÔÓÙ·È;

OCNW ESOL INTERNATIONAL °ÓÒÛË Û‡Ìʈӷ Ì EÏÏËÓÈÎfi ¶¢ E˘Úˆ·˚Îfi ¶Ï·›ÛÈÔ

Level 3 ÕÚÈÛÙË C2
Level 2 ¶Ôχ ηϋ C1
Level 1 M¤ÙÚÈ· B2
Entry Level 3 K·Ï‹ B1

°È·Ù› ESB ESOL INTERNATIONAL; ‚ÏËÙˆÓ ÂÍÂÙ¿ÛˆÓ.

ñ H fiÏË ÊÈÏÔÛÔÊ›· ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ Ô˘
‰ÂÓ ‚¿˙ÂÈ ·Á›‰Â˜ ÛÙÔ˘˜ ÂÍÂÙ·˙fiÌÂÓÔ˘˜ ·ÏÏ¿
ÛÙ· ›ÛÈ· ÈÛÙÔÔÈ› ÙȘ ÁÓÒÛÂȘ Ô˘ ¤¯Ô˘Ó.
ñ H ·Ó·ÌÊÈÛ‚‹ÙËÙË ·Ó·ÁÓÒÚÈÛË ÛÙËÓ M.
BÚÂÙ·Ó›·, ÙËÓ EÏÏ¿‰· Î·È ‰ÈÂıÓÒ˜.
ñ TÔ ·ÍÈfiÈÛÙÔ ÙÔ˘ ÔÚÁ·ÓÈÛÌÔ‡ Ô˘ ÙȘ
‰ÈÔÚÁ·ÓÒÓÂÈ ÛÙËÓ EÏÏ¿‰· (¶·ÓÂÏÏ‹ÓÈÔ˜
™‡Ó‰ÂÛÌÔ˜) Ì ›ڷ ÛÙË ‰ÈÔÚÁ¿ÓˆÛË ·‰È¿-
ñ H ‰ÈÏ‹ ÛÊÚ·Á›‰· ÔÈfiÙËÙ·˜ ·fi QAA
Î·È QCA.
ñ H ·Ó·ÁÓÒÚÈÛË ·fi Ù· BÚÂÙ·ÓÈο AEI
¶fiÙ ı· ‰ÈÂÍ·¯ıÔ‡Ó ÔÈ ÂÍÂÙ¿ÛÂȘ;
™ÙȘ 9 Î·È 10 M·˝Ô˘ Î·È ÙÔ ¢ÂΤ̂ÚÈÔ ÁÈ·
ÙÔ 2009. O ¶·ÓÂÏÏ‹ÓÈÔ˜ ™‡Ó‰ÂÛÌÔ˜ ‰¤¯ÂÙ·È
·ÈÙ‹ÛÂȘ Û˘ÌÌÂÙÔ¯‹˜ ‹‰Ë.
12 MAPTIO™ 2009

EDI ESOL International Qualifications Q & A

¶ÔÈÔ˜ Â›Ó·È Ô ÔÚÁ·ÓÈÛÌfi˜ EDI ; AÁÁÏÈο ˆ˜ ÌËÙÚÈ΋ ÁÏÒÛÛ· Î·È ÔÈ ÔÔ›ÔÈ Â-
TÔ EDI (Education Development Èı˘ÌÔ‡Ó Ó· ·ÔÎÙ‹ÛÔ˘Ó ‰ÈÂıÓÒ˜ ·Ó·ÁÓˆÚÈ-
International) Â›Ó·È ¤Ó·˜ ÚˆÙÔfiÚÔ˜ ‰ÈÂ- Ṳ̂ӷ ÈÛÙÔÔÈËÙÈο AÁÁÏÔÌ¿ıÂÈ·˜ ˘„ËÏ‹˜
ıÓ‹˜ ÊÔÚ¤·˜ ÈÛÙÔÔ›ËÛ˘ Ô˘ ‰ËÌÈÔ˘ÚÁ‹- ÔÈfiÙËÙ·˜.
ıËΠ̠ÙË Û˘Á¯ÒÓ¢ÛË ÙÔ˘ K¤ÓÙÚÔ˘ EÍÂÙ¿-
ÛÂˆÓ ÙÔ˘ EÌÔÚÈÎÔ‡ Î·È BÈÔÌ˯·ÓÈÎÔ‡ EÈ- E›Ó·È ·Ó·ÁÓˆÚÈṲ̂Ó˜ ÔÈ ÈÛÙÔÔÈ‹-
ÌÂÏËÙËÚ›Ô˘ ÙÔ˘ §ÔÓ‰›ÓÔ˘ (LCCI) Î·È ÙÔ˘ Â- ÛÂȘ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ EDI ESOL;
ÈÊ·ÓÔ‡˜ ÔÚÁ·ÓÈÛÌÔ‡ ·ÍÈÔÏfiÁËÛ˘ ̤ۈ TÔ A™E¶ (AÓÒÙ·ÙÔ ™˘Ì‚Ô‡ÏÈÔ EÈÏÔÁ‹˜
‰È·‰ÈÎÙ‡Ô˘ GOAL. ¶ÚÔÛˆÈÎÔ‡) ·Ó·ÁÓÒÚÈÛ ÙÔ EDI ESOL
O ÊÔÚ¤·˜ EDI ·Ú¤¯ÂÈ ÈÛÙÔÔÈ‹ÛÂȘ ‰ÈÂ- INTERNATIONAL ÁÈ· Ù· Â›‰· B1, B2,
ıÓÒ˜ ̤ۈ ÂÓfi˜ ‰ÈÎÙ‡Ô˘ 4.000 Î·È ¿Óˆ ÂÁÁÂ-C1 ÙÔÓ ™Â٤̂ÚÈÔ ÙÔ˘ 2008.
ÁÚ·ÌÌ¤ÓˆÓ Î¤ÓÙÚˆÓ Û ÂÚÈÛÛfiÙÂÚ˜ ·fi TÔ EDI ESOL International Â›Ó·È ·Ó·ÁÓˆ-
100 ¯ÒÚ˜ ·ÁÎÔÛÌ›ˆ˜. OÈ ÈÛÙÔÔÈ‹ÛÂȘ ·˘-ÚÈṲ̂ÓÔ ·fi ÙÔÓ ·ÚÌfi‰ÈÔ ÊÔÚ¤· Ù˘ BÚÂÙ·-
Ù¤˜ ·Ó·ÁÓˆÚ›˙ÔÓÙ·È ·fi ¶·ÓÂÈÛÙ‹ÌÈ·, ˘- Ó›·˜, ÙÔ Qualifications and Curriculum
Ô˘ÚÁ›· ¶·È‰Â›·˜ Î·È EÚÁ·Û›·˜, Â·ÁÁÂÏ- Authority (QCA)
Ì·ÙÈÎÔ‡˜ ÊÔÚ›˜ Î·È ÂÚÁÔ‰fiÙ˜ Û ·ÁÎfi- K¿ı Â›Â‰Ô EDI ESOL International ·-
ÛÌÈÔ Â›‰Ô. ÔÙÂÏÂ›Ù·È ·fi ÙÚ›· ˘Ô¯ÚˆÙÈο ̤ÚË
(Reading, Listening & Writing) Î·È ¤Ó· ÚÔ-
™Â ÔÈÔ˘˜ ·¢ı‡ÓÔÓÙ·È ÔÈ ÈÛÙÔÔÈ‹- ·ÈÚÂÙÈÎfi (Speaking).
ÛÂȘ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ EDI ESOL ; ™ÙÔÓ ›Ó·Î· Ô˘ ·ÎÔÏÔ˘ı› ‚ϤÔ˘Ì ÙËÓ
OÈ ÈÛÙÔÔÈ‹ÛÂȘ EDI ESOL International ·ÓÙÈÛÙÔȯ›· ÙˆÓ ÂÈ¤‰ˆÓ Ì ·˘Ù¿ ÙÔ˘ KÔÈ-
(ÚÔËÁÔ‡ÌÂÓÔ˜ Ù›ÙÏÔ˜ ÙÔ˘˜ JETSET) ·¢- ÓÔ‡ E˘Úˆ·˚ÎÔ‡ ¶Ï·ÈÛ›Ô˘ AÓ·ÊÔÚ¿˜
ı‡ÓÔÓÙ·È Û ˘Ô„ËÊ›Ô˘˜ Ô˘ ‰ÂÓ ¤¯Ô˘Ó Ù· (CEF) ÁÈ· ÙȘ •¤Ó˜ °ÏÒÛÛ˜:

E¶I¶E¢A E¶I¶E¢A KÔÈÓfi E˘Úˆ·˚Îfi ¶Ï·›ÛÈÔ AÓ·ÊÔÚ¿˜

EDI Certificates in ESOL International JETSET ÁÈ· ¶ÈÛÙÔÔÈ‹ÛÂȘ °ÏˆÛÛÔÌ¿ıÂÈ·˜
EDI Level 2 Certificate in ESOL
International JETSET 6 C1 E›Â‰Ô ¶Ôχ K·Ï‹˜ °ÓÒÛ˘
EDI Level 1 Certificate in ESOL
International JETSET 5 B2 E›Â‰Ô K·Ï‹˜ °ÓÒÛ˘
EDI Entry Certificate in ESOL
International (Entry Level 3) JETSET 4 B1 E›Â‰Ô M¤ÙÚÈ·˜ °ÓÒÛ˘
EDI Entry Certificate in ESOL
International (Entry Level 2) JETSET 3 A2 E›Â‰Ô B·ÛÈ΋˜ °ÓÒÛ˘
EDI Entry Certificate in ESOL
International (Entry Level 1) JETSET 2 A1 E›Â‰Ô ™ÙÔȯÂÈÒ‰Ô˘˜ °ÓÒÛ˘

TÈ Â›‰Ô˘˜ ·Û΋ÛÂȘ ÂÚÈÏ·Ì‚¿ÓÂÈ Ë Â- ÏÒÓ ÂÈÏÔÁÒÓ (multiple choices), ÙÔ ÔÔ›Ô

ͤٷÛË; ‚·ıÌÔÏÔÁÂ›Ù·È ËÏÂÎÙÚÔÓÈο. A˘Ùfi ÂÍ·ÛÊ·Ï›-
H ηٷÓfiËÛË ÙÔ˘ ÁÚ·ÙÔ‡ Î·È ÙÔ˘ ÚÔÊÔ- ˙ÂÈ ÌÈ· ·ÓÙÈÎÂÈÌÂÓÈ΋ ·ÍÈÔÏfiÁËÛË, ‰Â‰Ô̤-
ÚÈÎÔ‡ ÏfiÁÔ˘ (Reading & Listening) ÂϤÁ¯Â- ÓÔ˘ fiÙÈ ‰ÂÓ ··ÈÙÂ›Ù·È Û˘ÌÏ‹ÚˆÛË ·ÓÔȯÙÒÓ
Ù·È Ì¤Ûˆ ÂÚˆÙËÌ¿ÙˆÓ ÔÏÏ·Ï‹˜ ÂÈÏÔÁ‹˜ ÂÚˆÙ‹ÛÂˆÓ Î·È ÌÈ· 100% ·ÍÈfiÈÛÙË Î·È ·-
Î·È Ù‡Ô˘ ™ˆÛÙfi / §¿ıÔ˜. OÈ ˘Ô„‹ÊÈÔÈ ÛË- ÎÚÈ‚‹˜ ËÏÂÎÙÚÔÓÈ΋ ‚·ıÌÔÏfiÁËÛË ¯¿ÚË ÛÙË
ÌÂÈÒÓÔ˘Ó ÙȘ ··ÓÙ‹ÛÂȘ ÙÔ˘˜ ۠ͯˆÚÈÛÙfi ¯Ú‹ÛË OMR (Optical Mark Reader).
¤ÓÙ˘Ô ··ÓÙ‹ÛÂˆÓ (answer sheet) ÔÏÏ·- H ·Ú·ÁˆÁ‹ ÁÚ·ÙÔ‡ ÏfiÁÔ˘ (Writing) Â-
MAPTIO™ 2009 13

ÚÈÏ·Ì‚¿ÓÂÈ ¤Ó· Û˘Ó‰˘·ÛÌfi ·ÓÔȯÙÒÓ ˘ÔÎÂÈÌÂÓÈÎÒÓ ÛÙËÓ EÏÏ¿‰·;

ÂÚˆÙËÌ¿ÙˆÓ Ô˘ ··ÈÙÔ‡Ó Û‡ÓÙÔ̘ ‹/Î·È ÈÔ Ì·ÎÚÔ-
ÛÎÂÏ›˜ ··ÓÙ‹ÛÂȘ. H ‚·ıÌÔÏfiÁËÛË Á›ÓÂÙ·È ·fi ÂÍÂ-
Ù·ÛÙ‹ ÙÔ˘ EDI.
T· ÚÔÊÔÚÈο (Speaking) ·ÍÈÔÏÔÁÔ‡ÓÙ·È ÚÒÙÔÓ
·fi ÙÔ˘˜ Oral Examiners Î·È ÙÂÏÈο ·fi ÙÔ˘˜ ÂÍÂÙ·-
ÛÙ¤˜ ÙÔ˘ EDI, ηıÒ˜ Ë ÂͤٷÛË Ë¯ÔÁÚ·ÊÂ›Ù·È Î·È ·-
ÔÛÙ¤ÏÏÂÙ·È ÙÂÏÈÎÒ˜ ÛÙË BÚÂÙ·Ó›· Ì·˙› Ì ٷ ˘fiÏÔÈ-
· ̤ÚË.
°È· ÙÔÓ ÚÒÙÔ ¯ÚfiÓÔ ÏÂÈÙÔ˘ÚÁ›·˜ ÙˆÓ ÂÍÂÙ¿ÛˆÓ
EDI ESOL International ı· ÈÛ¯‡ÛÔ˘Ó 2 ËÌÂÚÔÌËӛ˜
ñ 2 & 3 M·˝Ô˘ 2009
ñ ¢ÂΤ̂ÚÈÔ˜ 2009
H ÙÂÏÂ˘Ù·›· ËÌÂÚÔÌËÓ›· ·Ú·Ï·‚‹˜ ·ÈÙ‹ÛÂˆÓ ÁÈ·
ÙËÓ ÂÍÂÙ·ÛÙÈ΋ ÂÚ›Ô‰Ô ÙÔ˘ M·˝Ô˘ 2009 Â›Ó·È 6 M·Ú-
Ù›Ô˘ 2009

¶ÔÈ· Â›Ó·È Ù· ÏÂÔÓÂÎÙ‹Ì·Ù· ÙˆÓ ÈÛÙÔÔÈ‹- ¶fiÙ ·Ó·ÎÔÈÓÒÓÔÓÙ·È Ù· ·ÔÙÂϤÛÌ·Ù·;

ÛÂˆÓ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ EDI ESOL; EÓÙfi˜ 4-6 ‚‰ÔÌ¿‰ˆÓ ·fi ÙË ‰ÈÂÍ·ÁˆÁ‹ ÙˆÓ ÂÍÂÙ¿-
ñ OÈ ÈÛÙÔÔÈ‹ÛÂȘ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ EDI ESOL ÛˆÓ
·Ó·ÁÓˆÚ›˙ÔÓÙ·È ·fi ÙÔ
Q.C.A Î·È ÙÔ A.™.E.¶
ñ OÈ ÈÛÙÔÔÈ‹ÛÂȘ
·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ EDI
ESOL Â›Ó·È ‰ÈÂıÓÒ˜ ·-
Ó·ÁÓˆÚÈṲ̂ÓÔÈ Ù›ÙÏÔÈ
ÛÔ˘‰ÒÓ Û 100 ηÈ
ϤÔÓ ¯ÒÚ˜, ·fi ˘-
Ô˘ÚÁ›· ¶·È‰Â›·˜ ηÈ
EÚÁ·Û›·˜, ¶·ÓÂÈÛÙ‹-
ÌÈ· ηıÒ˜ EÏÏËÓÈΤ˜
Î·È ÔÏ˘ÂıÓÈΤ˜ ÂÙ·È-
Ú›˜.
ñ EȉÈο ÚÔÛ·ÚÌÔ-
Ṳ̂ÓÔ Î·È ÁÈ· ˘Ô„‹ÊÈ-
Ô˘˜ ÌÈÎÚ‹˜ ËÏÈΛ·˜
ñ M¤ÛÔ˜ fiÚÔ˜ ÂÈÙ˘-
¯›·˜ (‚¿ÛË) 50% ÌÂ
Û˘Ì„ËÊÈÛÌfi ÙˆÓ ÂÍÂ-
Ù·˙fiÌÂÓˆÓ ‰ÂÍÈÔًوÓ:
L i s t e n i n g ,
Reading,Writing
ñ OÈ ÁÚ·Ù¤˜ ÙÔ˘ Â-
ÍÂÙ¿ÛÂȘ ‰›ÓÔ˘Ó ¤ÌÊ·-
ÛË ÛÙËÓ Î·ıËÌÂÚÈÓ‹ Â-
ÈÎÔÈÓˆÓ›·, ÁÈ’ ·˘Ùfi
Î·È Ù· ÚÔÊÔÚÈο ÙÔ˘
(Speaking) Â›Ó·È ÚÔ-
·ÈÚÂÙÈο
ñ ¶ÏÂÔÓÂÎÙ‹Ì·Ù· ÂÈ-
‰Èο ÁÈ· ÙÔ˘˜ ÊÚÔÓÙÈ-
ÛÙËÚÈÔ‡¯Ô˘˜/ηıËÁË-
Ù¤˜ Ô˘ ı· ÂÎ·È‰Â‡-
ÛÔ˘Ó ÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘˜
ÁÈ· ÙÔ EDI

¶fiÛÔ Û˘¯Ó¿ ‰ÈÂÍ¿-

ÁÔÓÙ·È ÔÈ ÂÍÂÙ¿ÛÂȘ
14 MAPTIO™ 2009

Ocnw Esol International

Questions and Answers
¶ÔÈÔ Â›Ó·È ÙÔ OCNW;
TÔ Open College of the North West
(OCNW) Â›Ó·È ÙÔ ·ÔÙ¤ÏÂÛÌ· ÌÈ·˜ Û˘ÓÂÚÁ·-
Û›·˜ ÎÔÚ˘Ê·›ˆÓ BÚÂÙ·ÓÈÎÒÓ ·ÓÂÈÛÙ‹ÌȈÓ.
TÔ˘ University of Lancaster, ÙÔ University of
Liverpool, ÙÔ University of Central
Lancashire, Î·È ¿ÏψÓ.
◊Ù·Ó ÙÔ ÚÒÙÔ «AÓÔÈÎÙfi KÔÏϤÁÈÔ» Ô˘
ÛÙ‹ıËΠÙÔ 1975, Ì ÛÎÔfi Ó· ÚÔÛʤÚÂÈ ÙËÓ
¢ηÈÚ›· ÚfiÛ‚·Û˘ Û ·ÓÂÈÛÙ‹ÌÈ· Û ¯È-
ÏÈ¿‰Â˜ ·ÓıÚÒÔ˘˜ Ô˘ ‰ÂÓ Â›¯·Ó ÙËÓ Ù‡¯Ë Ó·
ÊÔÈÙ‹ÛÔ˘Ó ÛÙ· ·Ó¿ÎÚÈ‚· ȉȈÙÈο ÎÔÏϤÁÈ·
Ô˘ ηٿ ·Ú¿‰ÔÛË ÚÔÂÙÔÈÌ¿˙Ô˘Ó ÙÔ˘˜
ÕÁÁÏÔ˘˜ ÚÔÓÔÌÈÔ‡¯Ô˘˜ ÁÈ· ÙËÓ ·ÓÒÙ·ÙË
·È‰Â›·.
ŸÏ· ·˘Ù¿ Ù· ¯ÚfiÓÈ· ÙÔ OCNW ¤¯ÂÈ ‰È·ÙË-
Ú‹ÛÂÈ ·fi ÙË ÌÈ· ÙËÓ ·˘ÙÔÓÔÌ›· ÙÔ˘ Î·È ·fi
ÙËÓ ¿ÏÏË ÙÔÓ ÌË ÎÂÚ‰ÔÛÎÔÈÎfi ¯·Ú·ÎÙ‹Ú·
ÙÔ˘.
TÈ Î¿ÓÂÈ ÙÔ OCNW ÌÔÓ·‰ÈÎfi;
TÔ OCNW Â›Ó·È Ô ÌÔÓ·‰ÈÎfi˜ ÔÚÁ·ÓÈÛÌfi˜
ÛÙÔ Hӈ̤ÓÔ B·Û›ÏÂÈÔ Ô˘ Û˘Ó‰˘¿˙ÂÈ ·ÍÈÔ-
ÏfiÁËÛË ·fi ÙËÓ QAA (Quality Assurance
Agency) Î·È ÙËÓ QCA (Qualifications and
Curriculum Authority). H ÚÒÙË (QAA) ›-
Ó·È Ô ÔÚÁ·ÓÈÛÌfi˜ Ô˘ ÂϤÁ¯ÂÈ ÙËÓ ÔÈfiÙËÙ·
Î·È ·ÍÈÔÏÔÁ› Ù· I‰Ú‡Ì·Ù· AÓÒÙ·Ù˘ EÎ·›-
‰Â˘Û˘, ÂÓÒ Ë QCA ·ÍÈÔÏÔÁ› Î·È ÂϤÁ¯ÂÈ
ÙËÓ ÔÈfiÙËÙ· ÚÔÁÚ·ÌÌ¿ÙˆÓ ÚÔ-AÓÒÙ·Ù˘.
A˘Ù‹ Ë È‰È·ÈÙÂÚfiÙËÙ· Â›Ó·È Î¿ÙÈ Û·Ó ‰ÈÏ‹
ÛÊÚ·Á›‰· ÂÁÁ‡ËÛ˘.
¶ÔÈÔ˜ ·Ó·ÁÓˆÚ›˙ÂÈ
ÙÔ OCNW ESOL INTERNATIONAL;
OÈ ÂÍÂÙ¿ÛÂȘ Â›Ó·È ·ÍÈÔÏÔÁË̤Ó˜ Î·È ·Ó·-
ÁÓˆÚÈṲ̂Ó˜ ·fi ÙËÓ QCA. ¶ÂÚÈÏ·Ì‚¿ÓÔ-
ÓÙ·È ÛÙÔÓ Î·Ù¿ÏÔÁÔ ÂÍÂÙ¿ÛÂˆÓ Ô˘ Ô UCAS
(Universities and Colleges Admissions
Services) ·Ó·ÁÓˆÚ›˙ÂÈ Û·Ó ÎÚÈÙ‹ÚÈ· ÁÓÒÛ˘
AÁÁÏÈÎÒÓ ÁÈ· ÂÈÛ‰Ô¯‹ ÛÙ· BÚÂÙ·ÓÈο AEI.
™ÙËÓ EÏÏ¿‰· ÔÈ ÂÍÂÙ¿ÛÂȘ ¤¯Ô˘Ó ·Ó·ÁÓˆÚÈ-
Ûı› ·fi ÙÔ A™E¶ ÙÔÓ ™Â٤̂ÚË ÙÔ˘ 2008.
¶ÔÈ· Â›Ó·È Ù· Â›‰· Ô˘ ÚÔÛʤÚÔÓÙ·È;
T· ·ÔÙÂϤÛÌ·Ù· ‰È·‚·ıÌ›˙ÔÓÙ·È ˆ˜:

OCNW ESOL INTERNATIONAL °ÓÒÛË Û‡Ìʈӷ Ì EÏÏËÓÈÎfi ¶¢ E˘Úˆ·˚Îfi ¶Ï·›ÛÈÔ

Level 3 ÕÚÈÛÙË C2
Level 2 ¶Ôχ ηϋ C1
Level 1 M¤ÙÚÈ· B2
Entry Level 3 K·Ï‹ B1

DISTINCTION, MERIT, PASS, FAIL ™‡Ó‰ÂÛÌÔ˜) Ì ›ڷ ÛÙË ‰ÈÔÚÁ¿ÓˆÛË ·‰È¿-

‚ÏËÙˆÓ ÂÍÂÙ¿ÛˆÓ.
TÈ Î¿ÓÂÈ ÙȘ ÂÍÂÙ¿ÛÂȘ OCNW ESOL ñ H ‰ÈÏ‹ ÛÊÚ·Á›‰· ÔÈfiÙËÙ·˜ ·fi QAA
INTERNATIONAL Ó· ͯˆÚ›˙Ô˘Ó; Î·È QCA.
ñ H fiÏË ÊÈÏÔÛÔÊ›· ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ Ô˘ ñ H ·Ó·ÁÓÒÚÈÛË ·fi Ù· BÚÂÙ·ÓÈο AEI
‰ÂÓ ‚¿˙ÂÈ ·Á›‰Â˜ ÛÙÔ˘˜ ÂÍÂÙ·˙fiÌÂÓÔ˘˜ ·ÏÏ¿
ÛÙ· ›ÛÈ· ÈÛÙÔÔÈ› ÙȘ ÁÓÒÛÂȘ Ô˘ ¤¯Ô˘Ó.
ñ H ·Ó·ÌÊÈÛ‚‹ÙËÙË ·Ó·ÁÓÒÚÈÛË ÛÙËÓ M. ¶fiÙ ı· ‰ÈÂÍ·¯ıÔ‡Ó ÔÈ ÂÍÂÙ¿ÛÂȘ;
BÚÂÙ·Ó›·, ÙËÓ EÏÏ¿‰· Î·È ‰ÈÂıÓÒ˜. ™ÙȘ 9 Î·È 10 M·˝Ô˘ Î·È ÙÔ ¢ÂΤ̂ÚÈÔ ÁÈ·
ñ TÔ ·ÍÈfiÈÛÙÔ ÙÔ˘ ÔÚÁ·ÓÈÛÌÔ‡ Ô˘ ÙȘ ÙÔ 2009. O ¶·ÓÂÏÏ‹ÓÈÔ˜ ™‡Ó‰ÂÛÌÔ˜ ‰¤¯ÂÙ·È
‰ÈÔÚÁ·ÓÒÓÂÈ ÛÙËÓ EÏÏ¿‰· (¶·ÓÂÏÏ‹ÓÈÔ˜ ·ÈÙ‹ÛÂȘ Û˘ÌÌÂÙÔ¯‹˜ ‹‰Ë.
MAPTIO™ 2009
¢È·¯Â›ÚÈÛË ¯ÚfiÓÔ˘. ŒÌÊ˘ÙÔ ¯¿ÚÈÛÌ·
‹ ·ÔÙ¤ÏÂÛÌ· ÚÔÁÚ·ÌÌ·ÙÈÛÌÔ‡
Î·È ÂÎ·›‰Â˘Û˘;
¢Ú £ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘, EÎ·È‰Â˘ÙÈ΋ ™‡Ì‚Ô˘ÏÔ˜. EȉÈ΋ ¶·È‰·ÁˆÁfi˜
theodora.papadopoulou@gmail.com
ηÈÓÔ‡ÚÁÈÔ˜ ¯ÚfiÓÔ˜ ÍÂΛÓËÛÂ Î·È Ì·˙› ÙÔ˘
O ÍÂΛÓËÛ ¤Ó·˜ Ó¤Ô˜ ·ÎÏÔ˜ ÚÔÛ‰ÔÎÈÒÓ ÁÈ·
fiÏÔ˘˜ Ì·˜. AÍÈÔÏÔÁÒÓÙ·˜ Ù· ÂÈÙ‡ÁÌ·Ù·
Î·È ÙȘ ‰˘ÛÎÔϛ˜ Ô˘ ·ÓÙÈÌÂÙˆ›Û·Ì ÙËÓ
ÚÔËÁÔ‡ÌÂÓË ¯ÚÔÓÈ¿, ı¤ÙÔ˘Ì ӤԢ˜ ÛÙfi-
¯Ô˘˜ Î·È Î·Ù·ÛÙÚÒÓÔ˘Ì ۯ¤‰ÈÔ Â›Ù¢Í˘ ÙÔ˘˜.
ŒÓ·˜ ηıÔÚÈÛÙÈÎfi˜ ·Ú¿ÁÔÓÙ·˜ ÁÈ· ÙËÓ Â›Ù¢-
ÍË ÙˆÓ ÛÙfi¯ˆÓ Ì·˜ Â›Ó·È Ë ÛˆÛÙ‹ ‰È·¯Â›ÚÈÛË ¯Úfi-
ÓÔ˘.
ÕÓıÚˆÔÈ fiÏˆÓ ÙˆÓ ËÏÈÎÈÒÓ ·Ú·ÔÓÈÔ‡ÓÙ·È fiÙÈ
‰ÂÓ ¤¯Ô˘Ó ¯ÚfiÓÔ. ¢ÂÓ ÚÔÏ·‚·›ÓÔ˘Ó Ó· ‰ÈÂÎÂÚ·È-
ÒÛÔ˘Ó ÙȘ ˘Ô¯ÚÂÒÛÂȘ ÙÔ˘˜, ‰ÂÓ ÚÔÏ·‚·›ÓÔ˘Ó Ó·
·ÊÈÂÚÒÛÔ˘Ó ¯ÚfiÓÔ ÛÙ· ·È‰È¿ ÙÔ˘˜, ‰ÂÓ ÚÔÏ·‚·›-
ÓÔ˘Ó Ó· ÂÎÙÂϤÛÔ˘Ó Û˘ÁÎÂÎÚÈ̤Ó˜ ‰Ú·ÛÙËÚÈfiÙË-
Ù˜ ̤۷ ÛÂ Û˘ÁÎÂÎÚÈ̤ÓÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ·, ‰ÂÓ
ÚÔÏ·‚·›ÓÔ˘Ó Ó· ‰È·‚¿ÛÔ˘Ó Ù· Ì·ı‹Ì·Ù¿ ÙÔ˘˜,
Î·È ›Ûˆ˜ ÙÔ ÈÔ ÛËÌ·ÓÙÈÎfi ·fi fiÏ·, ‰ÂÓ ÚÔÏ·‚·›-
ÓÔ˘Ó Ó· ‚ÚÔ˘Ó ÂχıÂÚÔ ¯ÚfiÓÔ Î·È Ó· ·Û¯ÔÏËıÔ‡Ó
Ì ‰Ú·ÛÙËÚÈfiÙËÙ˜ (hobbies) Ô˘ ‚ÔËıÔ‡Ó Î¿ı ¿Ó-
ıÚˆÔ Ó· ·ÈÛı·Óı› ηχÙÂÚ· Î·È Ó· ··ÏÏ·Á› ·-
fi ÙÔ ¿Á¯Ô˜ Ù˘ ηıËÌÂÚÈÓfiÙËÙ·˜.
O ¯ÚfiÓÔ˜ Â›Ó·È Ô ÈÔ ÔχÙÈÌÔ˜ fiÚÔ˜ Ô˘ ¤¯Ô˘-
ÌÂ. E›Ó·È ÔÏ˘ÙÈÌfiÙÂÚÔ˜ ·ÎfiÌ· Î·È ·fi ÙÔ ¯Ú‹Ì·,
‰ÈfiÙÈ Ô ¯·Ì¤ÓÔ˜ ¯ÚfiÓÔ˜ ‰ÂÓ ÎÂÚ‰›˙ÂÙ·È ÔÙ¤ Î·È ÌÂ
ηӤӷ ÙÚfiÔ, Û ·ÓÙ›ıÂÛË Ì ÙÔ ¯Ú‹Ì· Ô˘ ÌÔ-
Úԇ̠ӷ ÙÔ ·ÔÎÙ‹ÛÔ˘Ì ͷӿ ·ÎfiÌ· Î·È fiÙ·Ó ÙÔ
¤¯Ô˘Ì ¯¿ÛÂÈ.
™˘ÓÂÒ˜, ÙÔ ‘ÎÂÊ¿Ï·ÈÔ ¯ÚfiÓÔ˘’ Ô˘ ¤¯ÂÈ Ô Î·ı¤-
Ó·˜ Ú¤ÂÈ Ó· Ì¿ıÂÈ Ó· ÙÔ ÂÂÓ‰‡ÂÈ ÚÔÛ¯ÙÈο Â-
ÈÙ˘Á¯¿ÓÔÓÙ·˜ ÙÔ˘˜ ÛÙfi¯Ô˘˜ ÙÔ˘ Î·È Ó· ÌËÓ ·Ó·ÏÒ-
ÓÂÙ·È Û ‰Ú·ÛÙËÚÈfiÙËÙ˜ Ô˘ ‰ÂÓ ÙÔ˘ ÚÔÛʤÚÔ˘Ó
η̛· ¢¯·Ú›ÛÙËÛË Î·È ‰ÂÓ ·Ó·ÙÚÔÊÔ‰ÔÙÔ‡Ó ÙȘ
‰˘Ó¿ÌÂȘ ÙÔ˘.
OÈ ÁÚ‹ÁÔÚÔÈ Ú˘ıÌÔ› Ù˘ ηıËÌÂÚÈÓfiÙËÙ·˜ ÛÂ
Û˘Ó‰˘·ÛÌfi Ì ÙȘ ·˘ÍË̤Ó˜ ··ÈÙ‹ÛÂȘ Ô˘ Ì·˜ Â-
È‚¿ÏÏÂÈ Ô Ó¤Ô˜ ÙÚfiÔ˜ ˙ˆ‹˜, οÓÔ˘Ó ÂÈÙ·ÎÙÈ΋
ÙËÓ ·Ó¿ÁÎË ÁÈ· ÚÔÁÚ·ÌÌ·ÙÈÛÌfi, ¤ÙÛÈ ÒÛÙÂ Ó· ·-
ÔÊ¢¯ıÔ‡Ó ÎÚ›ÛÂȘ ·ÓÈÎÔ‡, ·ÈÛı‹Ì·Ù· ÌÂÈÔÓÂ-
Í›·˜, ˆ˜ ·ÔÙ¤ÏÂÛÌ· ·ÓÂÎÏ‹ÚˆÙˆÓ ÚÔÛˆÈÎÒÓ
ÛÙfi¯ˆÓ Î·È ÂÌÊ¿ÓÈÛË „˘¯ÔÏÔÁÈÎÒÓ Î·È ÛˆÌ·ÙÈÎÒÓ
15
‰È·Ù·Ú·¯ÒÓ, ˆ˜ ·fiÚÚÔÈ· ¤ÎıÂÛ˘ ÙÔ˘ ·˘ÙÔ‡ Ì·˜
Û ˘¤ÚÌÂÙÚÔ ¿Á¯Ô˜ Î·È ›ÂÛË. ¢ÂÓ Â›Ó·È Î·ıfiÏÔ˘
Ù˘¯·›Ô ÙÔ ÁÂÁÔÓfi˜ Ù˘ ·‡ÍËÛ˘ Ù˘ ÂÌÊ¿ÓÈÛ˘ ÎÚ›-
Û˘ ·ÓÈÎÔ‡ Û ·È‰È¿ Û¯ÔÏÈ΋˜ ËÏÈΛ·˜.
ŒÓ·˜ ÌÂÁ¿ÏÔ˜ ·ÚÈıÌfi˜ Ì·ıËÙÒÓ ·‰˘Ó·ÙÔ‡Ó Ó·
·ÓÙ·ÔÎÚÈıÔ‡Ó Â·ÚÎÒ˜ ÛÙȘ ˘Ô¯ÚÂÒÛÂȘ ÙÔ˘˜,
Î·È Î¿ı ̤ڷ ‰›ÓÔ˘Ó Ì¿¯Ë Ì ÙÔ ¯ÚfiÓÔ. H Ì›ˆÛË
ÙˆÓ ˆÚÒÓ Ù˘ ÍÂÎÔ‡Ú·Û˘, Î·È Ë ¤ÏÏÂÈ„Ë ÂÓ·Û¯fi-
ÏËÛ˘ Ì Â͈ۯÔÏÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ Â›Ó·È ÌfiÓÔ
¤Ó· ̤ÚÔ˜ ÙˆÓ ÂÈÙÒÛÂˆÓ Ù˘ η΋˜ ‰È·¯Â›ÚÈÛ˘
¯ÚfiÓÔ˘.
A˜ ‰Ô‡ÌÂ, ÏÔÈfiÓ, ÙÈ Â›Ó·È Ô ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜.
‘¶ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜’ Â›Ó·È Ó· ·›ÚÓÂÈ Î·Ó›˜ ¤-
ÁηÈÚ· ·fiÊ·ÛË ÙÈ Ó· οÓÂÈ, Ò˜ Ó· ÙÔ Î¿ÓÂÈ, ηÈ
fiÙ ӷ ÙÔ Î¿ÓÂÈ. E›Ó·È ¤Ó·˜ ¢¤ÏÈÎÙÔ˜ Ì˯·ÓÈÛÌfi˜
ÁÈ· ÙË Ï‹„Ë ·ÔÊ¿ÛˆÓ. AÚÎÂÙÔ› ¿ÓıÚˆÔÈ ·Ú-
ÓÔ‡ÓÙ·È Ó· ÚÔÁÚ·ÌÌ·Ù›ÛÔ˘Ó, ·fi Êfi‚Ô fiÙÈ ‰ÂÓ ı·
ÌÔÚ¤ÛÔ˘Ó Ó· ˘ÏÔÔÈ‹ÛÔ˘Ó ÙÔ˘˜ ÛÙfi¯Ô˘˜ ÙÔ˘˜. A˜
ÌËÓ Í¯ӿÌ fiÙÈ Ô ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ Ì·˜ ʤÚÓÂÈ ·-
ÓÙÈ̤وÔ˘˜ Ì ÙȘ ÂÈÏÔÁ¤˜ Ì·˜, ·Ó·ÁÓˆÚ›˙Ô˘ÌÂ
ÙȘ ÚÔÙÂÚ·ÈfiÙËÙ˜ Ì·˜ Î·È ·ÍÈÔÏÔÁԇ̠ÙÔÓ Â·˘Ùfi
Ì·˜ ̤۷ ·fi ÙËÓ Ú·ÁÌ¿ÙˆÛË ÙˆÓ ÛÙfi¯ˆÓ Ì·˜. O
ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ ıˆÚÂ›Ù·È ÛˆÛÙfi˜ fiÙ·Ó Â›Ó·È Â˘-
¤ÏÈÎÙÔ˜. AÚÎÂÙ¤˜ ÊÔÚ¤˜ ÔÈ ¿ÓıÚˆÔÈ ı¤ÙÔ˘Ó ÂÚÈÛ-
ÛfiÙÂÚÔ˘˜ ÛÙfi¯Ô˘˜ ·fi ·˘ÙÔ‡˜ Ô˘ Â›Ó·È Û ı¤ÛË Ó·
ÂÎÏËÚÒÛÔ˘Ó Î·È ÙÔ ‰È·ÈÛÙÒÓÔ˘Ó ÌfiÓÔ fiÙ·Ó ¤Ú¯Â-
Ù·È Ë ÒÚ· ÂÎfiÓËÛ˘ ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ Ô˘ ¤¯Ô˘Ó
ÔÈ ›‰ÈÔÈ Û¯Â‰È¿ÛÂÈ. ¶¿ÓÙ· fï˜ ˘¿Ú¯ÂÈ Ë ‰˘Ó·Ùfi-
ÙËÙ· ÙÔ˘ Â·Ó·ÚÔÛ‰ÈÔÚÈÛÌÔ‡ ÙˆÓ ÛÙfi¯ˆÓ Î·È Â-
·Ó·Û¯Â‰È·ÛÌÔ‡ ÙÔ˘ ËÌÂÚ‹ÛÈÔ˘, ‚‰ÔÌ·‰È·›Ô˘ ‹
ÂÙ‹ÛÈÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ Ì·˜.
M¤Û· ·fi ¤Ó· ‚‰ÔÌ·‰È·›Ô ÚfiÁÚ·ÌÌ·, ÛÙÔ Ô-
Ô›Ô ı· ¤¯Ô˘ÌÂ Û˘ÌÂÚÈÏ¿‚ÂÈ ÙËÓ ÂÚÁ·Û›· Ì·˜ (‹
ÙÔ Û¯ÔÏ›Ô), ÙȘ ˘Ô¯ÚÂÒÛÂȘ Ì·˜ (ÌÂϤÙË Ì·ıËÌ¿-
ÙˆÓ, ‰È¿‚·ÛÌ· ÙˆÓ ·È‰ÈÒÓ, Î.Ï.), ÙȘ ‰Ú·ÛÙËÚÈfi-
ÙËÙ˜ Ì·˜ ( ÊÚÔÓÙÈÛÙ‹ÚÈ·, Á˘ÌÓ·ÛÙ‹ÚÈÔ, Î.Ï.) ‰È·-
ÈÛÙÒÓÔ˘Ì fiÙÈ Ô ¯ÚfiÓÔ˜ Â›Ó·È Û˘ÁÎÂÎÚÈ̤ÓÔ˜ ηÈ
ÔχÙÈÌÔ˜. ¢ÂÓ ·Ê‹ÓÂÈ ÂÚÈıÒÚÈ· Û·Ù¿Ï˘, ÌÈ·˜
Î·È Ù· ·ÔÙÂϤÛÌ·Ù· ¤¯Ô˘Ó ¿ÌÂÛÔ ·ÓÙ›ÎÙ˘Ô ÛÙËÓ
ÔÈfiÙËÙ· Ù˘ ˙ˆ‹˜ Ì·˜.
16 MAPTIO™ 2009

¢ÂÓ Ú¤ÂÈ Ó· ͯӿÌ fiÙÈ Ô ¯ÚfiÓÔ˜ ÌÔÚ› Ó· ›-
Ó·È Ô Î·Ï‡ÙÂÚÔ˜ Ê›ÏÔ˜ Ì·˜ ‹ Ô ¯ÂÈÚfiÙÂÚÔ˜ ¯ıÚfi˜
Ì·˜! EÌ›˜ ÂÈϤÁÔ˘Ì ÙÔ ÚfiÏÔ Ô˘ ı¤ÏÔ˘Ì ӷ ÙÔ˘
‰ÒÛÔ˘ÌÂ Î·È ÂΛÓÔ˜ Ì·˜ ÂÈ‚Ú·‚‡ÂÈ ·Ó¿ÏÔÁ·.
O ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ ÁÈ· ÔÏÏÔ‡˜ ÈÛÔ‰˘Ó·Ì› ÌÂ
·‡ÍËÛË ÙÔ˘ ¿Á¯Ô˘˜. AÈÛı¿ÓÔÓÙ·È fiÙÈ ‘Ó›ÁÔÓÙ·È’ fi-
Ù·Ó Î·ÏÔ‡ÓÙ·È Ó· ۯ‰ȿÛÔ˘Ó ÙÔ Â‚‰ÔÌ·‰È·›Ô ÙÔ˘˜
ÚfiÁÚ·ÌÌ·.
A˘Ùfi fï˜ ‰ÂÓ Â›Ó·È Ù›ÔÙ ¿ÏÏÔ ·fi ÌÈ· „¢-
‰·›ÛıËÛË! A˘Ùfi Ô˘ ÙÔ˘˜ ‰ËÌÈÔ˘ÚÁ› ÛÙÚ˜ Â›Ó·È Ë
·Ó¿ÁÎË ÁÈ· ÚÔÛ‰ÈÔÚÈÛÌfi ÛÙfi¯ˆÓ, ÁÈ· ·ÍÈÔÏfiÁËÛË
ÙˆÓ ÚÔÙÂÚ·ÈÔÙ‹ÙˆÓ ÙÔ˘˜ Î·È ‰¤ÛÌ¢ÛË ÁÈ· ÙËÓ ˘-
ÏÔÔ›ËÛË ÙÔ˘˜. O ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ ÂÏ¢ıÂÚÒÓÂÈ
ÙÔÓ ¿ÓıÚˆÔ ·fi ÙÔ ÛÙÚ˜ Î·È ÙÔ˘ ‰›ÓÂÈ ¤Ó· Ôχ-
ÙÈÌÔ ‰ÒÚÔ: ÂχıÂÚÔ ¯ÚfiÓÔ ÁÈ· ÙÔÓ Â·˘Ùfi ÙÔ˘.
TÈ Ì·˜ ‘ÙÚÒÂÈ’ ÙÔ ¯ÚfiÓÔ;;;
H ·¿ÓÙËÛË Â›Ó·È ·Ï‹: H ·Ó·‚ÏËÙÈÎfiÙËÙ·.
H ·Ó·‚ÏËÙÈÎfiÙËÙ· ÁÂÓÈο ‚·Û›˙ÂÙ·È Û Êfi‚Ô ·-
ÔÙ˘¯›·˜ Î·È ·ÌÊÈ‚ÔÏ›·. ¢ËÏÒÓÂÈ ¤ÏÏÂÈ„Ë ÂÌÈÛÙÔ-
Û‡Ó˘ ÛÙÔÓ Â·˘Ùfi Ì·˜ Î·È ÛÙȘ ÈηÓfiÙËÙ˜ Ì·˜.
AÚÎÂÙÔ› ¿ÓıÚˆÔÈ, Û˘ÌÂÚÈÏ·Ì‚·ÓÔÌ¤ÓˆÓ Î·È ·˘-
ÙÒÓ Ì ÂÈÛÙËÌÔÓÈ΋ Â¿ÚÎÂÈ·, ‰ÈÛÙ¿˙Ô˘Ó Ó· Â-
ÌÏ·ÎÔ‡Ó Û ‰Ú·ÛÙËÚÈfiÙËÙ˜ ·fi Êfi‚Ô fiÙÈ ‰ÂÓ ı·
Ù· ηٷʤÚÔ˘Ó Î·È ·˘Ùfi ı· ¤¯ÂÈ ·ÓÙ›ÎÙ˘Ô ÛÙËÓ ÂÈ-
ÎfiÓ· ÙÔ˘˜.
ŒÓ·˜ ÂÍ›ÛÔ˘ ÛËÌ·ÓÙÈÎfi˜ ÏfiÁÔ˜ Ô˘ ˆı› ÙÔÓ ¿Ó-
ıÚˆÔ ÛÙËÓ ·Ó·‚ÏËÙÈÎfiÙËÙ· Â›Ó·È Ë ·ÓÈηÓfiÙËÙ¿
ÙÔ˘ Ó· ‰ÂÛÌ¢ı› Û οÙÈ. TÔ ÌÂÙ·ÊÚ¿˙ÂÈ ‚¤‚·È·
ˆ˜ ¤ÏÏÂÈ„Ë ÎÈÓ‹ÙÚˆÓ ‹ ¤ÏÏÂÈ„Ë ¯ÚfiÓÔ˘, ·ÏÏ¿ Ë ·-
Ï‹ıÂÈ· Â›Ó·È fiÙÈ ·‰˘Ó·Ù› Ó· ‰ÂÛÌ¢ı› Û ¤Ó· Ó¤Ô
ÛÙfi¯Ô, ·ÓÂÍ¿ÚÙËÙ· Ì ÙÔ fiÛÔ ÛËÌ·ÓÙÈÎfi˜ Â›Ó·È ÁÈ·
ÂΛÓÔÓ.
Y¿Ú¯ÂÈ Ê˘ÛÈο Î·È Ë Î·ÙËÁÔÚ›· ·ÓıÚÒˆÓ Ô˘
ı¤ÏÔ˘Ó ¿ÓÙ· Ó· ‰ÔÎÈÌ¿˙Ô˘Ó ÙȘ ·ÓÙÔ¯¤˜ ÙÔ˘˜ ηÈ
ÙËÓ Ù‡¯Ë ÙÔ˘˜, ·Ê‹ÓÔÓÙ·˜ Ù· ¿ÓÙ· ÁÈ· ÙËÓ ÙÂÏ¢-
Ù·›· ÛÙÈÁÌ‹. AÓ·‚¿ÏÏÔ˘Ó ÙȘ ÂÚÁ·Û›Â˜ ÙÔ˘˜ ηÈ
ÚÔÛ·ıÔ‡Ó Ó· ÙȘ ‰ÈÂÎÂÚ·ÈÒÛÔ˘Ó ÙËÓ ÙÂÏÂ˘Ù·›·
ÛÙÈÁÌ‹, ¤ÙÛÈ ÒÛÙ ӷ ¿ÚÔ˘Ó ÙËÓ ÈηÓÔÔ›ËÛË fiÙÈ
ÙÂÏÈο Ù· ηٿÊÂÚ·Ó. E›Ó·È ÌÈ· ÌÔÚÊ‹ ·Ó¿Á΢ ÁÈ·
ÂÈ‚Ú¿‚¢ÛË ÙÔ˘ ·˘ÙÔ‡ ÙÔ˘˜ ̤۷ ·fi ÌÈ· ηٿ-
ÛÙ·ÛË Ô˘ ‚¿˙ÂÈ Û ‰ÔÎÈÌ·Û›· ÙËÓ „˘¯Ô-Û˘Ó·ÈÛıË-
Ì·ÙÈ΋ ˘Á›· ÙfiÛÔ ÙˆÓ ›‰ÈˆÓ fiÛÔ Î·È ÙˆÓ ¿ÏÏˆÓ ·Ó-
ıÚÒˆÓ Ô˘ ÂÌϤÎÔÓÙ·È Û ·˘Ù‹.
H ·‰˘Ó·Ì›· Û˘ÁΤÓÙÚˆÛ˘ Ô‰ËÁ› Â›Û˘ Û ·-
Ó·‚ÏËÙÈÎfiÙËÙ·. Y¿Ú¯Ô˘Ó ¿ÙÔÌ· Ô˘ Â›Ó·È Â˘¿Ïˆ-
Ù· ÛÙË ‰È¿Û·ÛË ÚÔÛÔ¯‹˜ ·fi ‰È¿ÊÔÚÔ˘˜ Â͈ÁÂ-
Ó›˜ ·Ú¿ÁÔÓÙ˜ Î·È ˆ˜ Û˘Ó¤ÂÈ· ·‰˘Ó·ÙÔ‡Ó Ó· ÂÚ-
Á·ÛıÔ‡Ó Î·È Ó· ¤¯Ô˘Ó ÔÈÔÙÈÎfi ¯ÚfiÓÔ ‰Ô˘ÏÂÈ¿˜.
H ·Ó·‚ÏËÙÈÎfiÙËÙ· ·ÓÙÈÌÂÙˆ›˙ÂÙ·È Ì ÂÈÙ˘¯›·
fiÙ·Ó ·Ú¯Èο ÙÔ ¿ÙÔÌÔ ÙËÓ ·Ó·ÁÓˆÚ›ÛÂÈ Î·È ÂÈÛË-
Ì¿ÓÂÈ ÙȘ ·Èٛ˜ Ô˘ ÙËÓ ÚÔηÏÔ‡Ó. OÚÁ·ÓÒÓÔÓÙ·˜
ÙÔ ¯ÚfiÓÔ, ‰È·ÌÔÈÚ¿˙ÔÓÙ¿˜ ÙÔÓ Û ÌÈÎÚfiÙÂÚ˜ ÌÔÓ¿-

TÚÂÏϤ˜ ÚÔÛÊÔÚ¤˜* Û ÏÂÍÈο ¤ˆ˜ ÙÔ Ù¤ÏÔ˜ M·ÚÙ›Ô˘

EÎÙÒÛÂȘ ·fi 25% ¤ˆ˜ 45%
Û AÁÁÏÈο, °·ÏÏÈο, IÙ·ÏÈο,
IÛ·ÓÈο & EÏÏËÓÈο ÏÂÍÈο

* °È· Ó· Ï¿‚ÂÙ ÙÔÓ Ï‹ÚË Î·Ù¿ÏÔÁÔ ÙˆÓ ÚÔÛÊÔÚÒÓ Ì·˜, ÁÚ¿„Ù ̷˜ ÛÙÔ stella.floras@floras.gr
ñ∞ı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59 - ÙËÏ. 210-3215590 ñ¶ÂÈÚ·È¿˜ ∑ˆÛÈÌ¿‰ˆÓ 46 - ÙËÏ. 210-4172819
ñ∫·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31 - ÙËÏ. 210-9577435 ñ¡.πˆÓ›· §.∏Ú·ÎÏ›Ԣ 350 ∂ÌÔÚÈÎfi ∫¤ÓÙÚÔ πO¡π∞ 2000 -ÙËÏ. 210-2710665
ñ¶ÂÚÈÛÙ¤ÚÈ ∂ıÓÈ΋˜ ∞ÓÙÈÛÙ¿Ûˆ˜ 87- ÙËÏ. 210-5756882 ñ∞ÈÁ¿Ïˆ ™Ù¤Ê·ÓÔ˘ ™·Ú¿ÊË 2 - ÙËÏ. 210-5312269
ñª·ÚÔ‡ÛÈ ªÈÏÙÈ¿‰Ô˘ 16 - ÙËÏ. 210-8066377 ñ∏ÏÈÔ‡ÔÏË ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 14 - ÙËÏ. 210-9955162 ñ÷ϿӉÚÈ ∏ÚÒ‰Ô˘ ∞ÙÙÈÎÔ‡ 4 - ÙËÏ. 210-6844417
ñ∫ÔÚ˘‰·ÏÏfi˜ ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56 - ÙËÏ. 210-4942302 ñ £ÂÛÛ·ÏÔÓ›ÎË ¶·‡ÏÔ˘ ªÂÏ¿ 24 & ∆ÛÈÌÈÛ΋ - ÙËÏ. 2310-224732
MAPTIO™ 2009
‰Â˜ Î·È ı¤ÙÔÓÙ·˜ ·Ú¯Èο ‚Ú·¯˘ÚfiıÂÛÌÔ˘˜ Î·È ·Ú-
ÁfiÙÂÚ· Ì·ÎÚÔÚfiıÂÛÌÔ˘˜ ÛÙfi¯Ô˘˜, Ì·ı·›ÓÔ˘Ì ӷ
ÂϤÁ¯Ô˘Ì ÂÌ›˜ ÙÔ ¯ÚfiÓÔ Ì·˜.
E›Ó·È ·ÚÎÂÙ¿ ÛËÌ·ÓÙÈÎfi Â›Û˘ Ó· Û˘ÌÊÈÏÈÒÓÂ-
Ù·È Ô Î¿ı ¿ÓıÚˆÔ˜ Ì ÙËÓ ·ÔÙ˘¯›·. H ·ÔÙ˘¯›·
‰ÂÓ Â›Ó·È ¯·Ú·ÎÙËÚÈÛÙÈÎfi Ù˘ ·Í›·˜ ÙÔ˘ ·ÙfiÌÔ˘ ˆ˜
ÚÔÛˆÈÎfiÙËÙ·. ™˘ÓÂÒ˜, ‰ÂÓ ·ÔÙÂÏ› ÎÚÈÙ‹ÚÈÔ
ÁÈ· ÙÔÓ ÚÔÛ‰ÈÔÚÈÛÌfi ÌÈÎÚÒÓ ‹ ÌÂÁ¿ÏˆÓ ÛÙfi¯ˆÓ
Î·È Û η̛· ÂÚ›ÙˆÛË ‰ÂÓ Ú¤ÂÈ Ó· Ì·˜ ·Ô-
ÚÔÛ·Ó·ÙÔÏ›˙ÂÈ ·fi ÙÔ˘˜ Ì·ÎÚÔÚfiıÂÛÌÔ˘˜ ÛÙfi-
¯Ô˘˜ Ô˘ ¤¯Ô˘Ì ı¤ÛÂÈ ÛÙË ˙ˆ‹ Ì·˜.
H ·ÔÙ˘¯›· ÂÈÙ¿ÛÛÂÈ ÙËÓ ·ÍÈÔÏfiÁËÛË ÙˆÓ ÂÓÂÚ-
ÁÂÈÒÓ Ì·˜ Î·È ÙËÓ ·Ó·ÁÓÒÚÈÛË ÙˆÓ Ï·ıÒÓ Ô˘ ο-
Ó·ÌÂ, Ì ÛÎÔfi Ó· ÌËÓ Ù· Â·Ó·Ï¿‚Ô˘Ì ÛÙÔ Ì¤Ï-
ÏÔÓ. H ·ÔÙ˘¯›· Â›Ó·È Ô Î·Ï‡ÙÂÚÔ˜ Û‡ÌÌ·¯Ô˜ ÙÔ˘
·ÓıÚÒÔ˘ ÁÈ· ÙËÓ ÂÈÙ˘¯›·. AÚΛ Ó· ¯ÚËÛÈÌÔÔÈ-
Ëı› ÛˆÛÙ¿ Î·È Ó· Ì·˜ ‰ÒÛÂÈ ÛÔÊ›· ·ÓÙ› ÁÈ· ·Ô-
ÁÔ‹Ù¢ÛË Î·È ·ÈÛı‹Ì·Ù· ηوÙÂÚfiÙËÙ·˜.
K¿ı ̤ڷ ηÏԇ̷ÛÙ ӷ ÂÎÔÓ‹ÛÔ˘Ì ‰È¿ÊÔ-
Ú˜ ÂÚÁ·Û›Â˜ ̤۷ ÛÂ Û˘ÁÎÂÎÚÈ̤ÓÔ ¯ÚÔÓÈÎfi ‰È¿-
ÛÙËÌ·. OÈ ÂÚÁ·Û›Â˜ ·˘Ù¤˜ Ú¤ÂÈ Ó· ·ÚÈıÌËıÔ‡Ó ·-
Ó¿ÏÔÁ· Ì ÙÔ ‚·ıÌfi Ù˘ ÚÔÙÂÚ·ÈfiÙËÙ·˜ ÙÔ˘˜. ™Â ·-
ÓÙ›ıÂÙË ÂÚ›ÙˆÛË, ÙÔ ¿ÙÔÌÔ ·‰˘Ó·Ù› Ó· ÙȘ ÂÎ-
ÏËÚÒÛÂÈ, ·Û¯ÔÏÂ›Ù·È Ï›ÁÔ Ì οı ÌÈ· Î·È ÛÙÔ Ù¤-
ÏÔ˜ ÂÈÛÚ¿ÙÙÂÈ ÌfiÓÔ ·ÂÏÈÛ›· Î·È ·ÔÁÔ‹Ù¢ÛË.
T¤ÏÔ˜, Ë ·‰˘Ó·Ì›· ÙÔ˘ ·ÙfiÌÔ˘ Ó· ÂÈ «fi¯È» ÛÂ
‰Ú·ÛÙËÚÈfiÙËÙ˜ Ô˘ ·‰˘Ó·Ù› Ó· ÂÎÏËÚÒÛÂÈ, ›ÙÂ
ÁÈ·Ù› ‰ÂÓ ¤¯ÂÈ ¯ÚfiÓÔ, ›Ù ÁÈ·Ù› ‰ÂÓ ¤¯ÂÈ ÙËÓ ‰˘Ó·Ùfi-
ÙËÙ· Ó· ÙȘ ʤÚÂÈ ÂȘ ¤Ú·˜ ÂÈÙ˘¯Ò˜ (¤ÏÏÂÈ„Ë ÁÓÒ-
ÛˆÓ, ÂÌÂÈÚÈÒÓ, Î.Ï.), Ô‰ËÁ› ÛÙËÓ ·ÏfiÁÈÛÙË Û·-
Ù¿ÏË ÙÔ˘ ¯ÚfiÓÔ˘ Î·È Î·Ù·ÛÙÚ¤ÊÂÈ ÙÔÓ ÚÔÁÚ·ÌÌ·-
ÙÈÛÌfi ÙÔ˘ ·ÙfiÌÔ˘. H ¿ÚÓËÛË ·Ó¿ıÂÛ˘ ÂÚÁ·ÛÈÒÓ
Ô˘ Ì·˜ ‚Á¿˙Ô˘Ó ·fi ÙÔÓ ÚÔÁÚ·ÌÌ·ÙÈÛÌfi Ì·˜ ‰ÂÓ
Â›Ó·È ¤Ó‰ÂÈÍË ·‰˘Ó·Ì›·˜, ·ÏÏ¿ ¤Ó‰ÂÈÍË ÈηÓfiÙËÙ·˜
Î·È ÂϤÁ¯Ô˘ ÙÔ˘ Ú˘ıÌÔ‡ Ù˘ ˙ˆ‹˜ Ì·˜.
£¤ÙÔÓÙ·˜ Ú·ÏÈÛÙÈÎÔ‡˜ ÛÙfi¯Ô˘˜ Î·È ÂÊ·ÚÌfi˙Ô-
17
ÓÙ·˜ ËÌÂÚ‹ÛÈÔ, ‚‰ÔÌ·‰È·›Ô ‹ ÂÙ‹ÛÈÔ ÚfiÁÚ·ÌÌ·,
Ô Î¿ı ¿ÓıÚˆÔ˜ ÌÔÚ› Ó· ··ÏÏ·Á› ·fi ÙÔ ¿Á-
¯Ô˜ Ù˘ ¤ÏÏÂȄ˘ ¯ÚfiÓÔ˘. O ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ ο-
ÓÂÈ ÙÔÓ ¿ÓıÚˆÔ ÈÔ ÒÚÈÌÔ Î·È ÚÔÛ¯ÙÈÎfi ÛÙȘ Â-
ÈÏÔÁ¤˜ ÙÔ˘. M·ı·›ÓÂÈ Ó· ·ÍÈÔÏÔÁ› ÙȘ ‰Ú·ÛÙËÚÈfi-
ÙËÙ˜ ÙÔ˘, Ó· ‚¿˙ÂÈ ÚÔÙÂÚ·ÈfiÙËÙ˜ Î·È Ó· ÌËÓ ÊÔ-
‚¿Ù·È Ó· Â·Ó·ÚÔÛ‰ÈÔÚ›ÛÂÈ ÙÔ˘˜ ÛÙfi¯Ô˘˜ ÙÔ˘, fi-
Ù·Ó ·˘ÙÔ› ‰ÂÓ ÙÔ˘ ÚÔÛʤÚÔ˘Ó Â˘¯·Ú›ÛÙËÛË Î·È Î·-
Ï‹ ÔÈfiÙËÙ· ˙ˆ‹˜. A˜ ÌËÓ Í¯ӿÌ fiÙÈ Ô ÚÔÁÚ·Ì-
Ì·ÙÈÛÌfi˜ Â›Ó·È ÌÂÙ·‰ÔÙÈÎfi˜.
ŒÓ·˜ ÁÔÓÈfi˜ Ô˘ ¤¯ÂÈ Î·Ï‹ ‰È·¯Â›ÚÈÛË ¯ÚfiÓÔ˘
ı· ÌÂÙ·‰ÒÛÂÈ Î·È ÛÙÔ ·È‰› ÙÔ˘ ·˘Ù‹ ÙËÓ ·Í›· ηÈ
ı· ÙÔ˘ ‰ÒÛÂÈ ÙÔ Î·Ï‡ÙÂÚÔ ÂÊfi‰ÈÔ ÁÈ· ÙË ˙ˆ‹ ÙÔ˘.
ŒÓ·˜ ÂÎ·È‰Â˘ÙÈÎfi˜ Ô˘ Â›Ó·È ‘Ê›ÏÔ˜’ Ì ÙÔ ¯ÚfiÓÔ,
ı· ‰È‰¿ÍÂÈ ÙË ‰È·¯Â›ÚÈÛË ¯ÚfiÓÔ˘ ÛÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘
Î·È ı· ÙÔ˘˜ ‚ÔËı‹ÛÂÈ ¤ÙÛÈ ÒÛÙ ÙÔ fiÌÔÚÊÔ ·ÏÏ¿ ‰‡-
ÛÎÔÏÔ Ù·Í›‰È Ù˘ ÁÓÒÛ˘ Ó· Â›Ó·È ··ÏÏ·Á̤ÓÔ ·-
fi ÙÔ ¿Á¯Ô˜ Î·È ÙÔ Û˘Ó¯¤˜ ΢ӋÁÈ ÙÔ˘ ¯ÚfiÓÔ˘.
A˜ ‰Â¯ÙÔ‡ÌÂ, ÏÔÈfiÓ, ÙËÓ ÚfiÎÏËÛË Ó· οÓÔ˘ÌÂ
ÙÔ ¯ÚfiÓÔ ÙÔÓ Î·Ï‡ÙÂÚÔ Ê›ÏÔ Ì·˜ Î·È ·˜ ÂÙÔÈÌ·-
ÛÙԇ̠ÁÈ· Ӥ˜ ıÂÙÈΤ˜ ÂÌÂÈڛ˜ Ô˘ ·ÔÚÚ¤Ô˘Ó
·fi ÙÔ ÛˆÛÙfi ÚÔÁÚ·ÌÌ·ÙÈÛÌfi.
BÈ‚ÏÈÔÁÚ·Ê›·
Bellman G. (1993). Getting things done. B K
Publishers, Mc Graw Hill
Dobbins Richard, Pettman Barrie.(1997). Manage
your time well . Management Research News
McCarthy, K. W. (1992). The On-Purpose Person:
Making Your Life Make Sense. Pinon Press. Colorado
Springs: Colorado.
Blumenthal, J. (1998). How to take control of your
life and say "good-bye" to stress. Bottom Line Personal
20(6): 9-10. March 15.
18 MAPTIO™ 2009

E§§HNIKH §O°OTEXNIA Floras TV

OÈ ·Á·Ë̤ÓÔÈ Û·˜
1.
O§A ™OY TA ’MA£A, MA •EXA™A MIA §E•H ÙÔ˘ ¢ËÌ‹ÙÚË MÔ˘Ú·ÓÙ¿ ÏÔÁÔÙ¤¯Ó˜
(EΉfiÛÂȘ ¶·Ù¿ÎË) ˙ˆÓÙ·Ó¿ ÛÙÔ...
2. OI A§H£EIE™ TøN A§§øN ÙÔ˘ N›ÎÔ˘ £¤ÌÂÏË (EΉfiÛÂȘ K¤‰ÚÔ˜)
3. E™Tø MIA ºOPA Ù˘ ¶·Û¯·Ï›·˜ TÚ·˘ÏÔ‡ (EΉfiÛÂȘ æ˘¯ÔÁÈfi˜)
4. TI £A °INø AMA ¢EN ME°A§ø™ø Ù˘ §¤Ó·˜ ¢È‚¿ÓË
(EΉfiÛÂȘ K·ÛÙ·ÓÈÒÙË)
5. O BIO§ONI™TA™ ÙÔ˘ °ÈÒÚÁÔ˘ ¶ÔÏ˘Ú¿ÎË (EΉfiÛÂȘ æ˘¯ÔÁÈfi˜)
6. H TE§EYTAIA §E•H Ù˘ M·Ú›Ó·˜ ¶ÂÙÚÔÔ‡ÏÔ˘ (EΉfiÛÂȘ §È‚¿ÓË)
7. O§A TA NAI TOY KO™MOY Ù˘ ºˆÙÂÈÓ‹˜ TÛ·Ï›ÎÔÁÏÔ˘ (EΉfiÛÂȘ K·ÛÙ·ÓÈÒÙË)
8. °IA NA ¢EI TH £A§A™™A Ù˘ E˘ÁÂÓ›·˜ º·Î›ÓÔ˘ (EΉfiÛÂȘ K·ÛÙ·ÓÈÒÙË)

EY¶ø§HTA
9. KøN™TANTINOY¶O§H TøN A™EBøN MOY ºOBøN ÙÔ˘ °È¿ÓÓË •·ÓıÔ‡ÏË
(EΉfiÛÂȘ MÂÙ·›¯ÌÈÔ)
10. H A™YMBIBA™TH MOY™A Ù˘ IÚ¤Ó· K·ÚʇÏÏË (EΉfiÛÂȘ æ˘¯ÔÁÈfi˜)

•ENH §O°OTEXNIA
1.
¢IABAZONTA™ ™TH XANNA ÙÔ˘ Bernhard Schlink (EΉfiÛÂȘ KÚÈÙÈ΋)
2.
NEA ™E§HNH Ù˘ Stephenie Meyer (EΉfiÛÂȘ ¶Ï·Ù‡Ô˘˜)
3.
O °YPI™MO™ Ù˘ BÈÎÙfiÚÈ· X›ÛÏÔ (EΉfiÛÂȘ ¢ÈfiÙÚ·)
4.
°OMOPPA ÙÔ˘ PÔÌ¤ÚÙÔ ™·‚È¿ÓÔ (EΉfiÛÂȘ ¶·Ù¿ÎË)
5.
O §EYKO™ TI°PH™ ÙÔ˘ Aravind Adiga (EΉfiÛÂȘ Modern Times)
6.
MAP§E´, ENA™ ME°A§O™ M¶E§A™ ÙÔ˘ T˙ÔÓ °ÎÚfiÁÎ·Ó (EΉfiÛÂȘ ¢ÚÂ·ÓÈ¿)
7.
O ¢POMO™ TH™ E¶ANA™TA™H™ ÙÔ˘ P›ÙÛ·ÚÓÙ °¤ÈÙ˜
(EΉfiÛÂȘ ™‡Á¯ÚÔÓÔÈ OÚ›˙ÔÓÙ˜)
8. ANAME™A ™TOY™ TOIXOY™ ÙÔ˘ ºÚ·ÓÛÔ˘¿ MÂÁÎÔÓÙfi (EΉfiÛÂȘ MÂÙ·›¯ÌÈÔ)
9. KA£PHN ÙÔ˘ William Makepeace Thackeray (EΉfiÛÂȘ NÂʤÏË)
10. SLUMDOG MILLIONAIRE ÙÔ˘ BÈο˜ ™Ô˘·ÚÔ‡ (EΉfiÛÂȘ M›Óˆ·˜)

I™TOPIA, ¢OKIMIA, ¶AI¢IKA, ¢IAºOPA

1.
99 °PIºOI KAI ¶AIXNI¢IA §O°IKH™ ÙÔ˘ Antonin Vergez (EΉfiÛÂȘ KÔÓȉ¿ÚË)
2.
TO MY™TIKO Ù˘ Rhonda Byrne (EΉfiÛÂȘ §È‚¿ÓË)
3.
IøANNH™ KA¶O¢I™TPIA™ ÙÔ˘ ¶·Ó·ÁÈÒÙË ¶·Û·ÏÈ¿ÚË (EΉfiÛÂȘ ™KAI)
4.
TO BIB§IO TH™ O§IKH™ A°NOIA™ ÙÔ˘ John Lloyd (EΉfiÛÂȘ ¶·Ù¿ÎË)
5.
AN A°A¶ATE TA ¶AI¢IA ™A™, A°A¶H™TE ¶PøTA TON EAYTO ™A™
ÙÔ˘ N›ÎÔ˘ M·ÚοÎË (EΉfiÛÂȘ ÕÁ΢ڷ)
6. £A ºøNA•ø THN A™TYNOMIA ÙÔ˘ ÿÚ‚ÈÓ °È¿ÏÔÌ (EΉfiÛÂȘ ÕÁÚ·)
7. A°IøN E¢E™MATA Ù˘ ™ÔÊ›·˜ ™Ô˘Ï‹ (EΉfiÛÂȘ M‡ÚÙÔ˜)
8. TO MONO¶ATI TH™ ¢YNAMH™. EIMA™TE AYTO ¶OY ™KEºTOMA™TE
Ù˘ M¿ÚÌ·Ú· M¤ÚÁÎÂÚ (EΉfiÛÂȘ K·ÛÙ·ÓÈÒÙË)
9. KA£E MHNA, I¢IA MEPA Ù˘ ŒÏÂÓ·˜ M·ÎÚ‹ (EΉfiÛÂȘ ºÂÚÂÓ›ÎË)
10. OI ¶EPI¶ETEIE™ TOY ºPI•OY Ù˘ M˘ÚÙÒ˜ ¢ËÌËÙÚ›Ô˘ (EΉfiÛÂȘ ¢È¿ ‚›Ô˘)

ñ∞ı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59 - ÙËÏ. 210-3215590 ñ¶ÂÈÚ·È¿˜ ∑ˆÛÈÌ¿‰ˆÓ 46 - ÙËÏ. 210-4172819

ñ∫·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31 - ÙËÏ. 210-9577435 ñ¡.πˆÓ›· §.∏Ú·ÎÏ›Ԣ 350 ∂ÌÔÚÈÎfi ∫¤ÓÙÚÔ πO¡π∞ 2000 -ÙËÏ. 210-2710665
ñ¶ÂÚÈÛÙ¤ÚÈ ∂ıÓÈ΋˜ ∞ÓÙÈÛÙ¿Ûˆ˜ 87- ÙËÏ. 210-5756882 ñ∞ÈÁ¿Ïˆ ™Ù¤Ê·ÓÔ˘ ™·Ú¿ÊË 2 - ÙËÏ. 210-5312269
ñª·ÚÔ‡ÛÈ ªÈÏÙÈ¿‰Ô˘ 16 - ÙËÏ. 210-8066377 ñ∏ÏÈÔ‡ÔÏË ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 14 - ÙËÏ. 210-9955162
ñ÷ϿӉÚÈ ∏ÚÒ‰Ô˘ ∞ÙÙÈÎÔ‡ 4 - ÙËÏ. 210-6844417 ñ∫ÔÚ˘‰·ÏÏfi˜ ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56 - ÙËÏ. 210-4942302
ñ £ÂÛÛ·ÏÔÓ›ÎË ¶·‡ÏÔ˘ ªÂÏ¿ 24 & ∆ÛÈÌÈÛ΋ - ÙËÏ. 2310-224732
20
Social Psychology and ELT-
THE HALO EFFECT
Nick Michelioudakis (B. Econ., Dip. RSA, MSc [TEFL]) has been working in the field of ELT for more years than
he cares to remember. He is currently a teacher at the Deree College. He likes to think of himself as a ‘front-
line teacher’ and is particularly interested in one-to-one teaching. When he is not struggling with students,
he likes to spend his time in a swimming pool or playing chess. If you would like to ask any questions, make
any comments read some of his published articles or find out about forthcoming events, please visit his
site at www.michelioudakis.org.
ow important is one’s handwriting? Hardly at all
H you might say, especially today when most people
use a computer. Yet research shows otherwise. In
a revealing experiment, a number of exam scripts
were copied twice – once in good handwriting and
once in bad handwriting. They were then passed on to two
groups of examiners who were told to mark them and were
specifically instructed to mark for content. Amazingly, the
poorly-written scripts got significantly lower marks than
the others (Sutherland 1992). Why did such a thing
happen? The answer is that very often when we have to
assess someone (or something) and this person has a
salient, positive feature, the latter colours our judgment,
so we tend to make all kind of positive attributions to this
person, judgments which are at best only marginally
related to the quality which stands out. This is called the
‘Halo Effect’.
An experiment: One would expect the scientific world to
be less susceptible to such an effect. Not so. In 1982, two
psychologists decided to try out an interesting experi-
ment. They selected 12 well-known journals of psycholo-
gy and to each one they sent an article to be considered
for publication. These articles are routinely checked by
two authorities on the particular field as well as the edi-
tor. The results: in 8 out of the 12 cases the articles were
deemed unworthy of publication. Out of 16 ‘evaluators’
and 8 editors who (presumably) read them, not a single
one had a different view. Well, one might say, not all
articles submitted are up to par. This is true, only in this
case these particular articles had been published by the
very same journals, under the same title only a few
months previously! The only thing the two psychologists
had changed were the names of the authors (eminent
university professors) to imaginary ones and their affilia-
tions (originally such prestigious universities as Harvard
or Princenton) to non-existent (and by definition
obscure) ones! Well, you might think, at least 4 of the
MAPTIO™ 2009
articles were thought to be good. Not quite. In 3 out of
the 4 cases someone simply realised that they had pub-
lished this material before (Sutherland 1992)
Why did such a thing happen? The answer is probably
that journals like the above are probably inundated by
submissions from academics on the make and are anx-
ious to add yet another entry in their CV. It is equally
likely that many of these articles are run-of-the-mill,
with little to recommend them. This being so, it makes
sense for the ‘evaluators’ to resort to ‘shortcuts’ (Cialdini
2001) – rather than scrutinize each script, they look at
the name of the writer first. If s/he is a famous professor
from an Ivy-League University, then the article is more
likely to be worthy of publication. But if we start think-
ing like this, then an amazing change happens: as
Sutherland (1992) points out, when faced with a piece of
work by an established writer, we tend to look for its
positive aspects, while if the writer’s name rings no bells
then we start looking for flaws!
Still not convinced? Here is another example. In the
mid-70s, someone sent a book to no less than 27 differ-
ent publishers and literary agents. No marks for guessing
what happened. All 27 rejected it. Yet this book (‘Steps’
by Kosinsky) had actually been published in 1969 and
had won the American National Book Award! All that
had been changed was the title and the name of the
writer. What is more remarkable is that one of the pub-
lishers who rejected the ‘new book’ was ‘Random
House’ – the ones who had published the original one!!
(ibid.)
Lest you think that this phenomenon is restricted to the
world of books and publishing, here are some more
examples to show you just how widespread it is: Good-
looking people are universally thought to be friendlier,
more intelligent and more humorous, tall people are
thought to have all kind of leadership qualities, they are
clearly favoured in job interviews and make more money
than people like me who are slightly challenged in the
MAPTIO™ 2009
vertical dimension, and, of course, men of a high social
status are judged as more attractive by women(Brehm,
Kassin & Fein 2002).
Applications in the field of teaching: If we can create
for ourselves this ‘aura’ of the
competent/charismatic/special teacher, then we are
halfway towards winning the battle for the ‘hearts and
minds’ of our students. Here are some ideas:
Friendliness: When I ask my students to describe the
best teacher they know, they almost invariably mention
someone posessing this quality. When I try to probe
deeper to see what it is about their method that is so
special, my students are often stumped. It is because
attitude is such a salient feature that it colours the stu-
dents’ perception of the teacher both as an individual
and as a professional.
First impressions: Teachers often ‘save’ their best tech-
niques for later – a big mistake in my view. By using
your favourite materials/techniques early on, you create
a positive impression in the students’ minds which will
pre-dispose them favourably towards all your subsequent
M’ ¤Ó· ·Ïfi ÙËÏÂÊÒÓËÌ·
¤¯ÂÙ fiÔÈÔ ‚È‚Ï›Ô ˙ËÙ‹ÛÂÙÂ!
ñ KÔÓÙ¿ Û·˜ ¿ÌÂÛ· ÌÂ courier
ñ ™ÙȘ ηχÙÂÚ˜ ÙÈ̤˜ Ù˘ ·ÁÔÚ¿˜
ñ ™˘Ó¯‹˜ ÂÓË̤ڈÛË
ñ ¢øPEAN ·ÔÛÙÔÏ‹ ÌÂ courier
ÁÈ· ·ÁÔÚ¤˜ ¿Óˆ ÙˆÓ 80 ¢ÚÒ
21
lessons.
Professionalism: Little details like being prepared, giv-
ing an outline of your lesson in advance, revising what
you did the previous time, showing students that there is
a continuity in your sessions – all these create an impres-
sion of ‘professionalism’ and they are more observable
than, say, a profound activity sequence. The point is that
once you have acquired a reputation as a ‘true profes-
sional’, this reputation precedes you and everything you
do will then be seen in this light!
Success: Unfortunately perhaps, teachers too are judged
by results. This is particularly true in the case of 1-1 les-
sons. Consequently, there is a lot to be said for ‘blowing
your own trumpet’. This will create an expectation of
success which boosts the students’ confidence and acts
like a self-fulfilling prophecy (Dornyei 2001).
Titles: As I have said in other articles and as the above
experiment clearly demonstrates, titles like ‘MSc’, ‘PhD’
etc. never fail to impress people about your competence
– so if you have them, flaunt them! Similarly, if you hap-
pen to work for a prestigious institution, then mention it
to your students. I remember how people’s faces used to
22 MAPTIO™ 2009

light up when I told them I was an Oral Examiner for References

the British Council! 1. Aronson, E. “The Social Animal” Worth – Freeman,
Looks: At the cost of repeating myself, the importance 1999
of being good-looking can hardly be exaggerated. Not 2. Brehm, S., Kassin, S. & Fein S. “Social Psychology”
only does this quality affect the ‘marks’ one gets in virtu-
Houghton Mifflin, 2002
ally all other fields, but there is evidence that this posi-
tive pre-disposition of others actually elicits all kind of 3. Cialdini, R. “Influence – Science and Practice”, Allyn &
positive behaviours from others (Aronson 1999). The Bacon 2001
moral is clear: it pays to work on your appearance! 4. Dornyei, Z. “Motivational Strategies in the Language
Classroom” CUP, 2001
What about ELT? For once, I would like to focus more 5. Sutherland, S. “Irrationality” Constable and Company,
narrowly on the field of EFL teaching. Are there any 1992
elements which can
create a ‘Halo Effect’?
Yes, there are - two of
them: a) Your pass-
port and b) your
accent. Let me explain.
I believe that if would-
be employers receive 2

Book Club
identical CVs, one
from a native speaker
and another from a
Greek teacher, there
AÔÎÙ‹ÛÙ ÙÒÚ· ÙËÓ Î¿ÚÙ· ̤ÏÔ˘˜ ÙÔ˘ ºÏˆÚ¿˜
are many cases when
only the former will be °›Ó ÙÒÚ· Book Club Î·È ·ÔÏ·‡ÛÙ ٷ ·ÔÎÏÂÈÛÙÈο
ÚÔÓfiÌÈ· ÙˆÓ ÌÂÏÒÓ Ì·˜.
short-listed. I believe
ñ EȉÈΤ˜ ÚÔÛÊÔÚ¤˜ ·ÔÎÏÂÈÛÙÈο ÁÈ· ̤ÏË
that if two Greek EFL
teachers go through an ̤ÏÔ˜ ·fi ñ +7% ÂÈÛÙÚÔÊ‹ Ì ·ÁÔÚ¤˜ 100 ¢ÚÒ
ÏÔÁÔÙ¯ӛ·˜ Î·È Û¯ÔÏÈÎÔ‡ ‚ÔËı‹Ì·ÙÔ˜,
ÁÈ· Ó· ·ÔÎÙ‹ÛÂÙ ÂÚÈÛÛfiÙÂÚ· ·Á·Ë̤ӷ
interview and one of
‚È‚Ï›· ÊıËÓfiÙÂÚ·!
them has a native-like
accent while the other ºÏˆÚ¿˜ ñ EÓË̤ڈÛË ÁÈ· ÂΉËÏÒÛÂȘ
ñ EȉÈΤ˜ ÂÎÙÒÛÂȘ Û ‰È¿ÊÔÚ˜
ηÙËÁÔڛ˜ ÚÔ˚fiÓÙˆÓ
one does not, then the ñ HÏÂÎÙÚÔÓÈ΋ ÂÓË̤ڈÛË ÁÈ· Ӥ˜ ΢ÎÏÔÊÔڛ˜
former is far more
likely to be hired, even
Book H ÂÁÁÚ·Ê‹ Û·˜ ÛÙÔ ºÏˆÚ¿˜ Book Club ›ӷÈ
‰ˆÚ¿Ó. AÚΛ Ó· ‰È·ı¤ÛÂÙ ÌfiÓÔ 3 ÏÂÙ¿ ·fi ÙÔ
if the latter has better ¯ÚfiÓÔ Û·˜ ÁÈ· Ó· Û˘ÌÏËÚÒÛÂÙ ÙËÓ ·›ÙËÛË
qualifications/more
experience. And I am
Club ÂÁÁÚ·Ê‹˜ Î·È ·Ì¤Ûˆ˜ ·Ú¯›˙ÂÙ ӷ ·ÔÏ·Ì‚¿ÓÂÙÂ
Ù· ÚÔÓfiÌÈ· ÙˆÓ ÌÂÏÒÓ Ì·˜.

certain that (ceteris AÈÙ‹ÛÂȘ ÂÁÁÚ·Ê‹˜

paribus) native speak-
Û fiÏ· Ù· ‚È‚ÏÈÔˆÏ›· º§øPA™
ers are on average bet-
ter paid when it comes * ŸÏ˜ ÔÈ ·ÚÔ¯¤˜ ÛÙ· ̤ÏË ÙÔ˘ ºÏˆÚ¿˜ Book Club ·ÊÔÚÔ‡Ó
Ù· ÂÏÏËÓÈο ÏÔÁÔÙ¯ÓÈο ‚È‚Ï›· ÁÈ· ÂÓ‹ÏÈΘ Î·È ·È‰È¿.
to private lessons. ¢ÂÓ ÂÚÈÏ·Ì‚¿ÓÔÓÙ·È ÔÈ ·ÁÔÚ¤˜ ÍÂÓfiÁψÛÛˆÓ, Û¯ÔÏÈÎÒÓ ‚ÔËıËÌ¿-
Now, I do not have ÙˆÓ, ÏÂÍÈÎÒÓ, ¯·ÚÙÔÛ¯ÔÏÈÎÒÓ Î·È ÂÔÙÈÎÔ‡ ˘ÏÈÎÔ‡.
any hard evidence for
all this, but I am pre-
pared to bet good ñ∞ı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59 - ÙËÏ. 210-3215590 ñª·ÚÔ‡ÛÈ ªÈÏÙÈ¿‰Ô˘ 16 - ÙËÏ. 210-8066377
ñ¶ÂÈÚ·È¿˜ ∑ˆÛÈÌ¿‰ˆÓ 46 - ÙËÏ. 210-4172819 ñ∏ÏÈÔ‡ÔÏË ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 14 - ÙËÏ. 210-9955162
money that all 3 ñ∫·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31 - ÙËÏ. 210-9577435 ñ÷ϿӉÚÈ ∏ÚÒ‰Ô˘ ∞ÙÙÈÎÔ‡ 4 - ÙËÏ. 210-6844417
hypotheses are true. ñ¡.πˆÓ›· §.∏Ú·ÎÏ›Ԣ 350 ∂ÌÔÚÈÎfi ∫¤ÓÙÚÔ πO¡π∞ 2000 - ñ∫ÔÚ˘‰·ÏÏfi˜ ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56 - ÙËÏ. 210-4942302
Anyone for research? ÙËÏ. 210-2710665 ñ £ÂÛÛ·ÏÔÓ›ÎË ¶·‡ÏÔ˘ ªÂÏ¿ 24 & ∆ÛÈÌÈÛ΋ - ÙËÏ. 2310-
ñ¶ÂÚÈÛÙ¤ÚÈ ∂ıÓÈ΋˜ ∞ÓÙÈÛÙ¿Ûˆ˜ 87- ÙËÏ. 210-5756882 224732
ñ∞ÈÁ¿Ïˆ ™Ù¤Ê·ÓÔ˘ ™·Ú¿ÊË 2 - ÙËÏ. 210-5312269
MAPTIO™ 2009 25

Talking, Teaching, Testing

Reprinted by kind permission of TESOL Greece

Michael Hoey*
University of Liverpool

1. Introduction dent in other tests. In this paper, in fact, I want to draw

The language-teaching courses which I have used both attention to some very old facts and some rather new
as tutor and learner have typically assumed that there facts that suggest that we need to test (& teach) a wider
are two kinds of language – formulaic and non-formulaic range of conversational skills, to use authentic talk for
– and that these different kinds of language have differ- listening tests, to see talk as about more than informa-
ent functions, the (semi-)formulaic language being used tional transfer and to see lexical resource and grammati-
for the expression of needs and the non-formulaic lan- cal range, and lexical and grammatical accuracy, as inex-
guage being for the communication of information. tricable.
Thus, routinely, language course-books will teach you
how to book a room, order a coffee and buy a ticket for 2. Some problematic data
a train using largely unanalyzed formulae; when they Some years ago, a Brazilian language teacher shared
turn their attention to the communication (and receipt) with me some spoken data he had collected in his class-
of information, the attitudes they adopt to language are es. He was rightly pleased that he had encouraged his
quite different. Most tests (TOEFL, IELTS etc) have students to talk but we agreed that the talk they had pro-
made the same assumptions as the course books, but duced, valuable as it was from many perspectives, was
their focus is characteristically on ways of assessing how untypical of natural conversation amongst native speak-
successfully the candidate is capable of comprehending ers. One of the conversations was the following;
and communicating information. In this paper I shall be although it looks like an extract, it is in fact complete.
suggesting that the formulae we use are less formulaic There are three speakers, and the data were collected in
than they seem and the creative language is more formu- a classroom as part of an ELT class:
laic than you might imagine. In short the course books 1. A: Good morning
and the tests are neither representing nor testing the B: Good morning
language as it is. A: I love Tina Turner
One of the most widely used tests is the IELTS test B: Tina Turner?
(International English Language Testing System), run by A: Tina Turner is a famous singer.
the British Council and the University of Cambridge. B: Singer?
This is a test of considerable merit and is significantly A: Yes.
better in a number of respects than most of its rivals. Silence – 4 secs
The criticisms that follow should not therefore be seen B: What’s her nationality?
as targeting the IELTS test particularly. Rather, my A: She’s American
argument is that if the weaknesses I shall demonstrate B: Where was she performing?
are true of IELTS, they are likely to be even more evi- A: At the Canec?o

* Michael Hoey is the Dean of Arts at the University of Liverpool. He has been Baines Professor of English Language
since 1993 and was Director of the Applied English Language Studies Unit from 1993 to 2003. He was elected to the
Academy of Learned Societies for the Social Sciences in 2004. He is currently Chair of the English Advisory
Committee of the Assessment and Qualifications Alliance (AQA) and a member of AQA's Curriculum & Assessment
Quality Committee. He was part of the group that designed the National Curriculum Certificate in English and chair a
group that has designed a new A level in Critical Thinking. He has been a member of Council of the University of
Liverpool and a member of Council of University College, Chester, also serving on their Audit Committee. He is chief
advisor to Macmillan Publishers on dictionaries, one of which won the Duke of Edinburgh English Speaking Union
English Language Book Award 2002 and the British Council ELT Innovation Award 2004 for Innovation, and co-edit
(with Tony McEnery) a series of corpus linguistics monographs for Routledge.
Michael Hoey is one of the plenary speakers at the 30th TESOL Greece Annual Convention, on March 14th – 15th.
26 MAPTIO™ 2009

B: How long was she performing there? conversation is made up of simple question-answer
A: Only only three days pairs) and topics may get developed over a number of
B: How’s the weather? such exchanges. Furthermore, speakers may disrupt the
A: It was cloudy talk – they may interrupt, overlap, go off at a tangent –
B: Oh what time is it? because usually they have something to say! So talking in
A: It’s twelve o’clock neat grammatical sentences, showing grammatical range,
B: How are you? demonstrating grammatical accuracy and displaying an
A: Not bad appropriate lexical resource, all of which the Brazilian
B: Uh, Elian students are on the way to doing, are not enough for a
A: And you? speaker to succeed in real-life conversation. The learner
B: Fine, thanks needs also to be able to take turns and (just as impor-
A: How, oh what do you live? tantly) know how to avoid taking turns; s/he needs, too,
B: I live in Passo Manso to be able to maintain an appropriate level of fluency
A: And you? while saying what they want to say. Since these are nec-
C: I live in Bahia essary conversational skills for any speaker, it would
Voices appear to follow that we should teach and test these
C: What did you do last week? abilities.
B: Nothing special
C: And you? If we look more closely at the conversational skills that
A: Eh, I went I went to the beach the Brazilian students above had yet to acquire, we will
C: How was the weather? identify certain skills that native speakers all have and
A: It was very hot learners find it hard to acquire. These include recogniz-
There are a range of ways in which this conversation (if ing when a turn is being offered and taking a turn when
it can be called such) differs from naturally occurring it is not explicitly offered, avoiding silence between
dialogues. In the first place, in naturally occurring con- turns, keeping the speaker speaking (a very valuable skill
versation, ‘frozen’ pairs – formulaic expressions – nor- for a learner) and understanding the implication of little
mally occur only near the beginning and end of the con- clues in the other person’s response (as well as knowing
versation. But here we have the following exchanges how to use them in one’s own response). About each of
occurring in the middle of the conversation: these skills there has been much discovered, some of it
known for decades, yet it remains unclear that this
1 (extract) B: How are you? knowledge has had much impact upon even the most
A: Not bad communicative of teaching.
B: Uh, Elian
A: And you? 3. Turn offering and taking
B: Fine, thanks Sacks et al (1974/1978) note that native speakers may
ensure that hearers know that it is their turn by using
Secondly, in ordinary conversations speakers know how markers of explicit control, that is by selecting who
to begin and end their conversation. The second speaks and/or the kind of response. This much the
exchange in the above interaction is not a normal way of Brazilian students can do. They routinely specify the
starting such talk: kind of response that is required – almost always an
answer to a question – and on one occasion one of them
1 (extract) A: I love Tina Turner specifies who should speak next:
B: Tina Turner?
1 (extract) B: Uh, Elian
No wonder speaker B sounds surprised at this unexpect-
ed start to a conversation! Clearly, there is more to turn-taking than this. In addi-
tion to indicating who should speak next and how they
But the problems with this interaction run deeper. In should respond, native speakers have a number of sig-
ordinary talk the person who replies does not always do nals that they use, consciously or subconsciously, to
what the other person wants or expects, speakers may ensure that their hearers know that it is now an appro-
not stick to simple exchanges (virtually all of the above priate moment for them to take a turn. These, again,
MAPTIO™ 2009
have for the most part been known for many years
(Duncan, 1974; Duncan & Niederehe, 1974, Duncan &
Fiske, 1977), and include the use of tag questions (e.g.
isn’t it?; doesn’t he?) and of empty sociocentric phrases
(e.g. you know;, and things) after potential completion
points, a drop in the pitch and/or the loudness of the
speaker’s voice, the arrival at a point of grammatical
completeness, a lengthening of the speaker’s syllables
(i.e. a drawl) and, if the speaker has been gesticulating,
stopping the gesticulation. Knowledge of these features
is inherent to being a good conversationalist, but do we
teach these features? The answer would seem to be only
rarely. Do we test these features? The answer is definite-
ly not.
A corresponding and related set of skills that all success-
ful conversationalists have is the knowledge, in English,
of the need to avoid silence between turns. This means
that they know when it is their turn to speak and how to
get and keep a turn. Obviously one of the strategies they
use is to listen for all the exit signals being given by the
speaker as described above. But in addition they listen
for potential completion points in an utterance and for
problems in the speaker’s attempt to construct an utter-
ance (e.g. hesitation, pausing, stuttering). Given either
the presence of clues from the speaker that s/he is ready
to stop speaking or indications that the speaker is find-
ing it difficult constructing what s/he wants to say, they
characteristically leap in quickly before the first speaker
can continue and before another hearer (if there is one)
leaps in first.
To ensure that what they want to say is not misheard
and to establish their presence as speakers, they may
overlap the start of their turn with any tag questions,
sociocentric phrases and terms of address that the previ-
ous speaker was using. For the same reason (though as
we shall see, there are other more powerful reasons as
well), they may start with (almost) empty phrases, e.g.
well, right, oh, which are not information-rich in the
event of there being a slight overlap between the two
speakers. When they start speaking, they may also turn
their head away slightly to break eye contact, which
shows that it is a true turn and not just an attention
marker (known as back-channelling). With the same
intent, they may start gesticulating. Just as no longer ges-
ticulating signals willingness to end a turn, so starting to
gesticulate signals that you have indeed begun a turn.
Once again, if we ask whether such features are ever
mentioned in the language classroom, the answer must
be ‘rarely’. And of course, if we ask whether they are a
27
factor in any language test, the answer is straightfor-
wardly negative. The oral test situations described in sec-
tion X would not give rise to the need for such conversa-
tional skills.
4. Keeping the speaker speaking
At some time or other, all learners need a little time to
plan what they want to say, or else they are not confi-
dent that they understand fully what the other person is
trying to say and would welcome a little more time to
allow themselves to ‘tune in’, or else they simply have
nothing (yet) to say. For this reason, knowing how to
keep the other person talking is a valuable skill and one
that I would have welcomed having been taught in the
languages I attempt to speak.
There are six strategies that may be employed to keep
the speaker talking. These are:
1. sounds such as m-hm, yeah, right, uhuh, mm
2. nods of the head
3. completing a speaker’s sentence
4. briefly restating what the speaker has just said for
him/her
5. requesting clarification
6. expressions of disbelief
(adapted & amplified from Duncan & Fiske, 1977)
The first of the strategies listed above is perhaps the
most common and can be seen in operation in the fol-
lowing extract from a conversation among friends about
working out at a gym:
2. A: well I don’t know I must say a few
years ago I would I would have agreed
with you I was I was so desperately
busy I didn’t really have time for any
of this nonsense and I didn’t really
believe in it (B: m-hm) but now that I
have set aside an hour on a Friday
night with a group I feel ten times bet-
ter I could do (B: m-hm) ten times (B:
m-hm) the work I used to
B: do you really though
Each of speaker B’s interventions has the effect of giving
the speaker reassurance that he is being attended to and
thereby encouraging him to continue. (Here and in all
subsequent examples, except where explicitly noted, the
examples are authentic. I have noted the source where
28
known; most examples come from data collected by my
students.)
Each of the items in the list – mm, yeah, right etc – have
their own slightly different functions (Schegloff, 1982;
Tottie, 1991; Gardner, 1998; Hoey, 2001). For example,
mm has the following uses. To begin with, it is used to
show the other person that you are attending to what
s/he is saying. It does not have the effect of interrupting
the other person and usually doesn’t stop the other per-
son talking, e.g.
3. A: I mean I feel so passionate that we
should keep going but
B: mm
A: I also feel just that I am able to con-
tribute next to nothing in terms of
time
The above example could have been transcribed in the
same way as example 1 as a single block. It is the briefest
of turns. In the following case, it is clearer that it is a
true turn, being used however to pass the speaking turn
back to the other speaker. It shows that the listener is
willing to fulfil her speaking responsibilities but leaves
the other person to do the talking:
4. A: They did that in summer, didn’t they?
B: mm
A: Mind you, that was when they were
doing all the roadworks
It is instructive to compare the effect of using yes in
place of mm.
4a (adapted) A: They did that in summer, didn’t
they?
B: yes
A: Mind you, that was when they
were doing all the roadworks
In this version the likelihood of B being expected to add
to what she is saying is increased, and this would be still
more true if they did were used in place of mm.
4b (adapted) A: They did that in summer, didn’t
they?
B: They did.
A: Mind you, that was when they
were doing all the roadworks
MAPTIO™ 2009
Nodding (the second strategy on my list) serves a similar
function to mm and stands for a whole range of non-ver-
bal equivalents of mm and oh, which include attentive
eye contact and sideways movements of the head as well,
of course, as nodding itself.
The use of mm, yeah etc and nodding have often been
characterised in terms of ‘backchannelling’ – channelling
a message of attention or appreciation back to the
speaker, without breaking into his or her turn – and
backchannelling has been treated in the literature as a
quite different kind of phenomenon. But this misses the
point that both minimal utterances and nodding are in
fact brief turns in which listeners acknowledge the infor-
mation that they have just received, in much the same
way that listeners accept an offer or answer a question.
The difference between an acknowledging turn and an
accepting or answering turn, however, and the reason
their major function has been missed, is that while
acceptances and answers come after offers and ques-
tions, acknowledgements are often simultaneous with
the information they acknowledge, typically occurring
during the first speaker’s turn rather than at the end –
which is why of course they work well as a way of defer-
ring transfer of the turn.
The next two strategies on my list are more conventional
in being used at the end of the previous speaker’s turn,
but they are parasitical upon the syntax and intonation
of the previous utterance. An example of sentence com-
pletion as a device for returning the turn to the previous
speaker is the following, from data of students talking
about a student society, collected by Martin Warren:
5. G: Things were more a sort of hi! you
know imploring people to do things at
N: please
G: Yeah
N’s please overlaps with at and follows naturally on from
G’s utterance – do things please. G acknowledges the
rightness of N’s completion and then continues speak-
ing.
A similar strategy is that of paraphrasing briefly what
someone has just said in order to show that you have
understood it. The effect, as with utterance completion,
is to suggest a harmony of minds and thereby encourage
the original speaker to continue. An example, from the
same data source as the previous, is the following
exchange:
MAPTIO™ 2009
6. G: Do you remember that one I sent round
at Stratford about the English club? You
know, pull your finger out and all that
N: Do something
G: Yeah, but that was more a sort of
Do something repeats, in slightly more decorous lan-
guage, the meaning behind pull your finger out.
Completing someone else’s utterance or paraphrasing a
phrase from it requires considerable linguistic skill and is
unlikely to be something the average learner would feel
confident doing, but the last two strategies on my list,
requesting clarification and expressing disbelief, can be
used even at a relatively early stage in the development
of conversational skills. They are more conventional in
they are used at the end of the previous speaker’s turn,
rather than being an intervention, and each has the
appearance of a proper turn, i.e. they have syntax, into-
nation and a limited lexis. Nevertheless they have the
same effect of keeping the other person talking.
The strategy of requesting clarification can be sincere or
insincere, though it appears to be more commonly the
former. Two good examples of clarification requests can
be found in the following (taken and slightly simplified
from the Macmillan English Corpus):
7. A: Incidentally what er arrangements if any
have Mike and Dawn made for
this er summer?
B: How do you mean?
A: Well, wasn’t Dawn saying something
about their going to France this year or
something?
B: When was that?
A: When they were here I think.
The first is the most general kind of request for clarifica-
tion, which basically asks the other person to be more
precise or to express themselves more clearly. It can only
be used sparingly, because it basically accuses the previ-
ous speaker of poor expression. Another common gener-
al clarification request is ‘What do you mean?’
The second kind of request for clarification, exemplified
by When was that?, carries no such pejorative overtones.
It simply asks for further detail. Such expressions show
interest in what the other person has been saying and
can be used safely, if in moderation.
Still more useful are expressions of disbelief (you’re kid-
29
ding, I don’t believe it, really?, seriously?). Again these
can be sincere or insincere, but insincere expressions are
vastly more common and the expression of disbelief is
usually designed to show how interesting or surprising
you find the information you have been given. An
instance of an insincere expression of disbelief is the fol-
lowing:
8. A: I went up to Leeds
B: oh did you?
A: yeah saw Kathryn Clarke
Speaker B is not of course questioning the truthfulness
of speaker A, even though the wording might be thought
to indicate this.
We have already seen an instance of what appears to be
a sincere expression of disbelief in example 1, repeated
below for convenience:
2 (repeated) A: well I don’t know I must say a
few years ago I would I would
have agreed with you I was I was
so desperately busy I didn’t really
have time for any of this non-
sense and I didn’t really believe
in it (B: m-hm) but now that I
have set aside an hour on a Fri-
day night with a group I feel ten
times better I could do (B: m-
hm) ten times (B: m-hm) the
work I used to
B: do you really though?
B here may be genuinely doubting the efficacy of the
aerobics class in making A that much better a worker!
All these strategies are, in my view, the mark of a suc-
cessful conversationalist. Most of them make the other
person feel good, and they all keep the talk flowing. This
alone would be a reason to teach and test them as skills,
since they are not directly transferable (apart from the
first, in part) from the L1 to the L2. But of course they
are also valuable as ways of avoiding a turn without fail-
ing as a conversationalist, and ensure a continued flow
of good listening practice from the other speaker. Do we
teach these skills, though? In my experience, the answer
is ‘not often’, and we certainly do not test them.
Despite the merits of the IELTS test and its ubiquity, it
is not necessary to undertake detailed research to show
30
that it does not test the listening and speaking skills I
have been describing in a natural manner. In the first
place, listening skills are tested by asking the learner fac-
tual questions about a fabricated interaction heard on a
tape (IELTS, 2003 [updated 2005], p 56-7; 2005, p6).
But apart from when they watch TV, most people rarely
listen to fabricated interactions. And with the same
exception, we are rarely part of an interaction while not
being an active participant.
Speaking skills in IELTS are likewise tested by getting
the learners to speak first about themselves for 4-5 min-
utes and then on a surprise topic for 1-2 minutes after a
minute’s preparation (IELTS, 2003 [updated 2005], p
49-51). But apart from when we teach, how often do we
find ourselves able to prepare a topic, still less briefly
prepare on a surprise topic? Again, I suspect rarely so.
The only time I ever find myself talking with brief prepa-
ration on surprise topics is at conferences as a part of
panel discussions, and that is neither a common nor a
normal kind of speaking activity.
After the prepared surprise topic, the learner is then
engaged in dialogue by the tester on what the IELTS
test describes as “more abstract issues and concepts
which are thematically linked to the topic
prompt”(IELTS, 2003 [updated 2005], p 49). I hardly
need note that this does not reflect daily experience with
the language (or at least not my daily experience).
5. Clues in the utterance
One of the most important skills that native speakers
have and that non-native speakers find it hard to acquire
is that of understanding the implication of little clues
that the other person gives in their utterance (and know-
ing how to use them in one’s own responses). I once
attempted to learn Cantonese (with little success), and
one of the trickiest features of the language for the Eng-
lish speaker was the range of utterance-final particles
with the range of subtle pragmatic messages they send.
English is altogether less systematic and the particles
take a different form, but the analogy is not entirely
inexact in that apparently meaningless words or phrases
can be used to let the listener know how the speaker is
reacting to something, without being overt about it. As
an example, consider the following exchange:
9. A: It seems a waste of time really
B: Yes but if you keep trying I don’t know
All native speakers would see B’s utterance as disagree-
ing with A, but even advanced non-native speakers may
MAPTIO™ 2009
on occasion overlook the two hidden clues within the
utterance that shows this to be the case:
9a. A: It seems a waste of time really
B: Yes but if you keep trying I don’t know
I don’t agree I don’t agree
Yes but means ‘no, and here comes a reason for dis-
agreeing’. I don’t know means ‘I do know but I don’t
want to offend by openly disagreeing’.
The clues we include in our speech have been widely
studied, most notably by Schiffrin (1987). Stenstr?m
(1990) identifies a range of such speech-specific features
and McCarthy (2003) picks up a range of high frequency
short response tokens (as he terms them) and shows how
important they are to the ongoing interaction. But there
is still much to be done. Furthermore there are a great
number of such features to be described and it would
take a book to do them justice. Here – the result of the
use of corpus methodology on a one million word corpus
of spoken English – are some of the observations that I
was able to make about just three such clues (discourse
markers): oh, er and well.
5.1 oh
A common ‘word’ in spoken English, though rarely
awarded the status of a word, oh is used by speakers to
perform a number of functions. The first of these is to
mark the beginning of a turn or to serve as a complete
turn to show that you have just been told something
new.
10. Doctor: I think you’ve probably got what
we call dry eyes
Patient: oh
Separately, or in conjunction with the above, oh is used
at the beginning of a turn to confirm you understand,
usually in combination with some word or phrase with
the same meaning, e.g.:
11. A: yes, you do have four other colleagues on
the side. because they’re also board
members
B: oh I see. ok ok
Because of these uses, oh is very appropriate at the
beginning of a turn as a way of accepting someone’s
answer to your question:
MAPTIO™ 2009 31

12. A: Is that too sweet? might also recognize that they are also used in the mid-
B: yes dle of a turn when one is trying to find the right word.
A: oh This is, needless to say, much better than silence, not
least because it prevents the other person switching to
It is also used at the beginning of a turn with an evalua- the L1 or interrupting. A related use is when you are not
tive word to assess the new information you have been sure what you want to say and you want to prevent
given, e.g.: silence, e.g.

13. Travel Agent: Your flights are all confirmed. 15. couple of other points about the erm er er about
Customer: oh wonderful the er Vienna settlement in general

As a variant upon its use as a marker that one has been Fewer recognize that er and erm have an important use
told something new, it can be used at the beginning of a at the beginning of a speaking turn when you may be
turn when you have been reminded of something you unsure how the other person(s) will receive the informa-
had forgotten. The following illustrates this well: tion you are giving them:

14. A: Remember he wanted to merge the 16. A: how long.. how long have you been off
groups. Don’t you remember? school then?
B: oh yeah. oh yes. of course B: er couple of weeks [this may seem to you
rather a long time]
One use of oh links in with our earlier discussion of ways
of keeping the other person talking. It can be used to 17. A: how did you know I was going?
accept the truth of the answer or statement you have just B: er. I don’t know I think Clare may have
heard. If combined with really or a question to show sur- said something [perhaps I’m not sup-
prise (oh did you?), it passes the talk back to the other posed to know]
speaker, who will usually confirm what they said and add
to it. 18. A: where where.. are you Australian or New
Zealand?
We saw an example of this when we looked at expres- B: erm South African [I know you’ll despise
sions of disbelief: me for that] (recorded during the period
of Apartheid)
8 (repeated) A: I went up to Leeds
B: oh did you? It should be noted that failure to recognise this use of er
A: yeah saw Kathryn Clarke could lead to an increased tension between interactants.

These functions of oh are all natural to native speakers 5.3 well

but they have to be learnt. If oh were omitted from 13 or
7, the effect would be subtly different. In the first case,
the effect would be to suggest that A need not have
mentioned the merging of groups, since B already knew
about it, and in the second case the omission of oh
would, depending on intonation choice, slightly increase
the likelihood of B’s did you? being heard as genuine
disbelief.
5.2 er, erm
Like oh, the particle er and its variant erm are rarely
treated as words and certain of their uses are more read-
ily recognised than others. Most people would recognise
that er or erm is used at the beginning of a speaking turn
when one is unsure what it is that one wants to say. They
Perhaps one of the most interesting clues used in inter-
action (and one of the most misunderstood) is well. Poor
drama scripts and fabricated transcriptions characteristi-
cally use it as a filler, rather like er and erm in one of
their uses. In fact, though, it is no filler. The closest it
gets to such a function is when it is used with anyway to
get back to a topic after a digression (well anyway) or
when it is used at the beginning of a turn to round off a
topic near the end of a conversation:
19. well, I’ll let you get back to work
When, however, it is used at the beginning of a speaking
turn without a closing function, it is often there to indi-
cate that there is something wrong with what has just
32
been said.
20. A: I mean it might take us another two
months before we get out.
Three months.
B: Well I would say six months
Returning for a third time to our aerobics data, one can
see that A’s utterance has the same purpose:
2 (extract) A: well I don’t know I must say a
few years ago I would I would
have agreed with you I was I was
so desperately busy I didn’t really
have time for any of this non-
sense and I didn’t really believe
in it (B: m-hm) but now that I
have set aside an hour on a Fri-
day night with a group I feel ten
times better I could do (B: m-
hm) ten times (B: m-hm) the
work I used to
In a closely related use, well is used at the beginning of a
turn when someone has asked you a question which
assumes something that is not true.
21. A: what she did the whole lot?
B: well yeah, I think, well she didn’t do
everything
Being able to recognise the significance of markers such
as these is a necessary part of being a good listener.
Being able to use them is a mark of a skilled conversa-
tionalist. But do we teach the use of these markers? As
far as published materials are concerned, the answer is
not often. There are virtuous exceptions. The pioneering
language materials of Willis & Willis (1988), which did
not fully find their audience, perhaps because they were
so pioneering, teach a whole range of conversational
skills, using authentic data, and include instances of the
markers of the kind I have been describing with helpful,
if partial, accounts of their functions. Generally, though,
markers and the conversational skills I have been
describing are not much taught. As for testing, not only
do the tests not test them, they actually misuse them in
the sample materials they provide, as I shall go on to
demonstrate.
5.4 The use of discourse clues in the IELTS Specimen
Listening Test materials
MAPTIO™ 2009
In the IELTS Specimen materials tapescripts of what
would typically be listened to by a learner taking the test
(IELTS, 2003 [updated 2005], p 56-8) – there are just
one instance each of oh and erm (none of er) but there
are twelve instance of well. Compare this with their dis-
tribution in the Macmillan Spoken Corpus (the compo-
nents I used were those containing casual talk, amount-
ing to over 8 million words): 31,000 instances of oh,
33,000 instances of er, 25,000 instances of erm and
37,000 of well. In other words, the distribution of oh:
er(m): well is approximately 1:2:1 as opposed to the
IELTS ratio of 1:1:12. The problem lies with the over-
use and misuse of well.
Given the uses we were noting for well above, the fol-
lowing extract from the sample transcription given in the
specimen materials for IELTS (IELTS Specimen Mate-
rials 2003, updated 2005, p. 56) should give us pause for
thought. It simulates an interview between a police offi-
cer and a witness of a crime:
22. M: Let’s get back to the two men, if we can.
Just tell me everything about them.
F: Well, there was a younger one and an
older one.
M: Well, let’s start with the younger one,
shall we?
F: Well, age first then. He only looked
about 17 – not more.
Something like that.
None of these uses seem to conform to the functions we
might expect for well and the use in three successive
utterances is odd.
Still worse is the following extract from the same fabri-
cated interview:
23. M: What did he look like? You didn’t give
the officer much information last night?
F: Well, I did get quite a good look at his
face
Here M is implicitly accusing F of being less helpful than
she might. In such a case well might indeed occur, but
we would expect it to be attached to a defensive state-
ment, as in my modification of 23:
23 (modified) M: What did he look like? You did-
n’t give the officer much infor-
mation last night?
MAPTIO™ 2009
F: Well, I did give him a descrip-
tion.
So not only is the IELTS test not testing the clues that
speakers use but its own uses will confuse those who do
understand the significance of discourse markers and
provide a bad model for those who do not.
6. Choosing the right grammar for the lexical choice
Moving away from listening and speaking skills specifi-
cally to characteristics looked for in both speech and
writing, learners are assessed in the IELTS test for
grammatical range and accuracy and lexical resource
(IELTS, 2003 [updated 2005], p 10). This sounds reason-
able and clearly is central to any sensible assessment of
conversational skills. The problem is that these three
characteristics are really a single characteristic. Gram-
mar and lexis are inextricable. As an instance, consider
the word hard. It occurs a great proportion of the time
in semi-fixed expressions such as
worked hard, tried hard, fought hard, die hard, found it
hard, prayed hard, raining hard
hard luck, hard facts, hard lives, hard water, hard labour,
hard winter, hard currency
hard to believe, hard to understand, hard to imagine,
hard to explain, hard to follow
The choice of hard is bound up with the choice of one of
these (or other similar) expressions, and the choice of
grammatical construction is bound up with the choice of
a particular sense of hard.
The explanations for this are still a matter of debate. In
a number of places, however, (e.g. Hoey, 2004, 2005), I
have claimed that whenever we encounter a word (or
syllable or combination of words), we note subconscious-
ly a great deal about it and store what we note along
with the word. I envisage a type of concordance of the
word in our mind but one that is constantly being
analysed (and one that is interconnected with all the
other concordances in our mind). So, I argue, we note
for every word we encounter the following things about
it:
ñ the other words it occurs with (its collocations),
ñ the grammatical patterns it occurs in (its colligations),
ñ the meanings with which it is associated (its semantic
associations),
33
ñ the pragmatics it is associated with (its pragmatic
associations),
ñ the genre, style and social situation it is used in
ñ whether it is used in a context we are likely to want to
emulate or not.
ñ the cohesion of the word (or its absence) (its textual
collocations),
ñ the textual position of the word, e.g. whether it typi-
cally begins or ends the sentences or paragraphs it
appears in (its textual colligations)
ñ its place in the larger semantics of the text (its textual
semantic associations)
So the word further, for example, collocates with infor-
mation, evidence, education, details, afield and cuts
(amongst many others). It can be used as an adjective,
an adverb or a sentence conjunction [conjunct] (colliga-
tion). In its adjectival use, it is almost invariably used in
pre-noun position (further damage, not the damage was
further) (colligation). It has two major semantic associa-
tions. The first is that it occurs very frequently with
NUMBER. Secondly, when it is not being used with
information, evidence and education, it tends to occur
with clear evaluations (criticism, progress) with a pre-
ponderance of these being negative (cuts, losses, prob-
lems, rate rises, delays, confusion, restrictions, blow,
concessions, damage) (semantic association, pragmatic
association); the negative feature in turn tends to take
the form of a plural noun (colligation).
Further is more associated with the written word than
the spoken. It is used in contexts which we may want to
emulate. It is not cohesive; it is rare for the word further
to be repeated in the course of a text (textual colloca-
tion). This is a negative priming, i.e. we note that the
word avoids a certain use. It has no special tendency to
occur at the beginning of sentences (1 in 20 instances
occurring at the beginning, which may be slightly low)
but in combination with particular collocates (i.e. read-
ing, information), it is characteristically positively
primed for sentence initial position (textual colligation).
Finally, it is associated with change and with problems
requiring solution (textual semantic association).
Because of these (and other) primings (which will vary
slightly from person to person), we are capable of recog-
nising almost immediately how a word is being used as
soon as we hear or read it used the same way as before.
They also mean that when we open our mouths or reach
for a keyboard, we are likely to make use of them in our
own utterances or sentences. Put another way, all the
34
features we notice prime us so that when we come to use
the word ourselves, we are likely (in speech, particularly)
to use it in the same lexical context, with the same gram-
mar, in the same semantic context, as part of the same
genre/style, in the same kind of context, with a similar
pragmatics and in similar textual ways.
So knowing a word and knowing its primings are the
same. This means that learning a word is a much harder
task than is usually imagined.
If it is any comfort to the L2 speaker, we are all learners,
whether we are so-called native speakers or students in
the language classroom, since we none of us ever stop
being primed. The only difference between the native
speaker and the non-native speaker is the way that they
are typically primed. The implications for testing, howev-
er, are considerable. As already noted, in IELTS, learn-
ers are assessed for grammatical range, grammatical
accuracy and lexical resource, but we can see that these
are not independent of each other. Lexical priming theo-
ry argues that they are in fact and in the most funda-
mental way inextricable. Do we teach the complexities of
lexis? The answer is that, to a limited extent, we do. Wil-
lis & Willis (1988), already virtuous for their handling of
conversational talk, score here as well as do Lewis
(1997), McCarthy & O’Dell (1994) and Woolard (2004).
Do IELTS and other tests assess a learner’s command of
the collocations, colligations and semantic associations
of the words s/he uses? The answer is almost certainly
that they do, since these are what characterise a skilful
language user. But it is doubtful whether the testers are
fully aware that they are testing such knowledge, and it
is a near certainty that the learner does not know that it
is being tested.
The position I have been putting with regard to vocabu-
lary is a relatively new one and based on corpus evidence
that has only been widely available for a decade. On the
other hand much of what I have been presenting about
conversation has been known for over 20 years, though
here too corpus evidence is enhancing and transforming
our understanding of speech. Given that the tests and
the teaching that prepares for the tests have not
attempted to address what we know about talk, whether
it be the importance of turn-taking skills, the devices we
use to signal our attitude to what each other is saying or
the choice of appropriate lexical items with their colloca-
tions and colligations, I can only be pessimistic about the
possibilities of change. Talking, as done by native speak-
ers, will remain separated from teaching and testing, and
MAPTIO™ 2009
we will continue to encourage interchanges such as the
one with which this paper began:
B: How’s the weather?
A: It was cloudy
B: Oh what time is it?
A: It’s twelve o’clock
B: How are you?
A: Not bad
‘Not bad’ is not good enough. I won’t be satisfied until
every learner is ‘fine, thanks’, ‘very well, thank you’ or
even ‘great, thanks’. My challenge to teachers and testers
is that they teach and test how talkers really speak, or
else, as for the Brazilian students quoted above, they will
end up producing talk that bears only a passing resem-
blance to what real conversationalists actually do.
Duncan Jr., S. and D W Fiske (1977). Face-to-face Inter-
action: Research, Methods and Theory. Lawrence Erlbaum
Associates, Hillsdale, New Jersey.
Gardner, R (1998) ‘Between speaking and listening: the
vocalisation of understandings’ Applied Linguistics 19. 2.
204-224
Hoey, M (2001) ‘Spoken discourse’ in Language Aware-
ness section of M Rundell (ed) Macmillan English Dic-
tionary, Oxford: Macmillan Education, LA16-LA17
Hoey, M (2004) ‘The textual priming of lexis’ in G Aston, S
Bernadini & D Stewart (eds) Corpora and Language
Learners, Amsterdam: John Benjamins, pp 21-41
Hoey, M (2005) Lexical Priming: A New Theory of Words
and Language, London: Routledge
IELTS (2003, revised 2005) IELTS (International English
Language Testing System) Specimen Materials. London:
British Council, Cambridge: University of Cambridge
IELTS (2005) IELTS (International English Language
Testing System) English for International Opportunity,
Handbook. London: British Council, Cambridge: Universi-
ty of Cambridge
Lewis, M (1997) Implementing the Lexical Approach: Put-
ting Theory into Practice, Hove UK: Language Teaching
Publications
McCarthy, M & F O’Dell (1994) English Vocabulary in
Use, Cambridge: Cambridge University Press
McCarthy, M (2003) ‘Talking back: ‘small’ interactional
response tokens in everyday conversation’ in Research on
Language in Social Interaction (special issue on Small
Talk) (ed. by J Coupland) 36. 1. 33-63
Sacks, H, Schegloff, E A and G Jefferson. (1974) "A sim-
plest systematics for the organization of turn taking for con-
versation." Language 50/4: 696-735, reprinted in J
MAPTIO™ 2009 35

Schenkein (ed.) (1978).Studies in the organization of con-
versational interaction. New York: Academic, pp 1-55
Schegloff, Emanuel A (1982) ‘Discourse as interactional
achievement, some uses of uh huh and other things that
come between sentences’ in D Tannen (ed) Analysing Dis-
course: Text and Talk. Washington: Georgetown University
Press, pp 71-93
Schiffrin, D (1987) Discourse Markers Cambridge: Cam-
bridge University Press.
Stenstr?m, A-B (1990) ‘Lexical items peculiar to spoken
discourse’ in J Svartvik (ed) The London-Lund Corpus of
Spoken English, Lund: Lund University Press
Tottie, G (1991) ‘Conversational style in British and Amer-
ican English: the case of backchannels’ in K Aijmer & B
Altenburg (eds) English Corpus Linguistics London: Long-
man, pp 254-271
Willis, J & D Willis (1988) Collins COBUILD English
Course, London: Collins
Woolard, G (2004) Key Words for Fluency, Hove: Lan-
guage Teaching Publications

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