The goal of this study is twofold. First, to highlight the place of metaphoric competence in L2 pedagogy and second to investigate the effect of two individual factors, namely gender and proficiency, on the use of metaphors among Greek learners. Metaphoric competence is an integral component of a learners’ overall L2 communicative competence. Therefore, we designed a small‐scale study in order to measure the amount of metaphors used by B2 and C2 Greek learners putting a special emphasis on the variables of gender and proficiency. Our results are in line with available data and suggest on the one hand a female advantage over men at using metaphors and on the other hand a differentiation across language levels with respect to the ability to use metaphors.

No abstract

In this article we argue that conceptual competence should be seen as a component of second language (L2) communicative competence. Abstract concepts are highly expressed by means of metaphors, metonymies, idioms and other types of figurative language. In literature it is suggested that knowledge and appropriate use of these lexical segments are closely related to L2 mastery and therefore conceptual instruction is expected to facilitate L2 learning. To test the relationship between conceptual and L2 competence we conducted an experiment in which Modern Greek learners were encouraged to express their views on the concept of happiness. The results showed their weak performance in conveying their ideas in a coherent and acceptable manner.

The aim of this research was to investigate the language functions of trilinguals that live in Greece. This study consisted of personal interviews conducted at a State Evening School in Volos in January 2010 and the participants were between 19 and 24 years old. They were all male and they came from immigrant families of Albanian origin. The study aimed to locate the instances that each one of the languages -L1 Albanian, L2 Greek, L3 English -is used and to record the reasons that make the students use each one of their languages.

This paper presents an experiment we carried out in order to investigate phonology in Down Syndrome (DS). Research has shown that during preschool and school years, children with DS use phonological processes and sound patterns that are similar to those used by typically developing children but at a slower rate. In view of the above and given the paucity of research in the Greek language in children with DS, we conducted an experiment so as to investigate phonological skills in ten children with DS. We examined articulation, phonetic analysis, phonemic completion and phonemic distinction. Our results showed that children with DS present a phonological impairment in the Greek language.