Οι φοιτητές/ήτριες πρέπει να εξασφαλίσουν την επιτυχή συμμετοχή τους στη συγκεκριμένη εξέταση προκειμένου να εγγραφούν στο υποχρεωτικό μάθημα της Πρακτικής Άσκησης (Γλ3-456 ή Γλ3-457 & Γλ3-459) στο τελευταίο έτος των σπουδών τους.

Description: Language Mastery I is the first of two courses concerned with the four skills of reading, writing, speaking and listening. By the end of the semester students will be expected to demonstrate competence in all four skills.
Learning outcomes: The aim of this course is to further help students
•       develop the skills and strategies required for effective study and learning and thus lay the foundations for English language mastery
•       become aware that they have to learn how to learn in order to handle later challenges they face with language
•       develop the skills of critical thinking and analysis through the examination of texts, by means of analysis and production of spoken and written discourse
•       understand the subtleties of structure and lexis at a pragmatic level, improve speech production, enhance writing ability and be able to write with clarity and sophistication
Assessment: The final grade will be based on performance in:
•       a final compulsory 2½ written examination (60% of the final total)
•       a series of home and in-class assignments. Students are expected to submit a well-written, coherent narrative or descriptive essay of approximately 350-400 words (20% of the final total)
•       speaking, based essentially on participation in classroom activities like group work, a solo or group project presentation, a poster presentation, an in-class discussion, etc. (20% of the final total)
Attendance: Attendance is compulsory and will be noted by the instructor.

The aim of this course is to equip students with the skills and strategies required for greater mastery of the English language in the following skills: reading, writing, listening and speaking.
By the end of the semester students will be expected to demonstrate competence in all four of them.

Through diagnostic testing and cooperative learning, students will be encouraged to recognize individual areas of weakness, such as inadequate vocabulary or grammar, pronunciation, etc., and be expected to take responsibility for working on such problem areas systematically and effectively on their own by consulting the books and other resources available on line.

Skills of critical thinking and analysis will be developed through the examination of texts and by means of analysis and production of spoken and written discourse (mainly description and narration).

The aim of this course is to build on the skills and strategies acquired in Language Mastery I.

Using their skills of critical thinking, participants will be required to investigate the techniques used in advertising and other forms of discourse which are used to persuade an audience.

Structure, lexis and stylistic features will be looked at, as appropriate, through the examination of texts and by means of analysis and production of spoken and written discourse.

Students will be expected to take the initiative and work on areas of weakness, such as grammar, vocabulary, and thinking critically.

Summary and argumentative essay writing will be practiced, both in class and at home. Students must be able to formulate arguments on quite complex and controversial issues and are therefore expected to participate actively in class. 

Assessment: Grades will be awarded on the basis of a system of continuous assessment. In particular: 30% of the final grade will be awarded for reading skills, 30% for oral performance [in-class participation and/or presentation(s)] and 40% for writing skills.

The aim of this course is to help students: •further exercise the skills and strategies required for effective study and learning (with more demanding texts) •understand text organisation and subtext •work autonomously on areas of weaknesses •further develop analytic and synthetic skills, by means of analysis and production of spoken and written discourse (mainly argumentation) •further improve speaking skills (support opinion on controversial issues) •enhance writing skills (writing argumentative essays) •summarise newspaper articles •analyse advertisements •become fully-independent learners of the English language

The aim of this course is to build on the skills and strategies acquired in Language Mastery I. Using their skills of critical thinking and analysis, participants will be required to investigate the techniques used in advertising and other forms of discourse in order to persuade an audience. Structure, lexis and stylistic features will be looked at, as appropriate, through the examination of authentic texts and by means of analysis and production of spoken and written discourse. Students are expected to take responsibility and work on areas of weakness, such as grammar, vocabulary, pronunciation. Summary writing and argumentative essay-writing will be practised in-class and/or at home. By the end of the semester, students should be able to formulate arguments on quite complex and controversial issues. They are therefore expected to participate actively in class, complete in-class assignments and hand-in/send homework activities as part of their coursework. Course textbook is available. 

The course aims to provide a comprehensive introduction to phonetics and phonology. Phonetics studies human speech sounds as physical entities, i.e. how they are produced, transmitted and perceived. Phonology studies sounds as linguistics units, how speakers of a language use sounds to express meaning.  Special emphasis will be given to the phonetics and phonology of English and the main theoretical concepts of both fields will be discussed in relation to it. The course will begin with information on the speech production mechanism and the articulation of English consonants and vowels. The IPA (International Phonetic Alphabet) symbols and diacritics used in transcription will be introduced. It will then examine the difference between phonemically distinct segments vs. allophonic variants with phonological data from English and a wide range of languages. The course will then proceed to a description of syllable structure and weight as well as English stress, intonation and rhythm. Major connected speech processes will also be discussed including assimilation, deletion, insertion, and reduction. Students will have the opportunity to have extensive practice in phonetic transcription throughout the course.

This course aims to (a) provide a description of major features of English pronunciation (especially the Standard Southern British variety) and (b) discuss important methodological issues in the teaching of English pronunciation to foreign (Greek) learners. The course begins with a discussion of the role of pronunciation in several major language teaching methods and an examination of major factors underlying the effective teaching and acquisition of pronunciation skills. The course proceeds to the discussion of methodological issues and techniques used in the teaching of English vowels, consonants, stress, intonation, rhythm and connected speech processes. An analysis of these aspects of English pronunciation is provided and a comparison is made to major features of Greek pronunciation. Similarities and differences between the two systems are discussed and areas of potential difficulty for Greek learners of English are identified. The course contains an extensive practical component and students are required to listen to CDs and tapes with exercises that give practice in pronunciation, discrimination and transcription. A research project and homework are required as part of the course.

The aim of this course is to build on the skills and strategies acquired in Language Mastery I. Summary writing, analysis of advertisements and argumentative essay-writing constitute the focus of this course. Using their skills of critical thinking and analysis, participants will be required to explore the techniques used in advertising and argumentation, to persuade an audience. Structure, lexis, and stylistic features will be looked at, as appropriate, through the examination of authentic material, using analysis and production of spoken and written discourse. By the end of the semester, students should be able to recognise the persuasive techniques (verbal and visual) used in ads, formulate and support arguments on complex and controversial issues, and summarise newspaper articles on a controversial issue.

REQUIREMENTS

Attendance of classes is COMPULSORY and a register will be kept by the instructor. Students are responsible for keeping a record of their attendance as those who exceed the limit of five absences allowed for this OBLIGATORY course (https://www.enl.auth.gr/registration.html section 3) will fail it. There is neither a final nor a re-sit September exam for this course. Should you fail, you will have to register again in one of your next years of study.

Class Start Time

Classes will be starting on time; it is your responsibility to always be punctual.

This course looks at the development of children between the ages of 4 to 12 and considers the ELT implications. Taking into consideration how children think and learn, this course will provide a framework to structure thinking about children’s language learning and consider teaching strategies for effective early foreign language teaching, making the link between pre-school and primary education. The course will also consider ways of (a) developing awareness in the classroom context (e.g. project work, drama, art and craft), and (b) supporting children’s learning (e.g. rhymes, chants, songs, (action) games, stories, use of teaching aids, cross-curricular themes). The aim of the course is to familiarize participants with the teaching of English to very young learners and to give advice and ideas for classroom activities. Video-taped lessons support participants’ understanding of the teaching situations while looking at instances that make explicit the points raised in the lectures. By the end of this course, the students will: n Have a clear understanding of the techniques, materials and activities n Be able to adopt similar practices in their own classrooms n Be in a position to develop materials relevant to young learners’ interests. Course textbook and outline/list of readings are available. 

This course aims to acquaint students to the translation of literary texts. A number of graded texts (prose, drama, poetry) will be analysed, discussed and translated in what is hoped to be a fruitful discussion over the appropriate rendering of a literary source-text into a target-language. Students will present their translations and will be encouraged to discuss challenges encountered in the course of translation (e.g. text analysis, register, language usage, as well as cultural aspects of translation) and justify the choices made. The course will also involve discussion of the most influential contemporary translation theorists and their approach to the various problems, debates and challenges in the field of literary translation. By the end of the course students are expected: - To demonstrate knowledge of concerns and debates in literary translation. - To be acquainted with practical issues of literary translation. - To consider possible strategies for the solution of problems and apply relevant skills. - To develop their own personal translation skills. - To conduct fruitful research. 

The purpose of this course is to acquaint students with the critical evaluation of translated literary texts. The rendering of a literary source-text into a target-text is a complex performance and our objective is to undertake a close reading of the re-written text in juxtaposition with the original. We will compare English literary texts that have been translated into Greek and vice versa. The goal is to focus on the language system, the style and the cultural context of the literary text in order to apply critical standards in determining the adequacy and/or appropriateness of the translation. There will be a comparison of two or more translations of a source-text (poetry, fiction, drama) and this exercise will allow students to judge the quality of these particular translations. Finally, theoretical approaches to Literary Translation will be introduced to aid students in expanding horizons concerning the literary hermeneutics and aesthetics of texts that have been translated into either Greek or English.