e-lingua franca 1 march 2009

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MËÓÈ·›· ËÏÂÎÙÚÔÓÈÎ‹ ¤Î‰ÔÛË ÁÈ· ÙÔÓ ÎÏ¿‰Ô ÙË˜ ÍÂÓfiÁÏˆÛÛË˜ ÂÎ·›‰Â˘ÛË˜

ŒÎ‰ÔÛË “BÈ‚ÏÈÔˆÏÂ›· ºÏˆÚ¿˜” ¶·ÓÂÈÛÙËÌ›Ô˘ Aı‹Ó·YÂ‡ı˘ÓË ¤Î‰ÔÛË˜: ™Ù¤ÏÏ· ºÏˆÚ¿ [email protected] TÂ‡¯Ô˜ 1 M¿ÚÙÈÔ˜ 2009

SEETA: The new online virtual community

Interview with Anna Parisi,

SEETA Project Leader

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°ÏÒÛÛ·, ·˘Ù‹ Ë ÁÓˆÛÙ‹-¿ÁÓˆÛÙË

™›ÏÈ· MÔ˘ÎÔ˘‚¿Ï·

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M·ı‹Ì·Ù· ÁÏÒÛÛ·˜ online™ÂÏ. 8

ESB International Examinations

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EDI ESOL International Qualifications Q & A

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OCNW ESOL International™ÂÏ. 14

¢È·¯Â›ÚÈÛË ¯ÚfiÓÔ˘. ŒÌÊ˘ÙÔ¯¿ÚÈÛÌ· ‹ ·ÔÙ¤ÏÂÛÌ·

ÚÔÁÚ·ÌÌ·ÙÈÛÌÔ‡ Î·È ÂÎ·›‰Â˘ÛË˜;

£ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘

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Social Psychology and ELT-THE HALO EFFECT

Nick Michelioudakis

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Talking, Teaching, TestingMichael Hoey

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MAPTIO™ 20092

K·Ïfi ÛÔ˘ Ù·Í›‰È ÕÓÙ˘™ÙÈ˜ 2 ºÂ‚ÚÔ˘·Ú›Ô˘, Ô ÎfiÛÌÔ˜ ÙË˜ ÍÂÓfiÁÏˆÛÛË˜ ÂÎ·›-

‰Â˘ÛË˜ ıÚ‹ÓËÛÂ ÙËÓ ·ÒÏÂÈ· ÌÈ·˜ ÔÏ‡ ÛËÌ·ÓÙÈÎ‹˜ Á˘Ó·È-ÎÂ›·˜ ·ÚÔ˘Û›·˜ ·fi ÙÔÓ ¯ÒÚÔ. H ÕÓÙ˘ KˆÛÙ¿ÎÔ˘, Û‡˙˘ÁÔ˜,ÌËÙ¤Ú·, ‰·ÛÎ¿Ï·, ÂÎ‰fiÙÚÈ·, Û˘ÁÁÚ·Ê¤·˜ Î·È ·ÁˆÓ›ÛÙÚÈ· ¤-Ê˘ÁÂ ÚfiˆÚ· ·fi ÙË ˙ˆ‹. M¤¯ÚÈ ÙËÓ ÙÂÏÂ˘Ù·›· ÙË˜ ÛÙÈÁÌ‹ ¤-ÏÂÁÂ ÛÙÔ˘˜ ‰ÈÎÔ‡˜ ÙË˜ ·ÓıÚÒÔ˘˜ —ÛÙÔ ÁÈfi ÙË˜, ÛÙÔÓ Û‡-ÓÙÚÔÊfi ÙË˜ Î·È ÛÙÔ˘˜ Û˘ÓÂÚÁ¿ÙÂ˜ ÙË˜— fi¯È ÌÈ˙¤ÚÈ·, ÌËÓ Â›-ÛÙÂ ·ÁÓÒÌÔÓÂ˜ ÛÙË ˙ˆ‹, Ó· ÙË ˙‹ÛÂÙÂ fiÌÔÚÊ·, ˆÚ·›· Î·È ¯·-ÚÔ‡ÌÂÓ·.

H ÕÓÙ˘ KˆÛÙ¿ÎÔ˘ Î·ıËÁ‹ÙÚÈ·-Û˘ÁÁÚ·Ê¤·˜ Î·È ÂÎ‰fiÙÚÈ·AÁÁÏÈÎÒÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ‚È‚Ï›ˆÓ ÁÂÓÓ‹ıËÎÂ ÛÙË §·ÎˆÓ›·ÙÔ 1950 ·fi ÁÔÓÂ›˜ ·ÁÚfiÙÂ˜. ºÔ›ÙËÛÂ ÛÙÔ ¶·ÓÂÈÛÙ‹ÌÈÔAıËÓÒÓ AÁÁÏÈÎ‹ ºÈÏÔÏÔÁ›· Î·È ÌÂÙ·Ù˘¯È·Î¤˜ ÛÔ˘‰¤˜ ÛÙÔ¶·ÓÂÈÛÙ‹ÌÈÔ McGill ÙÔ˘ K·Ó·‰¿. TÔ 1973 ¿ÓÔÈÍÂ ÙÔ K¤-ÓÙÚÔ •¤ÓˆÓ °ÏˆÛÛÒÓ ÛÙË K˘„¤ÏË-Aı‹Ó·. TÔ 1990 ›‰Ú˘ÛÂ ÌÂÙÔ Û‡ÓÙÚÔÊfi ÙË˜, £Ô‰ˆÚ‹ ¢È‰˘ÌÈÒÙË, ÙËÓ ÂÙ·ÈÚÂ›·HILLSIDE PRESS Ô˘ ‰Ú·ÛÙËÚÈÔÔÈÂ›Ù·È ÛÙËÓ ¤Î‰ÔÛË ÂÎ-·È‰Â˘ÙÈÎÒÓ ‚È‚Ï›ˆÓ ÁÈ· ÙË ‰È‰·ÛÎ·Ï›· ÙË˜ AÁÁÏÈÎ‹˜ °ÏÒÛ-Û·˜. ¢ÈÂÙ¤ÏÂÛÂ ÁÈ· ÔÏÏ¿ ¯ÚfiÓÈ· ÁÚ·ÌÌ·Ù¤·˜ ÛÙÔ Û‡ÏÏÔÁÔ¶Ù˘¯ÈÔ‡¯ˆÓ AÁÁÏÈÎ‹˜ ºÈÏÔÏÔÁ›·˜.

Afi ÙÔ 1973 ÂÓÙ¿¯ıËÎÂ ÔÏÈÙÈÎ¿ ÛÙÔ KKE EÛˆÙÂÚÈÎÔ‡ Î·ÈÌÂÙ¤ÂÈÙ· ˆ˜ Ì¤ÏÔ˜ ÙË˜ KÂÓÙÚÈÎ‹˜ EÈÙÚÔ‹˜ ÛÙËÓ EÏÏËÓÈÎ‹AÚÈÛÙÂÚ¿ Î·È ÛÙÔÓ ™˘Ó·ÛÈÛÌfi.

T· ‚È‚Ï›· ÙË˜ A. KˆÛÙ¿ÎÔ˘ Î·ıÔÚ›˙ÔÓÙ·È ·fi ÙÔ ·ÓıÚˆ-ÔÎÂÓÙÚÈÎfi ÛÙ›ÁÌ· Ô˘ ‹Ù·Ó Î·È ÙÔ fiÚ·Ì¿ ÙË˜ ÁÈ· ÌÈ· ÎÔÈÓˆ-Ó›· Ô˘ Ó· ¯ˆÚ¿ÓÂ fiÏÔÈ ÔÈ ¿ÓıÚˆÔÈ. Y‹ÚÍÂ È‰Ú˘ÙÈÎfi Ì¤ÏÔ˜ ÙË˜ ÚÒÙË˜ (·Ì¤Ûˆ˜ ÌÂÙ¿ ÙËÓ ÂÚ›Ô‰Ô ÙË˜XÔ‡ÓÙ·˜) ·˘ÙÔ‰È·¯ÂÈÚÈ˙fiÌÂÓË˜ ÔÏÈÙÈÛÙÈÎ‹˜ ÂÙ·ÈÚÂ›·˜ ZEA.

T· ‰ÈÎ·ÈÒÌ·Ù· ÙˆÓ Á˘Ó·ÈÎÒÓ ÛÙÔ ÔÏÈÙÈÎfi Î·È ÎÔÈÓˆÓÈÎfi Â›Â‰Ô Ù· ‰ÈÂÎ‰›ÎËÛÂ ÙfiÛÔ ˆ˜ È‰Ú˘ÙÈÎfi Ì¤-ÏÔ˜ ÙË˜ K›ÓËÛË˜ ¢ËÌÔÎÚ·ÙÈÎÒÓ Á˘Ó·ÈÎÒÓ fiÛÔ Î·È ÌÂ ÙË Û˘ÌÌÂÙÔ¯‹ ÙË˜ ÛÙ· ·ÁÎfiÛÌÈ· Forum Á˘Ó·ÈÎÒÓ.

ÿ‰Ú˘ÛÂ ÙÔ HILLSIDE INSTITUTE ÌÂ Û˘ÓÂ‰ÚÈ·Îfi Î¤ÓÙÚÔ Î·È ¯ÒÚÔ˘˜ ‰È·ÌÔÓ‹˜ ÛÙËÓ EÚ¤ÙÚÈ·-E˘‚Ô›-·˜ ÛÙÔ NH™I TøN ONEIPøN.

™ÙÔ ıÂ·ÙÚÈÎfi ÙË˜ ¤ÚÁÔ «K¿ÓÂ ¤Ú· ı¤Ïˆ Ó· ÂÚ¿Ûˆ» Î·Ù¤ÁÚ·„Â ÙÈ˜ ÛÎ¤„ÂÈ˜ Î·È ·ÓËÛ˘¯›Â˜ ÙË˜: °È·Ù›Â›Ó·È ÌÂÚÈÎÔ› ¿ÓıÚˆÔÈ ·ÔÎÏÂÈÛÌ¤ÓÔÈ; °È·Ù› ÙÔ˘˜ ·ÁÓÔÔ‡ÌÂ; TÈ ÊÙ·›ÂÈ; ¶Ò˜ Á›ÓÂÙ·È Ó· ·ÏÏ¿ÍÔ˘Ó; MÔ-ÚÂ› Ó· ·ÂÁÎÏˆ‚ÈÛÙÔ‡Ó; ¶Ò˜; MfiÓÔÈ ÙÔ˘˜; ¶Ô‡ Ó· ‚ÚÔ˘Ó ÙË ‰‡Ó·ÌË ÔÈ ·‰‡Ó·ÙÔÈ; M‹ˆ˜ fiÏÔÈ ÂÌÂ›˜ ı¤-ÏÔ˘ÌÂ ÙÔ˘˜ ·‰‡Ó·ÌÔ˘˜ ÁÈ· Ó· ·ÈÛı·ÓfiÌ·ÛÙÂ ÈÔ ‰˘Ó·ÙÔ› Î·È Î˘Ú›·Ú¯ÔÈ;

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MAPTIO™ 20094

SEETA: The new online virtual community

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 ongoingand structured means of communication among the TAsand a means of networking amongst ourselves withoutgeographical constraints. The main aim is to worktowards a close cooperation that will be to our mutualbenefit. ‘In the new virtual future, national boundaries may nolonger play a role and it is what we have in common asteachers and not our differences that will help us moveforward.’ (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 isconfined to Teachers’ Associations and members of theTAs 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 NorthernGreece, ELTAM Montenegro, IATEFL Poland, RATERomania, ELTA Serbia, IATEFL Slovenia, INGED

Turkey and ETAI Israel.

Who was it initiated by?The original project was initiated by some members ofthe board of TESOL Macedonia-Thrace, NorthernGreece early in 2007 as away of establishing closer con-tacts between TAs in the wider Balkans region. Theproject 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 memberTAs in equal partnership. At the moment, TESOLMacedonia–Thrace Northern Greece is the lead TA andas Vice Chair I’ve taken on the role of SEETA ProjectLeader. This involves outlining strategy and planning thenext steps forward for the SEETA Community, but itmust 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 communityand 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-

Interview with Anna Parisi, SEETA Project Leader

MAPTIO™ 2009 5

tor and webmaster, which is a particularly demandingpost, and there are many others involved from all themember TAs. To find out who they all are you can visitthe platform and read their profiles.

Can you tell us a bit more about the online work-shops. How are they conducted? How can a teacherattend and benefit?The online open forums are hosted by guest speakerswho establish the topic for discussion and respond toquestions posted on the forum. Any teacher can accessthe forums by registering on the platform; they are notconfined 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 excitingone-week online course set up and led by GavinDudeney, where we looked at integrating new learningtechnologies into our teaching and an invitation byPhillip Kerr to tell each other how we got started inteaching and what has inspired us. Recently, two teachertrainers Nina Tsvetkova and Zarina Markova from Bul-garia designed and hosted an interactive workshop onintercultural education and young learners. Upcomingforums include:- Luke Prodromou on the topic of ‘TheGood Language Teacher: what do we know –what do wethink?’, Melania Paduraru, a State School Inspector, hasdesigned an on-line mini course on ‘The ICT environ-ment and the language teacher’ and Mario Rinvolucriwill discuss ‘What have you always thought is absurd inEFL thinking ?’ Other guests will be Chaz Pugliese andMarialena Kalyva. Information and dates about theseevents are available at:- http://community.britishcoun-cil.org/seeta/where you can also access the archived previous forums.

What other features does SEETA offer teachers ofEnglish?There is a resource bank, accessible to any teacher whohas registered, that contains articles on current ELTissues along with some teaching ideas and practical tipsthat have been used by other teachers. Allied to thisthere are on-going forums were ideas can be exchangedand 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 candevelop it further through the platform or, alternatively,you can participate in the development of other teach-ers’ ideas. There are also the ‘SEETA Week’ activitieswhich can be both fun and instructive and help to bring

teachers closer together. It is a chance to interact andexchange views easily and immediately and thus it pro-vides an opportunity to both socialise and network andthe chance to become actively involved in professionaldevelopment. In essence, the SEETA community is aplatform for interaction and what you get out of it iswhat you put in.

What does moodle mean? How can it be used byteachers and language institutes?Moodle is a free web application that educators can useto create effective online learning sites. One of the bene-fits of SEETA is that by becoming active teachers alsobecome familiar with moodle and could apply the skillinto their own teaching environment, which they andtheir school can benefit from. Universities and schoolsall 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 thesite, where there are guidelines on how to register andhow to find your way around. http://community.britishcouncil.org/seeta/

°ÏÒÛÛ·, ·˘Ù‹ Ë ÁÓˆÛÙ‹-¿ÁÓˆÛÙË

™›ÏÈ· MÔ˘ÎÔ˘‚¿Ï·B.A., M.A., AÁÁÏÈÎ‹˜ °ÏÒÛÛ·˜ & §ÔÁÔÙÂ¯Ó›·˜ ¶·ÓÂÈÛÙËÌ›Ô˘ Buckingham™˘ÁÁÚ·Ê¤·˜ AÁÁÏÈÎÒÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ‚È‚Ï›ˆÓ LITERA, I‰ÈÔÎÙ‹ÙÚÈ· K.•.°.

MAPTIO™ 20096

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K·È Û’ ·˘Ù¿ Ù· ÏÂÁfiÌÂÓ· ÎÚ‡‚ÂÙ·È fiÏË ËÔ˘Û›·. H ÁÏÒÛÛ· ·ÔÙÂÏÂ› ÙÔ ÎÏÂÈ‰› ›Ûˆ ·-fi ÙÈ˜ Ï¤ÍÂÈ˜ ÁÈ· Ó· ÁÓˆÚ›ÛÔ˘ÌÂ ÙÔ˘˜ ¿ÏÏÔ˘˜Ï·Ô‡˜. N· ÏËÛÈ¿ÛÔ˘ÌÂ ÌÂ ÙÔ ÌÔÓ·‰ÈÎfi ·˘ÙfiÂÚÁ·ÏÂ›Ô, ÙËÓ „˘¯‹ Î·È ÙÔ Ì˘·Ïfi ÂÓfi˜ ¿ÏÏÔ˘·ÓıÚÒÔ˘, Ô˘ ‰ÂÓ Â›Ó·È Ì¤ÏÔ˜ ÙË˜ ÛÙÂÓ‹˜ÎÔÈÓˆÓ›·˜ Ì·˜ Î·È Î·ÙÔÈÎÂ› ÛÂ ¿ÏÏÔÓ ÙfiÔ.K·È ÌÂ ÙËÓ ·ÓÙ·ÏÏ·Á‹ ÏËÚÔÊÔÚÈÒÓ, ·fi„Â-ˆÓ Î·È Û˘Ó·ÈÛıËÌ¿ÙˆÓ, Ó· Î·Ù·Ï¿‚Ô˘ÌÂ ÙËÓ·Í›· ÙË˜ ·ÓıÚÒÈÓË˜ ˘fiÛÙ·ÛË˜.

E‰Ò ÏÔÈfiÓ ¤ÊÙÂÈ ÙÔ ‚¿ÚÔ˜ ÛÂ Ì·˜ ÙÔ˘˜‰·ÛÎ¿ÏÔ˘˜. TÔ ‚¿ÚÔ˜ ÙË˜ ÌÂÙ¿‰ÔÛË˜ ÙË˜ÁÓÒÛË˜ ÙË˜ ÁÏÒÛÛ·˜, Ô˘ ·ÔÙÂÏÂ› Î‡ÚÈÔÛÙÔÈ¯Â›Ô Â·Ê‹˜. K·È ‰ÂÓ ÂÚÈÔÚ›˙ÂÙ·È ÛÙ·ÁÓˆÛÙÈÎ¿ ‹ ÁÚ·ÌÌ·ÙÈÎ¿ ÙË˜ ÛÙÔÈ¯Â›· ÌfiÓÔ,Î·ıÒ˜ Ë ÁÏÒÛÛ· Â›Ó·È ¤Ó·˜ ˙ˆÓÙ·Ófi˜ ÔÚÁ·-ÓÈÛÌfi˜, Ô˘ ÂÚÈÎÏÂ›ÂÈ Û˘Ó·ÈÛı‹Ì·Ù·, ÔÏÈ-ÙÈÛÙÈÎ¿ ÛÙÔÈ¯Â›·, ÈÛÙÔÚ›· Î·È Î¿ıÂ ÙÈ Ô˘ÌÔÚÂ› Ó· ¯·Ú·ÎÙËÚ›˙ÂÈ ¤Ó·Ó ÙfiÔ Î·È ÙÔ˘˜·ÓıÚÒÔ˘˜ ÙÔ˘.

TÔ Î·ı‹ÎÔÓ ·¤Ó·ÓÙÈ ÛÙ· ·È‰È¿, Ô˘ÛÂ‡‰Ô˘Ó Ó· ¤ÚıÔ˘Ó ÛÂ Â·Ê‹ ÌÂ ÙÈ˜ ÁÏÒÛ-ÛÂ˜, Â›Ó·È Ó· ÙÔ˘˜ ·Ú¤¯Ô˘ÌÂ fi¯È ÙÈ˜ ÛÙÂ›ÚÂ˜ÁÓÒÛÂÈ˜ ÌÈ·˜ ÎÏ·ÛÛÈÎ‹˜ ÂÎÌ¿ıËÛË˜, ·ÏÏ¿ Ó·ÌÔÚ¤ÛÔ˘ÌÂ Ó· ÙÔ˘˜ ÂÚ¿ÛÔ˘ÌÂ ÙÔ Ì‹Ó˘Ì·ÙË˜ ÌfiÚÊˆÛË˜ Î·È ÙË˜ ‰È·ÊÔÚÂÙÈÎfiÙËÙ·˜.

¢È· Ì¤ÛÔ˘ ÙË˜ ‰È‰·ÛÎ·Ï›·˜ Â›Ì·ÛÙÂ ÛÂ ı¤-ÛË Ó· ÂÚ¿ÛÔ˘ÌÂ ÌËÓ‡Ì·Ù· Ô˘ ÂÌÂÚÈ¤¯Ô˘Ó·Í›Â˜ ·Ó·ÓıÚÒÈÓÂ˜ Î·È Ó· ÙÔ˘˜ ‰ÒÛÔ˘ÌÂÓ· Î·Ù·Ï¿‚Ô˘Ó fiÙÈ fiÏÔÈ Â›Ì·ÛÙÂ ÌÔÓ·‰ÈÎÔ›Î·È fiÏÔÈ Â›Ì·ÛÙÂ ‰È·ÊÔÚÂÙÈÎÔ›. N· Á›ÓÔ˘ÓÎÔÈÓˆÓÔ› ÙˆÓ ·ÍÈÒÓ ÙË˜ ·Ó·ÁÓÒÚÈÛË˜ Î·È ÙË˜Û˘ÓÂÚÁ·Û›·˜ ÌÂ ÙÔ˘˜ ¿ÏÏÔ˘˜ Ï·Ô‡˜ Î·È ·Ó-ıÚÒÔ˘˜.

MÂ ·˘Ùfi ÙÔÓ ÙÚfiÔ Î·È ÌÂ ·È‰·ÁˆÁÈÎ‹ÚÔÛ¤ÁÁÈÛË, ÌÔÚÂ› Ó· ˘¿ÚÍÂÈ Ë ‰˘Ó·ÙfiÙË-Ù·, Ë ÂÈÎÔÈÓˆÓ›· ÌÂ ÔÔÈ·‰‹ÔÙÂ ÁÏÒÛÛ·,Ó· ÌËÓ Â›Ó·È ÌfiÓÔ ÁÚ·ÌÌ·ÙÈÎÔ› Î·ÓfiÓÂ˜ Î·ÈÏÂÍÈÏfiÁÈÔ, Ì· Î·È ·Ó·ÁÓÒÚÈÛË ·˘ÙÔ‡ Ô˘ ÙËÓÔÌÈÏÂ› Î·È ÙË ÁÚ¿ÊÂÈ, ·fi ·˘ÙÔ‡˜ ÛÙÔ˘˜ ÔÔ›-Ô˘˜ ·Â˘ı‡ÓÂÙ·È, ˆ˜ ÎÔÚ˘Ê·›· Ú¿ÍË ÂÓ‰È·-Ê¤ÚÔÓÙÔ˜ ÁÈ· ÙÔÓ ÔÏÈÙÈÛÌfi Î·È ÙÈ˜ ·Í›Â˜ÙÔ˘˜. ¶ÔÈÔ˜ ‰ÂÓ ·ÈÛı¿ÓÂÙ·È ÈÎ·ÓÔÔ›ËÛË fi-Ù·Ó ·ÎÔ‡ÂÈ ¤Ó·Ó Í¤ÓÔ Ó· ÌÈÏ¿ÂÈ ÙË ÁÏÒÛÛ·ÙÔ˘; TÈ ÈÔ Â˘ÁÂÓ¤˜ Î·È ¿ÌÂÛÔ ·’ ·˘Ùfi.

MÂ Ì·ıËÌ·ÙÈÎ‹ ·ÎÚ›‚ÂÈ· ·˘Ù‹ Ë ÂÍ¤ÏÈÍËÊÙÈ¿¯ÓÂÈ ÌÈ· Á¤Ê˘Ú· ·Ó¿ÌÂÛ· ÛÙÈ˜ ̄ ÒÚÂ˜ Î·ÈÙÔ˘˜ ÔÏÈÙÈÛÌÔ‡˜ Î·È ·Ô‰›‰ÂÈ ÙËÓ ÚÔÛ‰Ô-ÎÒÌÂÓË ÊÈÏ›· ÙˆÓ ·ÓıÚÒˆÓ-ÊÈÏ›· ÙˆÓ Ï·-ÒÓ, ‰›ÓÔÓÙ·˜ ¤ÙÛÈ ÙË ‰˘Ó·ÙfiÙËÙ· ÛÙ· ·È‰È¿Ó· ·ÓÔ›ÍÔ˘Ó ÙÔ˘˜ ÔÚ›˙ÔÓÙ¤˜ ÙÔ˘˜ Û’ ¤Ó· ·-ÁÎÔÛÌÈÔÔÈËÌ¤ÓÔ Î·È ÔÏ˘ÔÏÈ-ÙÈÛÌÈÎfi ÂÚÈ‚¿ÏÏÔÓ.

ÕÏÏˆÛÙÂ ‰ÂÓ Ú¤ÂÈ Ó· ÍÂ-¯ÓÔ‡ÌÂ, Û·Ó Ï·fi˜ ÌÂ ¯ÈÏÈ¿‰Â˜¯ÚfiÓÈ· ÈÛÙÔÚ›·˜, ˆ˜ ÔÈ Î·Ù·-ÎÙËÙ¤˜ Ô˘ ¤Ú·Û·Ó ·fi ÙÔÓ Ùfi-Ô Ì·˜, «˘Ô¯ÚÂÒıËÎ·Ó» ÈÛÙÔ-ÚÈÎ¿, Ó· ·ÊÔÌÔÈÒÛÔ˘Ó ÛÙÔÈ¯Â›·ÙÔ˘ ÔÏÈÙÈÛÌÔ‡ Ì·˜ Î·È Ó· ÛË-Ì·ÙÔ‰ÔÙ‹ÛÔ˘Ó ¤ÙÛÈ ÙËÓ ¤Ó·ÚÍËÙË˜ ‰ÈÎ‹˜ ÙÔ˘˜ ÔÏÈÙÈÛÙÈÎ‹˜ È-ÛÙÔÚ›·˜. K·È ·˘Ùfi ¤ÁÈÓÂ ÌÂ ÚÒ-ÙÔ ÛÙÔÈ¯Â›Ô Â·Ê‹˜ ÙË ÁÏÒÛÛ·,ÛÂ ÙÚfiÔ ÒÛÙÂ Ù· ¯ÚfiÓÈ· Ô˘¤Ú·Û·Ó Ó· ‰›ÓÔ˘Ó ÙË ‰˘Ó·ÙfiÙË-Ù· ÙË˜ Î·Ï‹˜ ÁÂÈÙÔÓ›·˜ ÁÈ· ÛË-Ì·ÓÙÈÎ¿ ÌÂÁ¿ÏÂ˜ ÈÛÙÔÚÈÎ¤˜ Â-ÚÈfi‰Ô˘˜.

M¤ÓÂÈ Û˘ÓÂÒ˜ ÌÂÙ¿ ·’ fiÏ··˘Ù¿ Ó· ·ÓÙÈÌÂÙˆ›ÛÔ˘ÌÂ ÙËÁÏÒÛÛ· Î·È ÙËÓ ÂÎÌ¿ıËÛ‹ ÙË˜ fi-¯È ÌfiÓÔ Û·Ó ÌÈ· Û˘ÓËıÈÛÌ¤ÓËÂÎ·È‰Â˘ÙÈÎ‹ ‰È·‰ÈÎ·Û›·, ·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·ÈÙËÓ ÔÏÈÙÈÛÌÈÎ‹, ÈÛÙÔÚÈÎ‹ Î·ÈÎÔÈÓˆÓÈÎ‹ Ù·˘ÙfiÙËÙ· ÙÔ˘ Ï·Ô‡Ô˘ ÙË ¯ÚËÛÈÌÔÔÈÂ›.

Œ¯ÔÓÙ·˜ ÙËÓ Ï‹ÚË Â›ÁÓˆÛË·˘ÙÒÓ ÙˆÓ ÛÙÔÈ¯Â›ˆÓ, ÂÍ·ÛÊ·-Ï›˙Ô˘ÌÂ ÙÔ ·˘ÍËÌ¤ÓÔ ÂÓ‰È·Ê¤-ÚÔÓ ÙˆÓ ‰È‰·ÛÎÔÌ¤ÓˆÓ Î·È ÂÈ-

Ï¤ÔÓ ÙÔ˘˜ ÂÊÔ‰È¿˙Ô˘ÌÂ ÌÂ Û˘Ó‰˘·ÛÙÈÎ‹ÁÓÒÛË, Ë ÔÔ›· Â›Ó·È Û›ÁÔ˘ÚÔ ˆ˜ ‚ÔËı¿ÂÈÛÙËÓ ÂÎÌ¿ıËÛË ÂÓÒ Ù·˘Ùfi¯ÚÔÓ· Â›Ó·È ÛÂ ı¤-ÛË Ó· ·Ì‚Ï‡ÓÂÈ ÙÈ˜ fiÔÈÂ˜ ‰È·ÊÔÚ¤˜ Î·È ·ÓÙÈ-ı¤ÛÂÈ˜ Î·È Ó· Â·Ó·ÚÔÛ‰ÈÔÚ›ÛÂÈ ÙÔ Û‡ÛÙË-Ì· ‰È‰·ÛÎ·Ï›·˜, ÛÂ Ó¤Â˜ ‰ËÌÈÔ˘ÚÁÈÎfiÙÂÚÂ˜Î·ÙÂ˘ı‡ÓÛÂÈ˜.

T¤ÏÔ˜, Ú¤ÂÈ Ó· Á›ÓÂÈ ·ÓÙÈÏËÙfi, ˆ˜, fi-ˆ˜ Î·È ÙÔ Û‡ÓÔÏÔ ÙË˜ ÂÎ·È‰Â˘ÙÈÎ‹˜ ‰È·‰È-Î·Û›·˜ ¤ÙÛÈ Î·È Ë ÁÓÒÛË Í¤ÓˆÓ ÁÏˆÛÛÒÓ, ‰ÂÓÛ˘Ó‰¤ÂÙ·È Î·Ù’ ·Ó¿ÁÎË ÌÂ Â·ÁÁÂÏÌ·ÙÈÎÔ‡˜ÛÙfi¯Ô˘˜ ‹ ÚÔÛˆÈÎ‹ ÊÈÏÔ‰ÔÍ›·. AÔÙÂÏÂ›ÙÔÓ ÙÚfiÔ ÁÈ· Ó· Î·Ù·ÎÙ‹ÛÂÈ Ô ¿ÓıÚˆÔ˜ ÙÔ·Á·ıfi ÙË˜ ÁÓÒÛË˜, ÙË˜ ÌfiÚÊˆÛË˜ Î·È Ó· ÂÈ-Ù‡¯ÂÈ ¤ÙÛÈ ÙËÓ Î·Ï˘Ù¤ÚÂ˘ÛË ÙË˜ ‰ÈÎ‹˜ ÙÔ˘ ˙ˆ-‹˜ Î·È ÙË˜ ˙ˆ‹˜ ÙˆÓ Á‡Úˆ ÙÔ˘.

MAPTIO™ 2009 7

M·ı‹Ì·Ù· ÁÏÒÛÛ·˜ onlineK›Ó‰˘ÓÔ˜ ÁÈ· ÙËÓ ÍÂÓfiÁÏˆÛÛË ÂÎ·›‰Â˘ÛË fiˆ˜ ÙËÓ Í¤ÚÔ˘ÌÂ;

MAPTIO™ 20098

AÓËÛ˘¯›· Î·È ÚÔ‚ÏËÌ·ÙÈÛÌfi ÚÔÎ·ÏÂ› ÙÔ Úfi-ÛÊ·ÙÔ ‰ËÌÔÛ›Â˘Ì· ÙÔ˘ ‰ÈÂıÓÔ‡˜ ÂÈ‰ËÛÂÔÁÚ·-ÊÈÎÔ‡ Ú·ÎÙÔÚÂ›Ô˘ Reuters, ÛÙÔ ÔÔ›Ô ·Ó·Ê¤-ÚÂÙ·È fiÙÈ Ô ÂÎ‰ÔÙÈÎfi˜ ÎÔÏÔÛÛfi˜ Pearson, ÁÓˆ-ÛÙfi˜ ÛÙËÓ EÏÏ¿‰· Î·È ˆ˜ Longman, Û¯Â‰È¿˙ÂÈ

ÙËÓ ·Ó¿Ù˘ÍË ÌÈ·˜ ˘ËÚÂÛ›·˜ ÂÎÌ¿ıËÛË˜ ·ÁÁÏÈÎÒÓOnline ÛÂ Û˘ÓÂÚÁ·Û›· ÌÂ ÙËÓ ÎÔÈÓfiÙËÙ·livemocha.com.

H Livemocha ·Ú¤¯ÂÈ ·˘Ù‹ ÙË ÛÙÈÁÌ‹ ÙË ‰˘Ó·ÙfiÙË-Ù· ÛÙÔ˘˜ ·Ó¿ ÙËÓ ˘Ê‹ÏÈÔ ¯Ú‹ÛÙÂ˜ Ó· Ì¿ıÔ˘ÓÙËÓ ÁÏÒÛÛ· ÙË˜ ÂÈÏÔÁ‹˜ ÙÔ˘˜ Ì¤Ûˆ Ì·ıË-Ì¿ÙˆÓ ·ÏÏ¿ Î·È ·ÏÏËÏÔ‚Ô‹ıÂÈ·˜ ÌÂ ¿ÏÏÔ˘˜¯Ú‹ÛÙÂ˜ ‰ˆÚÂ¿Ó. E›Ó·È Ë ÚÒÙË ÊÔÚ¿ Ô˘ ËPearson Ì·›ÓÂÈ ÛÙÔ ¯ÒÚÔ ÙˆÓ online ÚÔïfi-ÓÙˆÓ ·’·˘ıÂ›·˜ ÛÙÔÓ Î·Ù·Ó·ÏˆÙ‹.

TÔ Ê·ÈÓfiÌÂÓÔ ‰ÂÓ Â›Ó·È Î¿ÙÈ ÙÔ Î·ÈÓÔ‡-ÚÈÔ. ø˜ ÛÙÈÁÌ‹˜, Ô ÂÓ‰È·ÊÂÚfiÌÂÓÔ˜ ¯Ú‹ÛÙË˜ÌÔÚÂ› Ó· ‚ÚÂ› ÌÈ· ÏËıÒÚ· ÂÈÏÔÁÒÓ ·fi·˘ÙÔÌ·ÙÔÔÈËÌ¤Ó· Ì·ı‹Ì·Ù·, peer to peerplatforms, fiÔ˘ ¯Ú‹ÛÙÂ˜ ‚ÔËıÔ‡Ó Ô ¤Ó·˜ ÙÔÓ

¿ÏÏÔÓ ÚÔÛÊ¤ÚÔÓÙ·˜ ÂÍ¿ÛÎËÛË ÛÙË ÁÏÒÛÛ· ÙÔ˘˜, ·-Ú¿ÏÏËÏ· ÂÍ·ÛÎÔ‡ÌÂÓÔÈ ÛÙË ÁÏÒÛÛ· ÂÓfi˜ ¿ÏÏÔ˘ «Ì·-ıËÙ‹» ‹ ˙ˆÓÙ·Ó¿ online Ì·ı‹Ì·Ù· ÌÂ Î·ıËÁËÙ¤˜. TÈÛ˘Ó¤ÂÈÂ˜ ÚÔÌËÓ‡ÂÈ, fiÌˆ˜, ÌÈ· Ù¤ÙÔÈ· Î›ÓËÛË ·fi ¤-Ó·Ó ·ÁÎfiÛÌÈÔ ÂÎ‰ÔÙÈÎfi ÎÔÏÔÛÛfi fiˆ˜ Ë Pearson ÁÈ·ÙÔÓ ·Ú·‰ÔÛÈ·Îfi ÙÚfiÔ ‰È‰·ÛÎ·Ï›·˜ ÙˆÓ Í¤ÓˆÓÁÏˆÛÛÒÓ;

M¤Û· ÛÂ 0,23 ‰Â˘ÙÂÚfiÏÂÙ·, ÌÈ· ·Ó·˙‹ÙËÛË ÛÙÔGoogle Ì·˜ ‰›ÓÂÈ ¿Óˆ ·fi ‰ÂÎ·ÙÚ›· ÂÎ·ÙÔÌ‡ÚÈ· Î·-

Ù·¯ˆÚ‹ÛÂÈ˜ ÛÙÔÓ ·ÁÎfiÛÌÈÔ ÈÛÙfi ÁÈ·“online english lessons”. H ÂÍ¿ÏˆÛË ÙÔ˘Ê·ÈÓÔÌ¤ÓÔ˘ ÙË˜ ÂÎÌ¿ıËÛË˜ ÌÈ·˜ Í¤ÓË˜ÁÏÒÛÛ·˜ Ì¤Ûˆ ÙÔ˘ ‰È·‰ÈÎÙ‡Ô˘ Ï¿Ì‚¿ÓÂÈ Î·-ıËÌÂÚÈÓ¿ fiÏÔ Î·È ÌÂÁ·Ï‡ÙÂÚÂ˜ ‰È·ÛÙ¿ÛÂÈ˜,Â›ÙÂ Ì¤Ûˆ ÈÛÙÔÛÂÏ›‰ˆÓ Ô˘ ·Ú¤¯Ô˘Ó Ì·ı‹-Ì·Ù· ‰ˆÚÂ¿Ó, Â›ÙÂ Ì¤Ûˆ ÈÛÙÔÛÂÏ›‰ˆÓ Ô˘·Ú¤¯Ô˘Ó Î·ıËÁËÙ¤˜ ·ÓÙ› ·ÌÔÈ‚‹˜.

O Sanjay (Shane) Jiandani ˙ÂÈ ÛÙËÓ IÛ·-Ó›· Î·È ÂÚÁ¿˙ÂÙ·È part time ˆ˜ Î·ıËÁËÙ‹˜AÁÁÏÈÎÒÓ online ÌÂ ÙËÓ TelelangueSanjay Jiandani

Worldspeaking. •ÂÎ›ÓËÛÂ ÙÔÓ ¢ÂÎ¤Ì‚ÚÈÔ ÌÂ Ù¤ÛÛÂÚ·Ì·ı‹Ì·Ù· ÙËÓ ËÌ¤Ú· (Î¿ıÂ Ì¿ıËÌ· ‰È·ÚÎÂ› 30 ÏÂÙ¿)Î·È Û‹ÌÂÚ· ·Ú·‰›‰ÂÈ ¤Ó· Ì¤ÛÔ fiÚÔ 8-10 Ì·ıËÌ¿ÙˆÓ·Ó¿ÏÔÁ· ÌÂ ÙÔÓ ÂÏÂ‡ıÂÚÔ ¯ÚfiÓÔ Ô˘ ‰È·ı¤ÙÂÈ.

¶ÔÈfi Â›Ó·È ÙÔ ÚÔÊ›Ï ÙÔ˘ Ì¤ÛÔ˘ Ì·ıËÙ‹ ÙÔ˘;

— «Œ¯Ô˘ÌÂ ÌÂÁ¿ÏË ÔÈÎÈÏ›· Ì·ıËÙÒÓ.Afi ÊÔÈÙËÙ¤˜ Î·È ÓÔÈÎÔÎ˘Ú¤˜ ¤ˆ˜ ˘„ËÏfi-‚·ıÌ· ÛÙÂÏ¤¯Ë ÂÈ¯ÂÈÚ‹ÛÂˆÓ. £· ¤ÏÂÁ· ·-fi 20 ¤ˆ˜ 50 ÂÙÒÓ Î·È Î˘Ú›ˆ˜ ·fi ÙËÓ °·Ï-Ï›·, ÙËÓ IÙ·Ï›· Î·È ÙËÓ IÛ·Ó›·», Ì·˜ Ï¤ÂÈ ÔSanjay.

H Telelangue ··Û¯ÔÏÂ› ÂÚ› ÙÔ˘˜ 300Î·ıËÁËÙ¤˜ Î·È ·Ú¤¯ÂÈ ÂÎ·›‰Â˘ÛË Î˘Ú›ˆ˜ÛÙ· AÁÁÏÈÎ¿, ·ÏÏ¿ Î·È ÛÙ· °·ÏÏÈÎ¿, °ÂÚÌ·-ÓÈÎ¿, IÙ·ÏÈÎ¿ Î·È IÛ·ÓÈÎ¿. OÈ Î·ıËÁËÙ¤˜ÂÚÁ¿˙ÔÓÙ·È ·fi ÙÔÓ ¯ÒÚÔ ÙÔ˘˜ ¯ÚËÛÈÌÔÔÈ-ÒÓÙ·˜ ÙËÏ¤ÊˆÓÔ, skype Î·È msn.

O Sanjay ‰È·‚Ï¤ÂÈ Ù¤Ú·ÛÙÈ· ÂÍ¿ÏˆÛË·˘ÙÔ‡ ÙÔ˘ ÙÚfiÔ˘ ÂÎÌ¿ıËÛË˜ ‰Â‰ÔÌ¤ÓË˜ ÙË˜Ú·Á‰·›·˜ ÂÍ¤ÏÈÍË˜ ÙË˜ ÙÂ¯ÓÔÏÔÁ›·˜ Î·È ÙˆÔÏ˘Ì¤ÛˆÓ.

«O Ì·ıËÙ‹˜ ‰ÂÓ ¯ÚÂÈ¿˙ÂÙ·È Ó· ÌÂÙ·ÎÈÓË-ıÂ› ÁÈ· Ó· Î¿ÓÂÈ Ì¿ıËÌ·. ¶ÚÔÁÚ·ÌÌ·Ù›˙ÂÙ·È·Ó¿ÏÔÁ· ÌÂ ÙËÓ ÒÚ· Ô˘ ‰È·ı¤ÙÂÈ, Â›ÙÂ ·˘Ù‹Â›Ó·È ÛÙÈ˜ 8 ÙÔ ‚Ú¿‰˘, Â›ÙÂ ÛÙÈ˜ 4 Ù· ÍËÌÂÚÒ-

Ì·Ù·. ¶¿ÓÙ· ˘¿Ú¯ÂÈ ‰˘Ó·ÙfiÙËÙ· Ó· ‚ÚÂıÂ› Î·ıËÁË-Ù‹˜ Ônline Î¿Ô˘ ÛÙÔÓ ÎfiÛÌÔ».

™Ù· ÂfiÌÂÓ· ÙÂ‡¯Ë ÙË˜ e Lingua Franca, ı· Û·˜ ·-ÚÔ˘ÛÈ¿ÛÔ˘ÌÂ ÌÈ· ÈÔ ÔÏÔÎÏËÚˆÌ¤ÓË ÂÈÎfiÓ· ÙË˜ ·ÁÔ-Ú¿˜ Í¤ÓˆÓ ÁÏˆÛÛÒÓ Ì¤Ûˆ ÙÔ˘ ‰È·‰ÈÎÙ‡Ô˘.

H e-Lingua Franca ı· Î˘ÎÏÔÊÔÚÂ› ÛÂ ÌËÓÈ·›· ‚¿ÛË ÌÂ fiÏ· Ù· Ó¤· ÙË˜ÍÂÓfiÁÏˆÛÛË˜ ÂÎ·›‰Â˘ÛË˜ ÛÙËÓ EÏÏ¿‰·.◊‰Ë ·ÔÛÙ¤ÏÏÂÙ·È ÛÂ 7.000 ·Ô‰¤ÎÙÂ˜·ÓÂÏÏ·‰ÈÎ¿.

E¿Ó Û·˜ ¿ÚÂÛÂ ÙÔ ÚÒÙÔ ÙÂ‡¯Ô˜ Î·È ı·ı¤Ï·ÙÂ Ó· ÙÔ ÌÔÈÚ·ÛÙÂ›ÙÂ Ì’ ¤Ó·Ó Ê›ÏÔ/Ë,Î·ıËÁËÙ‹/ÙÚÈ· Í¤ÓˆÓ ÁÏˆÛÛÒÓ, ÁÚ¿„ÙÂÌ·˜ ÛÙÔ [email protected]

MAPTIO™ 2009 9

¶ÔÈÔ Â›Ó·È ÙÔ ESB;TÔ English Speaking Board (ESB) È‰Ú‡ıË-

ÎÂ ÙÔ 1953 Û·Ó ¤Ó·˜ ÚˆÙÔfiÚÔ˜ ÔÚÁ·ÓÈÛÌfi˜ÂÍÂÙ¿ÛÂˆÓ Î·È ÈÛÙÔÔÈ‹ÛÂˆÓ ÙË˜ AÁÁÏÈÎ‹˜ÁÏÒÛÛ·˜.

™·Ó ÂÍÂÙ·ÛÙÈÎfi˜ ÔÚÁ·ÓÈÛÌfi˜ Â›Ó·È Û˘ÁÎÂ-ÓÙÚˆÌ¤ÓÔ˜ ·ÔÎÏÂÈÛÙÈÎ¿ ÛÙÈ˜ ÂÍÂÙ¿ÛÂÈ˜ ÙË˜AÁÁÏÈÎ‹˜, Ú¿ÁÌ· Ô˘ ÙÔ˘ ‰›‰ÂÈ ÔÏÏ¿ ÏÂÔ-ÓÂÎÙ‹Ì·Ù· Î·È ·ÍÈÔÈÛÙ›·.

™‹ÌÂÚ· ÙÔ ESB ÚÔÛÊ¤ÚÂÈ ÙÈ˜ ÂÍÂÙ¿ÛÂÈ˜ÙÔ˘ ÛÂ ÔÏÏ¤˜ ¯ÒÚÂ˜, fiˆ˜ Ë K›Ó·, Ë M·Ï·È-Û›·, Ë IÛ·Ó›·, Ë EÏÏ¿‰·, Ë IÙ·Ï›· Î·È ¿ÏÏÂ˜.

ŸÏ· ·˘Ù¿ Ù· ¯ÚfiÓÈ· ÙÔ ESB ¤¯ÂÈ ·Ú·Ì¤-ÓÂÈ ·fiÏ˘Ù· ·ÊÔÛÈˆÌ¤ÓÔ˜ ÛÙÔ ÌÔÓ·‰ÈÎfi ·-ÓÙÈÎÂ›ÌÂÓÔ ÁÈ· ÙÔ ÔÔ›Ô È‰Ú‡ıËÎÂ Î·È Â›ÛË˜

¤Ó·˜ ÔÚÁ·ÓÈÛÌfi˜ ÌË ÎÂÚ‰ÔÛÎÔÈÎÔ‡ ¯·Ú·-ÎÙ‹Ú·. A˘Ù¿ ·fi ÌfiÓ· Â›Ó·È Ë Î·Ï‡ÙÂÚË ÂÁ-Á‡ËÛË ÁÈ· ÙËÓ ·ÍÈÔÈÛÙ›· Î·È ÙËÓ ÔÈfiÙËÙ·ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ.

¶ÔÈÔ˜ ·Ó·ÁÓˆÚ›˙ÂÈÙÔ ESB ESOL INTERNATIONAL;OÈ ÂÍÂÙ¿ÛÂÈ˜ Â›Ó·È ·ÍÈÔÏÔÁËÌ¤ÓÂ˜ Î·È ·Ó·-

ÁÓˆÚÈÛÌ¤ÓÂ˜ ·fi ÙËÓ QCA. ¶ÂÚÈÏ·Ì‚¿ÓÔ-ÓÙ·È ÛÙÔÓ Î·Ù¿ÏÔÁÔ ÂÍÂÙ¿ÛÂˆÓ Ô˘ Ô UCAS(Universities and Colleges AdmissionsServices) ·Ó·ÁÓˆÚ›˙ÂÈ Û·Ó ÎÚÈÙ‹ÚÈ· ÁÓÒÛË˜AÁÁÏÈÎÒÓ ÁÈ· ÂÈÛ‰Ô¯‹ ÛÙ· BÚÂÙ·ÓÈÎ¿ AEI.™ÙËÓ EÏÏ¿‰· ÔÈ ÂÍÂÙ¿ÛÂÈ˜ ¤¯Ô˘Ó ·Ó·ÁÓˆÚÈ-ÛıÂ› ·fi ÙÔ A™E¶ ÙÔÓ ¢ÂÎ¤Ì‚ÚÈÔ ÙÔ˘ 2008.

OCNW ESOL INTERNATIONAL °ÓÒÛË Û‡ÌÊˆÓ· ÌÂ EÏÏËÓÈÎfi ¶¢ E˘Úˆ·˚Îfi ¶Ï·›ÛÈÔ

Level 3 ÕÚÈÛÙË C2Level 2 ¶ÔÏ‡ Î·Ï‹ C1Level 1 M¤ÙÚÈ· B2Entry Level 3 K·Ï‹ B1

°È·Ù› ESB ESOL INTERNATIONAL;

ñ H fiÏË ÊÈÏÔÛÔÊ›· ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ Ô˘‰ÂÓ ‚¿˙ÂÈ ·Á›‰Â˜ ÛÙÔ˘˜ ÂÍÂÙ·˙fiÌÂÓÔ˘˜ ·ÏÏ¿ÛÙ· ›ÛÈ· ÈÛÙÔÔÈÂ› ÙÈ˜ ÁÓÒÛÂÈ˜ Ô˘ ¤¯Ô˘Ó.

ñ H ·Ó·ÌÊÈÛ‚‹ÙËÙË ·Ó·ÁÓÒÚÈÛË ÛÙËÓ M.BÚÂÙ·Ó›·, ÙËÓ EÏÏ¿‰· Î·È ‰ÈÂıÓÒ˜.

ñ TÔ ·ÍÈfiÈÛÙÔ ÙÔ˘ ÔÚÁ·ÓÈÛÌÔ‡ Ô˘ ÙÈ˜‰ÈÔÚÁ·ÓÒÓÂÈ ÛÙËÓ EÏÏ¿‰· (¶·ÓÂÏÏ‹ÓÈÔ˜™‡Ó‰ÂÛÌÔ˜) ÌÂ Â›Ú· ÛÙË ‰ÈÔÚÁ¿ÓˆÛË ·‰È¿-

‚ÏËÙˆÓ ÂÍÂÙ¿ÛÂˆÓ.

ñ H ‰ÈÏ‹ ÛÊÚ·Á›‰· ÔÈfiÙËÙ·˜ ·fi QAAÎ·È QCA.

ñ H ·Ó·ÁÓÒÚÈÛË ·fi Ù· BÚÂÙ·ÓÈÎ¿ AEI

¶fiÙÂ ı· ‰ÈÂÍ·¯ıÔ‡Ó ÔÈ ÂÍÂÙ¿ÛÂÈ˜;™ÙÈ˜ 9 Î·È 10 M·˝Ô˘ Î·È ÙÔ ¢ÂÎ¤Ì‚ÚÈÔ ÁÈ·

ÙÔ 2009. O ¶·ÓÂÏÏ‹ÓÈÔ˜ ™‡Ó‰ÂÛÌÔ˜ ‰¤¯ÂÙ·È·ÈÙ‹ÛÂÈ˜ Û˘ÌÌÂÙÔ¯‹˜ ‹‰Ë.

MAPTIO™ 200910

¶ÔÈ· Â›Ó·È Ù· Â›Â‰· Ô˘ ÚÔÛÊ¤ÚÔÓÙ·È;

E¶I¶E¢A E¶I¶E¢A KÔÈÓfi E˘Úˆ·˚Îfi ¶Ï·›ÛÈÔ AÓ·ÊÔÚ¿˜EDI Certificates in ESOL International JETSET ÁÈ· ¶ÈÛÙÔÔÈ‹ÛÂÈ˜ °ÏˆÛÛÔÌ¿ıÂÈ·˜

EDI Level 2 Certificate in ESOLInternational JETSET 6 C1 E›Â‰Ô ¶ÔÏ‡ K·Ï‹˜ °ÓÒÛË˜EDI Level 1 Certificate in ESOLInternational JETSET 5 B2 E›Â‰Ô K·Ï‹˜ °ÓÒÛË˜EDI Entry Certificate in ESOLInternational (Entry Level 3) JETSET 4 B1 E›Â‰Ô M¤ÙÚÈ·˜ °ÓÒÛË˜EDI Entry Certificate in ESOLInternational (Entry Level 2) JETSET 3 A2 E›Â‰Ô B·ÛÈÎ‹˜ °ÓÒÛË˜EDI Entry Certificate in ESOLInternational (Entry Level 1) JETSET 2 A1 E›Â‰Ô ™ÙÔÈ¯ÂÈÒ‰Ô˘˜ °ÓÒÛË˜

¶ÔÈÔ˜ Â›Ó·È Ô ÔÚÁ·ÓÈÛÌfi˜ EDI ;TÔ EDI (Education Development

International) Â›Ó·È ¤Ó·˜ ÚˆÙÔfiÚÔ˜ ‰ÈÂ-ıÓ‹˜ ÊÔÚ¤·˜ ÈÛÙÔÔ›ËÛË˜ Ô˘ ‰ËÌÈÔ˘ÚÁ‹-ıËÎÂ ÌÂ ÙË Û˘Á¯ÒÓÂ˘ÛË ÙÔ˘ K¤ÓÙÚÔ˘ EÍÂÙ¿-ÛÂˆÓ ÙÔ˘ EÌÔÚÈÎÔ‡ Î·È BÈÔÌË¯·ÓÈÎÔ‡ EÈ-ÌÂÏËÙËÚ›Ô˘ ÙÔ˘ §ÔÓ‰›ÓÔ˘ (LCCI) Î·È ÙÔ˘ Â-ÈÊ·ÓÔ‡˜ ÔÚÁ·ÓÈÛÌÔ‡ ·ÍÈÔÏfiÁËÛË˜ Ì¤Ûˆ‰È·‰ÈÎÙ‡Ô˘ GOAL.

O ÊÔÚ¤·˜ EDI ·Ú¤¯ÂÈ ÈÛÙÔÔÈ‹ÛÂÈ˜ ‰ÈÂ-ıÓÒ˜ Ì¤Ûˆ ÂÓfi˜ ‰ÈÎÙ‡Ô˘ 4.000 Î·È ¿Óˆ ÂÁÁÂ-ÁÚ·ÌÌ¤ÓˆÓ Î¤ÓÙÚˆÓ ÛÂ ÂÚÈÛÛfiÙÂÚÂ˜ ·fi100 ̄ ÒÚÂ˜ ·ÁÎÔÛÌ›ˆ˜. OÈ ÈÛÙÔÔÈ‹ÛÂÈ˜ ·˘-Ù¤˜ ·Ó·ÁÓˆÚ›˙ÔÓÙ·È ·fi ¶·ÓÂÈÛÙ‹ÌÈ·, ˘-Ô˘ÚÁÂ›· ¶·È‰Â›·˜ Î·È EÚÁ·Û›·˜, Â·ÁÁÂÏ-Ì·ÙÈÎÔ‡˜ ÊÔÚÂ›˜ Î·È ÂÚÁÔ‰fiÙÂ˜ ÛÂ ·ÁÎfi-ÛÌÈÔ Â›Â‰Ô.

™Â ÔÈÔ˘˜ ·Â˘ı‡ÓÔÓÙ·È ÔÈ ÈÛÙÔÔÈ‹-ÛÂÈ˜ ·ÁÁÏÈÎ‹˜ ÁÏÒÛÛ·˜ EDI ESOL ;

OÈ ÈÛÙÔÔÈ‹ÛÂÈ˜ EDI ESOL International(ÚÔËÁÔ‡ÌÂÓÔ˜ Ù›ÙÏÔ˜ ÙÔ˘˜ JETSET) ·Â˘-ı‡ÓÔÓÙ·È ÛÂ ˘Ô„ËÊ›Ô˘˜ Ô˘ ‰ÂÓ ¤¯Ô˘Ó Ù·

AÁÁÏÈÎ¿ ˆ˜ ÌËÙÚÈÎ‹ ÁÏÒÛÛ· Î·È ÔÈ ÔÔ›ÔÈ Â-Èı˘ÌÔ‡Ó Ó· ·ÔÎÙ‹ÛÔ˘Ó ‰ÈÂıÓÒ˜ ·Ó·ÁÓˆÚÈ-ÛÌ¤Ó· ÈÛÙÔÔÈËÙÈÎ¿ AÁÁÏÔÌ¿ıÂÈ·˜ ˘„ËÏ‹˜ÔÈfiÙËÙ·˜.

E›Ó·È ·Ó·ÁÓˆÚÈÛÌ¤ÓÂ˜ ÔÈ ÈÛÙÔÔÈ‹-ÛÂÈ˜ ·ÁÁÏÈÎ‹˜ ÁÏÒÛÛ·˜ EDI ESOL;

TÔ A™E¶ (AÓÒÙ·ÙÔ ™˘Ì‚Ô‡ÏÈÔ EÈÏÔÁ‹˜¶ÚÔÛˆÈÎÔ‡) ·Ó·ÁÓÒÚÈÛÂ ÙÔ EDI ESOLINTERNATIONAL ÁÈ· Ù· Â›Â‰· B1, B2,C1 ÙÔÓ ™ÂÙ¤Ì‚ÚÈÔ ÙÔ˘ 2008.

TÔ EDI ESOL International Â›Ó·È ·Ó·ÁÓˆ-ÚÈÛÌ¤ÓÔ ·fi ÙÔÓ ·ÚÌfi‰ÈÔ ÊÔÚ¤· ÙË˜ BÚÂÙ·-Ó›·˜, ÙÔ Qualifications and CurriculumAuthority (QCA)

K¿ıÂ Â›Â‰Ô EDI ESOL International ·-ÔÙÂÏÂ›Ù·È ·fi ÙÚ›· ˘Ô¯ÚÂˆÙÈÎ¿ Ì¤ÚË(Reading, Listening & Writing) Î·È ¤Ó· ÚÔ-·ÈÚÂÙÈÎfi (Speaking).

™ÙÔÓ ›Ó·Î· Ô˘ ·ÎÔÏÔ˘ıÂ› ‚Ï¤Ô˘ÌÂ ÙËÓ·ÓÙÈÛÙÔÈ¯›· ÙˆÓ ÂÈ¤‰ˆÓ ÌÂ ·˘Ù¿ ÙÔ˘ KÔÈ-ÓÔ‡ E˘Úˆ·˚ÎÔ‡ ¶Ï·ÈÛ›Ô˘ AÓ·ÊÔÚ¿˜(CEF) ÁÈ· ÙÈ˜ •¤ÓÂ˜ °ÏÒÛÛÂ˜:

TÈ Â›‰Ô˘˜ ·ÛÎ‹ÛÂÈ˜ ÂÚÈÏ·Ì‚¿ÓÂÈ Ë Â-Í¤Ù·ÛË;

H Î·Ù·ÓfiËÛË ÙÔ˘ ÁÚ·ÙÔ‡ Î·È ÙÔ˘ ÚÔÊÔ-ÚÈÎÔ‡ ÏfiÁÔ˘ (Reading & Listening) ÂÏ¤Á¯Â-Ù·È Ì¤Ûˆ ÂÚˆÙËÌ¿ÙˆÓ ÔÏÏ·Ï‹˜ ÂÈÏÔÁ‹˜Î·È Ù‡Ô˘ ™ˆÛÙfi / §¿ıÔ˜. OÈ ˘Ô„‹ÊÈÔÈ ÛË-ÌÂÈÒÓÔ˘Ó ÙÈ˜ ··ÓÙ‹ÛÂÈ˜ ÙÔ˘˜ ÛÂ ÍÂ¯ˆÚÈÛÙfi¤ÓÙ˘Ô ··ÓÙ‹ÛÂˆÓ (answer sheet) ÔÏÏ·-

ÏÒÓ ÂÈÏÔÁÒÓ (multiple choices), ÙÔ ÔÔ›Ô‚·ıÌÔÏÔÁÂ›Ù·È ËÏÂÎÙÚÔÓÈÎ¿. A˘Ùfi ÂÍ·ÛÊ·Ï›-˙ÂÈ ÌÈ· ·ÓÙÈÎÂÈÌÂÓÈÎ‹ ·ÍÈÔÏfiÁËÛË, ‰Â‰ÔÌ¤-ÓÔ˘ fiÙÈ ‰ÂÓ ··ÈÙÂ›Ù·È Û˘ÌÏ‹ÚˆÛË ·ÓÔÈ¯ÙÒÓÂÚˆÙ‹ÛÂˆÓ Î·È ÌÈ· 100% ·ÍÈfiÈÛÙË Î·È ·-ÎÚÈ‚‹˜ ËÏÂÎÙÚÔÓÈÎ‹ ‚·ıÌÔÏfiÁËÛË ¯¿ÚË ÛÙË¯Ú‹ÛË OMR (Optical Mark Reader).

H ·Ú·ÁˆÁ‹ ÁÚ·ÙÔ‡ ÏfiÁÔ˘ (Writing) Â-

EDI ESOL International Qualifications Q & A

MAPTIO™ 200912

ÚÈÏ·Ì‚¿ÓÂÈ ¤Ó· Û˘Ó‰˘·ÛÌfi ·ÓÔÈ¯ÙÒÓ ˘ÔÎÂÈÌÂÓÈÎÒÓÂÚˆÙËÌ¿ÙˆÓ Ô˘ ··ÈÙÔ‡Ó Û‡ÓÙÔÌÂ˜ ‹/Î·È ÈÔ Ì·ÎÚÔ-ÛÎÂÏÂ›˜ ··ÓÙ‹ÛÂÈ˜. H ‚·ıÌÔÏfiÁËÛË Á›ÓÂÙ·È ·fi ÂÍÂ-Ù·ÛÙ‹ ÙÔ˘ EDI.

T· ÚÔÊÔÚÈÎ¿ (Speaking) ·ÍÈÔÏÔÁÔ‡ÓÙ·È ÚÒÙÔÓ·fi ÙÔ˘˜ Oral Examiners Î·È ÙÂÏÈÎ¿ ·fi ÙÔ˘˜ ÂÍÂÙ·-ÛÙ¤˜ ÙÔ˘ EDI, Î·ıÒ˜ Ë ÂÍ¤Ù·ÛË Ë¯ÔÁÚ·ÊÂ›Ù·È Î·È ·-ÔÛÙ¤ÏÏÂÙ·È ÙÂÏÈÎÒ˜ ÛÙË BÚÂÙ·Ó›· Ì·˙› ÌÂ Ù· ˘fiÏÔÈ-· Ì¤ÚË.

¶ÔÈ· Â›Ó·È Ù· ÏÂÔÓÂÎÙ‹Ì·Ù· ÙˆÓ ÈÛÙÔÔÈ‹-ÛÂˆÓ ·ÁÁÏÈÎ‹˜ ÁÏÒÛÛ·˜ EDI ESOL;

ñ OÈ ÈÛÙÔÔÈ‹ÛÂÈ˜ ·ÁÁÏÈÎ‹˜ ÁÏÒÛÛ·˜ EDI ESOL·Ó·ÁÓˆÚ›˙ÔÓÙ·È ·fi ÙÔQ.C.A Î·È ÙÔ A.™.E.¶

ñ OÈ ÈÛÙÔÔÈ‹ÛÂÈ˜·ÁÁÏÈÎ‹˜ ÁÏÒÛÛ·˜ EDIESOL Â›Ó·È ‰ÈÂıÓÒ˜ ·-Ó·ÁÓˆÚÈÛÌ¤ÓÔÈ Ù›ÙÏÔÈÛÔ˘‰ÒÓ ÛÂ 100 Î·ÈÏ¤ÔÓ ¯ÒÚÂ˜, ·fi ˘-Ô˘ÚÁÂ›· ¶·È‰Â›·˜ Î·ÈEÚÁ·Û›·˜, ¶·ÓÂÈÛÙ‹-ÌÈ· Î·ıÒ˜ EÏÏËÓÈÎ¤˜Î·È ÔÏ˘ÂıÓÈÎ¤˜ ÂÙ·È-ÚÂ›Â˜.

ñ EÈ‰ÈÎ¿ ÚÔÛ·ÚÌÔ-ÛÌ¤ÓÔ Î·È ÁÈ· ̆ Ô„‹ÊÈ-Ô˘˜ ÌÈÎÚ‹˜ ËÏÈÎ›·˜

ñ M¤ÛÔ˜ fiÚÔ˜ ÂÈÙ˘-¯›·˜ (‚¿ÛË) 50% ÌÂÛ˘Ì„ËÊÈÛÌfi ÙˆÓ ÂÍÂ-Ù·˙fiÌÂÓˆÓ ‰ÂÍÈÔÙ‹ÙˆÓ:L i s t e n i n g ,Reading,Writing

ñ OÈ ÁÚ·Ù¤˜ ÙÔ˘ Â-ÍÂÙ¿ÛÂÈ˜ ‰›ÓÔ˘Ó ¤ÌÊ·-ÛË ÛÙËÓ Î·ıËÌÂÚÈÓ‹ Â-ÈÎÔÈÓˆÓ›·, ÁÈ’ ·˘ÙfiÎ·È Ù· ÚÔÊÔÚÈÎ¿ ÙÔ˘(Speaking) Â›Ó·È ÚÔ-·ÈÚÂÙÈÎ¿

ñ ¶ÏÂÔÓÂÎÙ‹Ì·Ù· ÂÈ-‰ÈÎ¿ ÁÈ· ÙÔ˘˜ ÊÚÔÓÙÈ-ÛÙËÚÈÔ‡¯Ô˘˜/Î·ıËÁË-Ù¤˜ Ô˘ ı· ÂÎ·È‰Â‡-ÛÔ˘Ó ÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘˜ÁÈ· ÙÔ EDI

¶fiÛÔ Û˘¯Ó¿ ‰ÈÂÍ¿-ÁÔÓÙ·È ÔÈ ÂÍÂÙ¿ÛÂÈ˜

ÛÙËÓ EÏÏ¿‰·;°È· ÙÔÓ ÚÒÙÔ ¯ÚfiÓÔ ÏÂÈÙÔ˘ÚÁ›·˜ ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ

EDI ESOL International ı· ÈÛ¯‡ÛÔ˘Ó 2 ËÌÂÚÔÌËÓ›Â˜ñ 2 & 3 M·˝Ô˘ 2009 ñ ¢ÂÎ¤Ì‚ÚÈÔ˜ 2009

H ÙÂÏÂ˘Ù·›· ËÌÂÚÔÌËÓ›· ·Ú·Ï·‚‹˜ ·ÈÙ‹ÛÂˆÓ ÁÈ·ÙËÓ ÂÍÂÙ·ÛÙÈÎ‹ ÂÚ›Ô‰Ô ÙÔ˘ M·˝Ô˘ 2009 Â›Ó·È 6 M·Ú-Ù›Ô˘ 2009

¶fiÙÂ ·Ó·ÎÔÈÓÒÓÔÓÙ·È Ù· ·ÔÙÂÏ¤ÛÌ·Ù·;EÓÙfi˜ 4-6 Â‚‰ÔÌ¿‰ˆÓ ·fi ÙË ‰ÈÂÍ·ÁˆÁ‹ ÙˆÓ ÂÍÂÙ¿-

ÛÂˆÓ

MAPTIO™ 2009 13

OCNW ESOL INTERNATIONAL °ÓÒÛË Û‡ÌÊˆÓ· ÌÂ EÏÏËÓÈÎfi ¶¢ E˘Úˆ·˚Îfi ¶Ï·›ÛÈÔ

Level 3 ÕÚÈÛÙË C2Level 2 ¶ÔÏ‡ Î·Ï‹ C1Level 1 M¤ÙÚÈ· B2Entry Level 3 K·Ï‹ B1

Ocnw Esol InternationalQuestions 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 ·ÓÂÈÛÙ‹ÌÈˆÓ.TÔ˘ University of Lancaster, ÙÔ University ofLiverpool, ÙÔ University of CentralLancashire, Î·È ¿ÏÏˆÓ.

◊Ù·Ó ÙÔ ÚÒÙÔ «AÓÔÈÎÙfi KÔÏÏ¤ÁÈÔ» Ô˘ÛÙ‹ıËÎÂ ÙÔ 1975, ÌÂ ÛÎÔfi Ó· ÚÔÛÊ¤ÚÂÈ ÙËÓÂ˘Î·ÈÚ›· ÚfiÛ‚·ÛË˜ ÛÂ ·ÓÂÈÛÙ‹ÌÈ· ÛÂ ¯È-ÏÈ¿‰Â˜ ·ÓıÚÒÔ˘˜ Ô˘ ‰ÂÓ Â›¯·Ó ÙËÓ Ù‡¯Ë Ó·ÊÔÈÙ‹ÛÔ˘Ó ÛÙ· ·Ó¿ÎÚÈ‚· È‰ÈˆÙÈÎ¿ ÎÔÏÏ¤ÁÈ·Ô˘ Î·Ù¿ ·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 ·fiÙËÓ ¿ÏÏË ÙÔÓ ÌË ÎÂÚ‰ÔÛÎÔÈÎfi ¯·Ú·ÎÙ‹Ú·ÙÔ˘.

TÈ Î¿ÓÂÈ ÙÔ OCNW ÌÔÓ·‰ÈÎfi;TÔ OCNW Â›Ó·È Ô ÌÔÓ·‰ÈÎfi˜ ÔÚÁ·ÓÈÛÌfi˜

ÛÙÔ HÓˆÌ¤ÓÔ B·Û›ÏÂÈÔ Ô˘ Û˘Ó‰˘¿˙ÂÈ ·ÍÈÔ-

ÏfiÁËÛË ·fi ÙËÓ QAA (Quality AssuranceAgency) Î·È ÙËÓ QCA (Qualifications andCurriculum Authority). H ÚÒÙË (QAA) Â›-Ó·È Ô ÔÚÁ·ÓÈÛÌfi˜ Ô˘ ÂÏ¤Á¯ÂÈ ÙËÓ ÔÈfiÙËÙ·Î·È ·ÍÈÔÏÔÁÂ› Ù· I‰Ú‡Ì·Ù· AÓÒÙ·ÙË˜ EÎ·›-‰Â˘ÛË˜, ÂÓÒ Ë QCA ·ÍÈÔÏÔÁÂ› Î·È ÂÏ¤Á¯ÂÈÙËÓ ÔÈfiÙËÙ· ÚÔÁÚ·ÌÌ¿ÙˆÓ ÚÔ-AÓÒÙ·ÙË˜.A˘Ù‹ Ë È‰È·ÈÙÂÚfiÙËÙ· Â›Ó·È Î¿ÙÈ Û·Ó ‰ÈÏ‹ÛÊÚ·Á›‰· ÂÁÁ‡ËÛË˜.

¶ÔÈÔ˜ ·Ó·ÁÓˆÚ›˙ÂÈÙÔ OCNW ESOL INTERNATIONAL;OÈ ÂÍÂÙ¿ÛÂÈ˜ Â›Ó·È ·ÍÈÔÏÔÁËÌ¤ÓÂ˜ Î·È ·Ó·-

ÁÓˆÚÈÛÌ¤ÓÂ˜ ·fi ÙËÓ QCA. ¶ÂÚÈÏ·Ì‚¿ÓÔ-ÓÙ·È ÛÙÔÓ Î·Ù¿ÏÔÁÔ ÂÍÂÙ¿ÛÂˆÓ Ô˘ Ô UCAS(Universities and Colleges AdmissionsServices) ·Ó·ÁÓˆÚ›˙ÂÈ Û·Ó ÎÚÈÙ‹ÚÈ· ÁÓÒÛË˜AÁÁÏÈÎÒÓ ÁÈ· ÂÈÛ‰Ô¯‹ ÛÙ· BÚÂÙ·ÓÈÎ¿ AEI.™ÙËÓ EÏÏ¿‰· ÔÈ ÂÍÂÙ¿ÛÂÈ˜ ¤¯Ô˘Ó ·Ó·ÁÓˆÚÈ-ÛıÂ› ·fi ÙÔ A™E¶ ÙÔÓ ™ÂÙ¤Ì‚ÚË ÙÔ˘ 2008.

¶ÔÈ· Â›Ó·È Ù· Â›Â‰· Ô˘ ÚÔÛÊ¤ÚÔÓÙ·È;T· ·ÔÙÂÏ¤ÛÌ·Ù· ‰È·‚·ıÌ›˙ÔÓÙ·È ˆ˜:

DISTINCTION, MERIT, PASS, FAIL

TÈ Î¿ÓÂÈ ÙÈ˜ ÂÍÂÙ¿ÛÂÈ˜ OCNW ESOLINTERNATIONAL Ó· ÍÂ¯ˆÚ›˙Ô˘Ó;

ñ H fiÏË ÊÈÏÔÛÔÊ›· ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ Ô˘‰ÂÓ ‚¿˙ÂÈ ·Á›‰Â˜ ÛÙÔ˘˜ ÂÍÂÙ·˙fiÌÂÓÔ˘˜ ·ÏÏ¿ÛÙ· ›ÛÈ· ÈÛÙÔÔÈÂ› ÙÈ˜ ÁÓÒÛÂÈ˜ Ô˘ ¤¯Ô˘Ó.

ñ H ·Ó·ÌÊÈÛ‚‹ÙËÙË ·Ó·ÁÓÒÚÈÛË ÛÙËÓ M.BÚÂÙ·Ó›·, ÙËÓ EÏÏ¿‰· Î·È ‰ÈÂıÓÒ˜.

ñ TÔ ·ÍÈfiÈÛÙÔ ÙÔ˘ ÔÚÁ·ÓÈÛÌÔ‡ Ô˘ ÙÈ˜‰ÈÔÚÁ·ÓÒÓÂÈ ÛÙËÓ EÏÏ¿‰· (¶·ÓÂÏÏ‹ÓÈÔ˜

™‡Ó‰ÂÛÌÔ˜) ÌÂ Â›Ú· ÛÙË ‰ÈÔÚÁ¿ÓˆÛË ·‰È¿-‚ÏËÙˆÓ ÂÍÂÙ¿ÛÂˆÓ.

ñ H ‰ÈÏ‹ ÛÊÚ·Á›‰· ÔÈfiÙËÙ·˜ ·fi QAAÎ·È QCA.

ñ H ·Ó·ÁÓÒÚÈÛË ·fi Ù· BÚÂÙ·ÓÈÎ¿ AEI

¶fiÙÂ ı· ‰ÈÂÍ·¯ıÔ‡Ó ÔÈ ÂÍÂÙ¿ÛÂÈ˜;™ÙÈ˜ 9 Î·È 10 M·˝Ô˘ Î·È ÙÔ ¢ÂÎ¤Ì‚ÚÈÔ ÁÈ·

ÙÔ 2009. O ¶·ÓÂÏÏ‹ÓÈÔ˜ ™‡Ó‰ÂÛÌÔ˜ ‰¤¯ÂÙ·È·ÈÙ‹ÛÂÈ˜ Û˘ÌÌÂÙÔ¯‹˜ ‹‰Ë.

MAPTIO™ 200914

¢È·¯Â›ÚÈÛË ¯ÚfiÓÔ˘. ŒÌÊ˘ÙÔ ¯¿ÚÈÛÌ·‹ ·ÔÙ¤ÏÂÛÌ· ÚÔÁÚ·ÌÌ·ÙÈÛÌÔ‡Î·È ÂÎ·›‰Â˘ÛË˜;

¢Ú £ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘, EÎ·È‰Â˘ÙÈÎ‹ ™‡Ì‚Ô˘ÏÔ˜. EÈ‰ÈÎ‹ ¶·È‰·ÁˆÁfi˜[email protected]

OÎ·ÈÓÔ‡ÚÁÈÔ˜ ¯ÚfiÓÔ˜ ÍÂÎ›ÓËÛÂ Î·È Ì·˙› ÙÔ˘ÍÂÎ›ÓËÛÂ ¤Ó·˜ Ó¤Ô˜ Î‡ÎÏÔ˜ ÚÔÛ‰ÔÎÈÒÓ ÁÈ·fiÏÔ˘˜ Ì·˜. AÍÈÔÏÔÁÒÓÙ·˜ Ù· ÂÈÙÂ‡ÁÌ·Ù·Î·È ÙÈ˜ ‰˘ÛÎÔÏ›Â˜ Ô˘ ·ÓÙÈÌÂÙˆ›Û·ÌÂ ÙËÓÚÔËÁÔ‡ÌÂÓË ¯ÚÔÓÈ¿, ı¤ÙÔ˘ÌÂ Ó¤Ô˘˜ ÛÙfi-

¯Ô˘˜ Î·È Î·Ù·ÛÙÚÒÓÔ˘ÌÂ Û¯¤‰ÈÔ Â›ÙÂ˘ÍË˜ ÙÔ˘˜. ŒÓ·˜ Î·ıÔÚÈÛÙÈÎfi˜ ·Ú¿ÁÔÓÙ·˜ ÁÈ· ÙËÓ Â›ÙÂ˘-

ÍË ÙˆÓ ÛÙfi¯ˆÓ Ì·˜ Â›Ó·È Ë ÛˆÛÙ‹ ‰È·¯Â›ÚÈÛË ¯Úfi-ÓÔ˘.

ÕÓıÚˆÔÈ fiÏˆÓ ÙˆÓ ËÏÈÎÈÒÓ ·Ú·ÔÓÈÔ‡ÓÙ·È fiÙÈ‰ÂÓ ¤¯Ô˘Ó ¯ÚfiÓÔ. ¢ÂÓ ÚÔÏ·‚·›ÓÔ˘Ó Ó· ‰ÈÂÎÂÚ·È-ÒÛÔ˘Ó ÙÈ˜ ˘Ô¯ÚÂÒÛÂÈ˜ ÙÔ˘˜, ‰ÂÓ ÚÔÏ·‚·›ÓÔ˘Ó Ó··ÊÈÂÚÒÛÔ˘Ó ¯ÚfiÓÔ ÛÙ· ·È‰È¿ ÙÔ˘˜, ‰ÂÓ ÚÔÏ·‚·›-ÓÔ˘Ó Ó· ÂÎÙÂÏ¤ÛÔ˘Ó Û˘ÁÎÂÎÚÈÌ¤ÓÂ˜ ‰Ú·ÛÙËÚÈfiÙË-ÙÂ˜ Ì¤Û· ÛÂ Û˘ÁÎÂÎÚÈÌ¤ÓÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ·, ‰ÂÓÚÔÏ·‚·›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 ÂÏÂ‡ıÂÚÔ ¯ÚfiÓÔ Î·È Ó· ·Û¯ÔÏËıÔ‡ÓÌÂ ‰Ú·ÛÙËÚÈfiÙËÙÂ˜ (hobbies) Ô˘ ‚ÔËıÔ‡Ó Î¿ıÂ ¿Ó-ıÚˆÔ Ó· ·ÈÛı·ÓıÂ› Î·Ï‡ÙÂÚ· Î·È Ó· ··ÏÏ·ÁÂ› ·-fi ÙÔ ¿Á¯Ô˜ ÙË˜ Î·ıËÌÂÚÈÓfiÙËÙ·˜.

O ¯ÚfiÓÔ˜ Â›Ó·È Ô ÈÔ ÔÏ‡ÙÈÌÔ˜ 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 ÌÂÎ·Ó¤Ó· ÙÚfiÔ, ÛÂ ·ÓÙ›ıÂÛË ÌÂ ÙÔ ¯Ú‹Ì· Ô˘ ÌÔ-ÚÔ‡ÌÂ Ó· ÙÔ ·ÔÎÙ‹ÛÔ˘ÌÂ Í·Ó¿ ·ÎfiÌ· Î·È fiÙ·Ó ÙÔ¤¯Ô˘ÌÂ ¯¿ÛÂÈ.

™˘ÓÂÒ˜, ÙÔ ‘ÎÂÊ¿Ï·ÈÔ ¯ÚfiÓÔ˘’ Ô˘ ¤¯ÂÈ Ô Î·ı¤-Ó·˜ Ú¤ÂÈ Ó· Ì¿ıÂÈ Ó· ÙÔ ÂÂÓ‰‡ÂÈ ÚÔÛÂ¯ÙÈÎ¿ Â-ÈÙ˘Á¯¿ÓÔÓÙ·˜ ÙÔ˘˜ ÛÙfi¯Ô˘˜ ÙÔ˘ Î·È Ó· ÌËÓ ·Ó·ÏÒ-ÓÂÙ·È ÛÂ ‰Ú·ÛÙËÚÈfiÙËÙÂ˜ Ô˘ ‰ÂÓ ÙÔ˘ ÚÔÛÊ¤ÚÔ˘ÓÎ·Ì›· Â˘¯·Ú›ÛÙËÛË Î·È ‰ÂÓ ·Ó·ÙÚÔÊÔ‰ÔÙÔ‡Ó ÙÈ˜‰˘Ó¿ÌÂÈ˜ ÙÔ˘.

OÈ ÁÚ‹ÁÔÚÔÈ Ú˘ıÌÔ› ÙË˜ Î·ıËÌÂÚÈÓfiÙËÙ·˜ ÛÂÛ˘Ó‰˘·ÛÌfi ÌÂ ÙÈ˜ ·˘ÍËÌ¤ÓÂ˜ ··ÈÙ‹ÛÂÈ˜ Ô˘ Ì·˜ Â-È‚¿ÏÏÂÈ Ô Ó¤Ô˜ ÙÚfiÔ˜ ˙ˆ‹˜, Î¿ÓÔ˘Ó ÂÈÙ·ÎÙÈÎ‹ÙËÓ ·Ó¿ÁÎË ÁÈ· ÚÔÁÚ·ÌÌ·ÙÈÛÌfi, ¤ÙÛÈ ÒÛÙÂ Ó· ·-ÔÊÂ˘¯ıÔ‡Ó ÎÚ›ÛÂÈ˜ ·ÓÈÎÔ‡, ·ÈÛı‹Ì·Ù· ÌÂÈÔÓÂ-Í›·˜, ˆ˜ ·ÔÙ¤ÏÂÛÌ· ·ÓÂÎÏ‹ÚˆÙˆÓ ÚÔÛˆÈÎÒÓÛÙfi¯ˆÓ Î·È ÂÌÊ¿ÓÈÛË „˘¯ÔÏÔÁÈÎÒÓ Î·È ÛˆÌ·ÙÈÎÒÓ

‰È·Ù·Ú·¯ÒÓ, ˆ˜ ·fiÚÚÔÈ· ¤ÎıÂÛË˜ ÙÔ˘ Â·˘ÙÔ‡ Ì·˜ÛÂ ˘¤ÚÌÂÙÚÔ ¿Á¯Ô˜ Î·È ›ÂÛË. ¢ÂÓ Â›Ó·È Î·ıfiÏÔ˘Ù˘¯·›Ô ÙÔ ÁÂÁÔÓfi˜ ÙË˜ ·‡ÍËÛË˜ ÙË˜ ÂÌÊ¿ÓÈÛË˜ ÎÚ›-ÛË˜ ·ÓÈÎÔ‡ ÛÂ ·È‰È¿ Û¯ÔÏÈÎ‹˜ ËÏÈÎ›·˜.

ŒÓ·˜ ÌÂÁ¿ÏÔ˜ ·ÚÈıÌfi˜ Ì·ıËÙÒÓ ·‰˘Ó·ÙÔ‡Ó Ó··ÓÙ·ÔÎÚÈıÔ‡Ó Â·ÚÎÒ˜ ÛÙÈ˜ ˘Ô¯ÚÂÒÛÂÈ˜ ÙÔ˘˜,Î·È Î¿ıÂ Ì¤Ú· ‰›ÓÔ˘Ó Ì¿¯Ë ÌÂ ÙÔ ¯ÚfiÓÔ. H ÌÂ›ˆÛËÙˆÓ ˆÚÒÓ ÙË˜ ÍÂÎÔ‡Ú·ÛË˜, Î·È Ë ¤ÏÏÂÈ„Ë ÂÓ·Û¯fi-ÏËÛË˜ ÌÂ ÂÍˆÛ¯ÔÏÈÎ¤˜ ‰Ú·ÛÙËÚÈfiÙËÙÂ˜ Â›Ó·È ÌfiÓÔ¤Ó· Ì¤ÚÔ˜ ÙˆÓ ÂÈÙÒÛÂˆÓ ÙË˜ Î·Î‹˜ ‰È·¯Â›ÚÈÛË˜¯ÚfiÓÔ˘.

A˜ ‰Ô‡ÌÂ, ÏÔÈfiÓ, ÙÈ Â›Ó·È Ô ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜. ‘¶ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜’ Â›Ó·È Ó· ·›ÚÓÂÈ Î·ÓÂ›˜ ¤-

ÁÎ·ÈÚ· ·fiÊ·ÛË ÙÈ Ó· Î¿ÓÂÈ, Ò˜ Ó· ÙÔ Î¿ÓÂÈ, Î·ÈfiÙÂ Ó· ÙÔ Î¿ÓÂÈ. E›Ó·È ¤Ó·˜ Â˘¤ÏÈÎÙÔ˜ ÌË¯·ÓÈÛÌfi˜ÁÈ· ÙË Ï‹„Ë ·ÔÊ¿ÛÂˆÓ. AÚÎÂÙÔ› ¿ÓıÚˆÔÈ ·Ú-ÓÔ‡ÓÙ·È Ó· ÚÔÁÚ·ÌÌ·Ù›ÛÔ˘Ó, ·fi Êfi‚Ô fiÙÈ ‰ÂÓ ı·ÌÔÚ¤ÛÔ˘Ó Ó· ˘ÏÔÔÈ‹ÛÔ˘Ó ÙÔ˘˜ ÛÙfi¯Ô˘˜ ÙÔ˘˜. A˜ÌËÓ ÍÂ¯Ó¿ÌÂ fiÙÈ Ô ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ Ì·˜ Ê¤ÚÓÂÈ ·-ÓÙÈÌ¤ÙˆÔ˘˜ ÌÂ ÙÈ˜ ÂÈÏÔÁ¤˜ Ì·˜, ·Ó·ÁÓˆÚ›˙Ô˘ÌÂÙÈ˜ ÚÔÙÂÚ·ÈfiÙËÙÂ˜ Ì·˜ Î·È ·ÍÈÔÏÔÁÔ‡ÌÂ ÙÔÓ Â·˘ÙfiÌ·˜ Ì¤Û· ·fi ÙËÓ Ú·ÁÌ¿ÙˆÛË ÙˆÓ ÛÙfi¯ˆÓ Ì·˜. OÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ ıÂˆÚÂ›Ù·È ÛˆÛÙfi˜ fiÙ·Ó Â›Ó·È Â˘-¤ÏÈÎÙÔ˜. AÚÎÂÙ¤˜ ÊÔÚ¤˜ ÔÈ ¿ÓıÚˆÔÈ ı¤ÙÔ˘Ó ÂÚÈÛ-ÛfiÙÂÚÔ˘˜ ÛÙfi¯Ô˘˜ ·fi ·˘ÙÔ‡˜ Ô˘ Â›Ó·È ÛÂ ı¤ÛË Ó·ÂÎÏËÚÒÛÔ˘Ó Î·È ÙÔ ‰È·ÈÛÙÒÓÔ˘Ó ÌfiÓÔ fiÙ·Ó ¤Ú¯Â-Ù·È Ë ÒÚ· ÂÎfiÓËÛË˜ ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ Ô˘ ¤¯Ô˘ÓÔÈ ›‰ÈÔÈ Û¯Â‰È¿ÛÂÈ. ¶¿ÓÙ· fiÌˆ˜ ˘¿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˘, Â‚‰ÔÌ·‰È·›Ô˘ ‹ÂÙ‹ÛÈÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ Ì·˜.

M¤Û· ·fi ¤Ó· Â‚‰ÔÌ·‰È·›Ô ÚfiÁÚ·ÌÌ·, ÛÙÔ Ô-Ô›Ô ı· ¤¯Ô˘ÌÂ Û˘ÌÂÚÈÏ¿‚ÂÈ ÙËÓ ÂÚÁ·Û›· Ì·˜ (‹ÙÔ Û¯ÔÏÂ›Ô), ÙÈ˜ ˘Ô¯ÚÂÒÛÂÈ˜ Ì·˜ (ÌÂÏ¤ÙË Ì·ıËÌ¿-ÙˆÓ, ‰È¿‚·ÛÌ· ÙˆÓ ·È‰ÈÒÓ, Î.Ï.), ÙÈ˜ ‰Ú·ÛÙËÚÈfi-ÙËÙÂ˜ Ì·˜ ( ÊÚÔÓÙÈÛÙ‹ÚÈ·, Á˘ÌÓ·ÛÙ‹ÚÈÔ, Î.Ï.) ‰È·-ÈÛÙÒÓÔ˘ÌÂ fiÙÈ Ô ¯ÚfiÓÔ˜ Â›Ó·È Û˘ÁÎÂÎÚÈÌ¤ÓÔ˜ Î·ÈÔÏ‡ÙÈÌÔ˜. ¢ÂÓ ·Ê‹ÓÂÈ ÂÚÈıÒÚÈ· Û·Ù¿ÏË˜, ÌÈ·˜Î·È Ù· ·ÔÙÂÏ¤ÛÌ·Ù· ¤¯Ô˘Ó ¿ÌÂÛÔ ·ÓÙ›ÎÙ˘Ô ÛÙËÓÔÈfiÙËÙ· ÙË˜ ˙ˆ‹˜ Ì·˜.

MAPTIO™ 2009 15

¢ÂÓ Ú¤ÂÈ Ó· ÍÂ¯Ó¿ÌÂ fiÙÈ Ô ̄ ÚfiÓÔ˜ ÌÔÚÂ› Ó· Â›-Ó·È Ô Î·Ï‡ÙÂÚÔ˜ Ê›ÏÔ˜ Ì·˜ ‹ Ô ¯ÂÈÚfiÙÂÚÔ˜ Â¯ıÚfi˜Ì·˜! EÌÂ›˜ ÂÈÏ¤ÁÔ˘ÌÂ ÙÔ ÚfiÏÔ Ô˘ ı¤ÏÔ˘ÌÂ Ó· ÙÔ˘‰ÒÛÔ˘ÌÂ Î·È ÂÎÂ›ÓÔ˜ Ì·˜ ÂÈ‚Ú·‚Â‡ÂÈ ·Ó¿ÏÔÁ·.

O ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ ÁÈ· ÔÏÏÔ‡˜ ÈÛÔ‰˘Ó·ÌÂ› ÌÂ·‡ÍËÛË ÙÔ˘ ¿Á¯Ô˘˜. AÈÛı¿ÓÔÓÙ·È fiÙÈ ‘Ó›ÁÔÓÙ·È’ fi-Ù·Ó Î·ÏÔ‡ÓÙ·È Ó· Û¯Â‰È¿ÛÔ˘Ó ÙÔ Â‚‰ÔÌ·‰È·›Ô ÙÔ˘˜ÚfiÁÚ·ÌÌ·.

A˘Ùfi fiÌˆ˜ ‰ÂÓ Â›Ó·È Ù›ÔÙÂ ¿ÏÏÔ ·fi ÌÈ· „Â˘-‰·›ÛıËÛË! A˘Ùfi Ô˘ ÙÔ˘˜ ‰ËÌÈÔ˘ÚÁÂ› ÛÙÚÂ˜ Â›Ó·È Ë·Ó¿ÁÎË ÁÈ· ÚÔÛ‰ÈÔÚÈÛÌfi ÛÙfi¯ˆÓ, ÁÈ· ·ÍÈÔÏfiÁËÛËÙˆÓ ÚÔÙÂÚ·ÈÔÙ‹ÙˆÓ ÙÔ˘˜ Î·È ‰¤ÛÌÂ˘ÛË ÁÈ· ÙËÓ ˘-ÏÔÔ›ËÛË ÙÔ˘˜. O ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ ÂÏÂ˘ıÂÚÒÓÂÈÙÔÓ ¿ÓıÚˆÔ ·fi ÙÔ ÛÙÚÂ˜ Î·È ÙÔ˘ ‰›ÓÂÈ ¤Ó· ÔÏ‡-ÙÈÌÔ ‰ÒÚÔ: ÂÏÂ‡ıÂÚÔ ¯ÚfiÓÔ ÁÈ· ÙÔÓ Â·˘Ùfi ÙÔ˘.

TÈ Ì·˜ ‘ÙÚÒÂÈ’ ÙÔ ¯ÚfiÓÔ;;;H ·¿ÓÙËÛË Â›Ó·È ·Ï‹: H ·Ó·‚ÏËÙÈÎfiÙËÙ·.H ·Ó·‚ÏËÙÈÎfiÙËÙ· ÁÂÓÈÎ¿ ‚·Û›˙ÂÙ·È ÛÂ Êfi‚Ô ·-

ÔÙ˘¯›·˜ Î·È ·ÌÊÈ‚ÔÏ›·. ¢ËÏÒÓÂÈ ¤ÏÏÂÈ„Ë ÂÌÈÛÙÔ-Û‡ÓË˜ ÛÙÔÓ Â·˘Ùfi Ì·˜ Î·È ÛÙÈ˜ ÈÎ·ÓfiÙËÙÂ˜ Ì·˜.AÚÎÂÙÔ› ¿ÓıÚˆÔÈ, Û˘ÌÂÚÈÏ·Ì‚·ÓÔÌ¤ÓˆÓ Î·È ·˘-ÙÒÓ ÌÂ ÂÈÛÙËÌÔÓÈÎ‹ Â¿ÚÎÂÈ·, ‰ÈÛÙ¿˙Ô˘Ó Ó· Â-ÌÏ·ÎÔ‡Ó ÛÂ ‰Ú·ÛÙËÚÈfiÙËÙÂ˜ ·fi Êfi‚Ô fiÙÈ ‰ÂÓ ı·Ù· Î·Ù·Ê¤ÚÔ˘Ó Î·È ·˘Ùfi ı· ¤¯ÂÈ ·ÓÙ›ÎÙ˘Ô ÛÙËÓ ÂÈ-ÎfiÓ· ÙÔ˘˜.

ŒÓ·˜ ÂÍ›ÛÔ˘ ÛËÌ·ÓÙÈÎfi˜ ÏfiÁÔ˜ Ô˘ ˆıÂ› ÙÔÓ ¿Ó-

ıÚˆÔ ÛÙËÓ ·Ó·‚ÏËÙÈÎfiÙËÙ· Â›Ó·È Ë ·ÓÈÎ·ÓfiÙËÙ¿ÙÔ˘ Ó· ‰ÂÛÌÂ˘ıÂ› ÛÂ Î¿ÙÈ. TÔ ÌÂÙ·ÊÚ¿˙ÂÈ ‚¤‚·È·ˆ˜ ¤ÏÏÂÈ„Ë ÎÈÓ‹ÙÚˆÓ ‹ ¤ÏÏÂÈ„Ë ¯ÚfiÓÔ˘, ·ÏÏ¿ Ë ·-Ï‹ıÂÈ· Â›Ó·È fiÙÈ ·‰˘Ó·ÙÂ› Ó· ‰ÂÛÌÂ˘ıÂ› ÛÂ ¤Ó· Ó¤ÔÛÙfi¯Ô, ·ÓÂÍ¿ÚÙËÙ· ÌÂ ÙÔ fiÛÔ ÛËÌ·ÓÙÈÎfi˜ Â›Ó·È ÁÈ·ÂÎÂ›ÓÔÓ.

Y¿Ú¯ÂÈ Ê˘ÛÈÎ¿ Î·È Ë Î·ÙËÁÔÚ›· ·ÓıÚÒˆÓ Ô˘ı¤ÏÔ˘Ó ¿ÓÙ· Ó· ‰ÔÎÈÌ¿˙Ô˘Ó ÙÈ˜ ·ÓÙÔ¯¤˜ ÙÔ˘˜ Î·ÈÙËÓ Ù‡¯Ë ÙÔ˘˜, ·Ê‹ÓÔÓÙ·˜ Ù· ¿ÓÙ· ÁÈ· ÙËÓ ÙÂÏÂ˘-Ù·›· ÛÙÈÁÌ‹. AÓ·‚¿ÏÏÔ˘Ó ÙÈ˜ ÂÚÁ·Û›Â˜ ÙÔ˘˜ Î·ÈÚÔÛ·ıÔ‡Ó Ó· ÙÈ˜ ‰ÈÂÎÂÚ·ÈÒÛÔ˘Ó ÙËÓ ÙÂÏÂ˘Ù·›·ÛÙÈÁÌ‹, ¤ÙÛÈ ÒÛÙÂ Ó· ¿ÚÔ˘Ó ÙËÓ ÈÎ·ÓÔÔ›ËÛË fiÙÈÙÂÏÈÎ¿ Ù· Î·Ù¿ÊÂÚ·Ó. E›Ó·È ÌÈ· ÌÔÚÊ‹ ·Ó¿ÁÎË˜ ÁÈ·ÂÈ‚Ú¿‚Â˘ÛË ÙÔ˘ Â·˘ÙÔ‡ ÙÔ˘˜ Ì¤Û· ·fi ÌÈ· Î·Ù¿-ÛÙ·ÛË Ô˘ ‚¿˙ÂÈ ÛÂ ‰ÔÎÈÌ·Û›· ÙËÓ „˘¯Ô-Û˘Ó·ÈÛıË-Ì·ÙÈÎ‹ ˘ÁÂ›· ÙfiÛÔ ÙˆÓ ›‰ÈˆÓ fiÛÔ Î·È ÙˆÓ ¿ÏÏˆÓ ·Ó-ıÚÒˆÓ Ô˘ ÂÌÏ¤ÎÔÓÙ·È ÛÂ ·˘Ù‹.

H ·‰˘Ó·Ì›· Û˘ÁÎ¤ÓÙÚˆÛË˜ Ô‰ËÁÂ› Â›ÛË˜ ÛÂ ·-Ó·‚ÏËÙÈÎfiÙËÙ·. Y¿Ú¯Ô˘Ó ¿ÙÔÌ· Ô˘ Â›Ó·È Â˘¿Ïˆ-Ù· ÛÙË ‰È¿Û·ÛË ÚÔÛÔ¯‹˜ ·fi ‰È¿ÊÔÚÔ˘˜ ÂÍˆÁÂ-ÓÂ›˜ ·Ú¿ÁÔÓÙÂ˜ Î·È ̂ ˜ 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 ÌÂ ÂÈÙ˘¯›·fiÙ·Ó ·Ú¯ÈÎ¿ ÙÔ ¿ÙÔÌÔ ÙËÓ ·Ó·ÁÓˆÚ›ÛÂÈ Î·È ÂÈÛË-Ì¿ÓÂÈ ÙÈ˜ ·ÈÙ›Â˜ Ô˘ ÙËÓ ÚÔÎ·ÏÔ‡Ó. OÚÁ·ÓÒÓÔÓÙ·˜ÙÔ ¯ÚfiÓÔ, ‰È·ÌÔÈÚ¿˙ÔÓÙ¿˜ ÙÔÓ ÛÂ ÌÈÎÚfiÙÂÚÂ˜ ÌÔÓ¿-

TÚÂÏÏ¤˜ ÚÔÛÊÔÚ¤˜* ÛÂ ÏÂÍÈÎ¿ ¤ˆ˜ ÙÔ Ù¤ÏÔ˜ M·ÚÙ›Ô˘EÎÙÒÛÂÈ˜ ·fi 25% ¤ˆ˜ 45%ÛÂ AÁÁÏÈÎ¿, °·ÏÏÈÎ¿, IÙ·ÏÈÎ¿,

IÛ·ÓÈÎ¿ & EÏÏËÓÈÎ¿ ÏÂÍÈÎ¿

* °È· Ó· Ï¿‚ÂÙÂ ÙÔÓ Ï‹ÚË Î·Ù¿ÏÔÁÔ ÙˆÓ ÚÔÛÊÔÚÒÓ Ì·˜, ÁÚ¿„ÙÂ Ì·˜ ÛÙÔ [email protected]

ñ∞ı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59 - ÙËÏ. 210-3215590 ñ¶ÂÈÚ·È¿˜ ∑ˆÛÈÌ¿‰ˆÓ 46 - ÙËÏ. 210-4172819 ñ∫·ÏÏÈı¤· ™ÎÔÂ˘ÙËÚ›Ô˘ 31 - ÙËÏ. 210-9577435 ñ¡.πˆÓ›· §.∏Ú·ÎÏÂ›Ô˘ 350 ∂ÌÔÚÈÎfi ∫¤ÓÙÚÔ πO¡π∞ 2000 -ÙËÏ. 210-2710665

ñ¶ÂÚÈÛÙ¤ÚÈ ∂ıÓÈÎ‹˜ ∞ÓÙÈÛÙ¿ÛÂˆ˜ 87- ÙËÏ. 210-5756882 ñ∞ÈÁ¿ÏÂˆ ™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 ñÃ·Ï¿Ó‰ÚÈ ∏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 & ∆ÛÈÌÈÛÎ‹ - ÙËÏ. 2310-224732

TÚÂÏÏ¤˜ ÚÔÛÊÔÚ¤˜* ÛÂ ÏÂÍÈÎ¿ ¤ˆ˜ ÙÔ Ù¤ÏÔ˜ M·ÚÙ›Ô˘EÎÙÒÛÂÈ˜ ·fi 25% ¤ˆ˜ 45%ÛÂ AÁÁÏÈÎ¿, °·ÏÏÈÎ¿, IÙ·ÏÈÎ¿,

IÛ·ÓÈÎ¿ & EÏÏËÓÈÎ¿ ÏÂÍÈÎ¿

MAPTIO™ 200916

‰Â˜ Î·È ı¤ÙÔÓÙ·˜ ·Ú¯ÈÎ¿ ‚Ú·¯˘ÚfiıÂÛÌÔ˘˜ Î·È ·Ú-ÁfiÙÂÚ· Ì·ÎÚÔÚfiıÂÛÌÔ˘˜ ÛÙfi¯Ô˘˜, Ì·ı·›ÓÔ˘ÌÂ Ó·ÂÏ¤Á¯Ô˘ÌÂ ÂÌÂ›˜ ÙÔ ¯ÚfiÓÔ Ì·˜.

E›Ó·È ·ÚÎÂÙ¿ ÛËÌ·ÓÙÈÎfi Â›ÛË˜ Ó· Û˘ÌÊÈÏÈÒÓÂ-Ù·È Ô Î¿ıÂ ¿ÓıÚˆÔ˜ ÌÂ ÙËÓ ·ÔÙ˘¯›·. H ·ÔÙ˘¯›·‰ÂÓ Â›Ó·È ¯·Ú·ÎÙËÚÈÛÙÈÎfi ÙË˜ ·Í›·˜ ÙÔ˘ ·ÙfiÌÔ˘ ˆ˜ÚÔÛˆÈÎfiÙËÙ·. ™˘ÓÂÒ˜, ‰ÂÓ ·ÔÙÂÏÂ› ÎÚÈÙ‹ÚÈÔÁÈ· ÙÔÓ ÚÔÛ‰ÈÔÚÈÛÌfi ÌÈÎÚÒÓ ‹ ÌÂÁ¿ÏˆÓ ÛÙfi¯ˆÓÎ·È ÛÂ Î·Ì›· ÂÚ›ÙˆÛË ‰ÂÓ Ú¤ÂÈ Ó· Ì·˜ ·Ô-ÚÔÛ·Ó·ÙÔÏ›˙ÂÈ ·fi ÙÔ˘˜ Ì·ÎÚÔÚfiıÂÛÌÔ˘˜ ÛÙfi-¯Ô˘˜ Ô˘ ¤¯Ô˘ÌÂ ı¤ÛÂÈ ÛÙË ˙ˆ‹ Ì·˜.

H ·ÔÙ˘¯›· ÂÈÙ¿ÛÛÂÈ ÙËÓ ·ÍÈÔÏfiÁËÛË ÙˆÓ ÂÓÂÚ-ÁÂÈÒÓ Ì·˜ Î·È ÙËÓ ·Ó·ÁÓÒÚÈÛË ÙˆÓ Ï·ıÒÓ Ô˘ Î¿-Ó·ÌÂ, ÌÂ ÛÎÔfi Ó· ÌËÓ Ù· Â·Ó·Ï¿‚Ô˘ÌÂ ÛÙÔ Ì¤Ï-ÏÔÓ. H ·ÔÙ˘¯›· Â›Ó·È Ô Î·Ï‡ÙÂÚÔ˜ Û‡ÌÌ·¯Ô˜ ÙÔ˘·ÓıÚÒÔ˘ ÁÈ· ÙËÓ ÂÈÙ˘¯›·. AÚÎÂ› Ó· ¯ÚËÛÈÌÔÔÈ-ËıÂ› ÛˆÛÙ¿ Î·È Ó· Ì·˜ ‰ÒÛÂÈ ÛÔÊ›· ·ÓÙ› ÁÈ· ·Ô-ÁÔ‹ÙÂ˘ÛË Î·È ·ÈÛı‹Ì·Ù· Î·ÙˆÙÂÚfiÙËÙ·˜.

K¿ıÂ Ì¤Ú· Î·ÏÔ‡Ì·ÛÙÂ Ó· ÂÎÔÓ‹ÛÔ˘ÌÂ ‰È¿ÊÔ-ÚÂ˜ ÂÚÁ·Û›Â˜ Ì¤Û· ÛÂ Û˘ÁÎÂÎÚÈÌ¤ÓÔ ¯ÚÔÓÈÎfi ‰È¿-ÛÙËÌ·. OÈ ÂÚÁ·Û›Â˜ ·˘Ù¤˜ Ú¤ÂÈ Ó· ·ÚÈıÌËıÔ‡Ó ·-Ó¿ÏÔÁ· ÌÂ ÙÔ ‚·ıÌfi ÙË˜ ÚÔÙÂÚ·ÈfiÙËÙ·˜ ÙÔ˘˜. ™Â ·-ÓÙ›ıÂÙË ÂÚ›ÙˆÛË, ÙÔ ¿ÙÔÌÔ ·‰˘Ó·ÙÂ› Ó· ÙÈ˜ ÂÎ-ÏËÚÒÛÂÈ, ·Û¯ÔÏÂ›Ù·È Ï›ÁÔ ÌÂ Î¿ıÂ ÌÈ· Î·È ÛÙÔ Ù¤-ÏÔ˜ ÂÈÛÚ¿ÙÙÂÈ ÌfiÓÔ ·ÂÏÈÛ›· Î·È ·ÔÁÔ‹ÙÂ˘ÛË.

T¤ÏÔ˜, Ë ·‰˘Ó·Ì›· ÙÔ˘ ·ÙfiÌÔ˘ Ó· ÂÈ «fi¯È» ÛÂ‰Ú·ÛÙËÚÈfiÙËÙÂ˜ Ô˘ ·‰˘Ó·ÙÂ› Ó· ÂÎÏËÚÒÛÂÈ, Â›ÙÂÁÈ·Ù› ‰ÂÓ ¤¯ÂÈ ¯ÚfiÓÔ, Â›ÙÂ ÁÈ·Ù› ‰ÂÓ ¤¯ÂÈ ÙËÓ ‰˘Ó·Ùfi-ÙËÙ· Ó· ÙÈ˜ Ê¤ÚÂÈ ÂÈ˜ ¤Ú·˜ ÂÈÙ˘¯Ò˜ (¤ÏÏÂÈ„Ë ÁÓÒ-ÛÂˆÓ, ÂÌÂÈÚÈÒÓ, Î.Ï.), Ô‰ËÁÂ› ÛÙËÓ ·ÏfiÁÈÛÙË Û·-Ù¿ÏË ÙÔ˘ ¯ÚfiÓÔ˘ Î·È Î·Ù·ÛÙÚ¤ÊÂÈ ÙÔÓ ÚÔÁÚ·ÌÌ·-ÙÈÛÌfi ÙÔ˘ ·ÙfiÌÔ˘. H ¿ÚÓËÛË ·Ó¿ıÂÛË˜ ÂÚÁ·ÛÈÒÓÔ˘ Ì·˜ ‚Á¿˙Ô˘Ó ·fi ÙÔÓ ÚÔÁÚ·ÌÌ·ÙÈÛÌfi Ì·˜ ‰ÂÓÂ›Ó·È ¤Ó‰ÂÈÍË ·‰˘Ó·Ì›·˜, ·ÏÏ¿ ¤Ó‰ÂÈÍË ÈÎ·ÓfiÙËÙ·˜Î·È ÂÏ¤Á¯Ô˘ ÙÔ˘ Ú˘ıÌÔ‡ ÙË˜ ˙ˆ‹˜ Ì·˜.

£¤ÙÔÓÙ·˜ ÚÂ·ÏÈÛÙÈÎÔ‡˜ ÛÙfi¯Ô˘˜ Î·È ÂÊ·ÚÌfi˙Ô-

ÓÙ·˜ ËÌÂÚ‹ÛÈÔ, Â‚‰ÔÌ·‰È·›Ô ‹ ÂÙ‹ÛÈÔ ÚfiÁÚ·ÌÌ·,Ô Î¿ıÂ ¿ÓıÚˆÔ˜ ÌÔÚÂ› Ó· ··ÏÏ·ÁÂ› ·fi ÙÔ ¿Á-¯Ô˜ ÙË˜ ¤ÏÏÂÈ„Ë˜ ¯ÚfiÓÔ˘. O ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ Î¿-ÓÂÈ ÙÔÓ ¿ÓıÚˆÔ ÈÔ ÒÚÈÌÔ Î·È ÚÔÛÂ¯ÙÈÎfi ÛÙÈ˜ Â-ÈÏÔÁ¤˜ ÙÔ˘. M·ı·›ÓÂÈ Ó· ·ÍÈÔÏÔÁÂ› ÙÈ˜ ‰Ú·ÛÙËÚÈfi-ÙËÙÂ˜ ÙÔ˘, Ó· ‚¿˙ÂÈ ÚÔÙÂÚ·ÈfiÙËÙÂ˜ Î·È Ó· ÌËÓ ÊÔ-‚¿Ù·È Ó· Â·Ó·ÚÔÛ‰ÈÔÚ›ÛÂÈ ÙÔ˘˜ ÛÙfi¯Ô˘˜ ÙÔ˘, fi-Ù·Ó ·˘ÙÔ› ‰ÂÓ ÙÔ˘ ÚÔÛÊ¤ÚÔ˘Ó Â˘¯·Ú›ÛÙËÛË Î·È Î·-Ï‹ ÔÈfiÙËÙ· ˙ˆ‹˜. A˜ ÌËÓ ÍÂ¯Ó¿ÌÂ 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›· Î·Èı· ÙÔ˘ ‰ÒÛÂÈ ÙÔ Î·Ï‡ÙÂÚÔ ÂÊfi‰ÈÔ ÁÈ· ÙË ˙ˆ‹ ÙÔ˘.ŒÓ·˜ ÂÎ·È‰Â˘ÙÈÎfi˜ Ô˘ Â›Ó·È ‘Ê›ÏÔ˜’ ÌÂ ÙÔ ¯ÚfiÓÔ,ı· ‰È‰¿ÍÂÈ ÙË ‰È·¯Â›ÚÈÛË ̄ ÚfiÓÔ˘ ÛÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘Î·È ı· ÙÔ˘˜ ‚ÔËı‹ÛÂÈ ¤ÙÛÈ ÒÛÙÂ ÙÔ fiÌÔÚÊÔ ·ÏÏ¿ ‰‡-ÛÎÔÏÔ Ù·Í›‰È ÙË˜ ÁÓÒÛË˜ Ó· Â›Ó·È ··ÏÏ·ÁÌ¤ÓÔ ·-fi ÙÔ ¿Á¯Ô˜ Î·È ÙÔ Û˘ÓÂ¯¤˜ Î˘Ó‹ÁÈ ÙÔ˘ ¯ÚfiÓÔ˘.

A˜ ‰Â¯ÙÔ‡ÌÂ, ÏÔÈfiÓ, ÙËÓ ÚfiÎÏËÛË Ó· Î¿ÓÔ˘ÌÂÙÔ ¯ÚfiÓÔ ÙÔÓ Î·Ï‡ÙÂÚÔ Ê›ÏÔ Ì·˜ Î·È ·˜ ÂÙÔÈÌ·-ÛÙÔ‡ÌÂ ÁÈ· Ó¤Â˜ ıÂÙÈÎ¤˜ ÂÌÂÈÚ›Â˜ Ô˘ ·ÔÚÚ¤Ô˘Ó·fi ÙÔ ÛˆÛÙfi ÚÔÁÚ·ÌÌ·ÙÈÛÌfi.

BÈ‚ÏÈÔÁÚ·Ê›·Bellman G. (1993). Getting things done. B K

Publishers, Mc Graw HillDobbins Richard, Pettman Barrie.(1997). Manage

your time well . Management Research NewsMcCarthy, K. W. (1992). The On-Purpose Person:

Making Your Life Make Sense. Pinon Press. ColoradoSprings: Colorado.

Blumenthal, J. (1998). How to take control of yourlife and say "good-bye" to stress. Bottom Line Personal20(6): 9-10. March 15.

MAPTIO™ 2009 17

E§§HNIKH §O°OTEXNIA

1. O§A ™OY TA ’MA£A, MA •EXA™A MIA §E•H ÙÔ˘ ¢ËÌ‹ÙÚË MÔ˘Ú·ÓÙ¿(EÎ‰fiÛÂÈ˜ ¶·Ù¿ÎË)

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1. ¢IABAZONTA™ ™TH XANNA ÙÔ˘ Bernhard Schlink (EÎ‰fiÛÂÈ˜ KÚÈÙÈÎ‹)2. NEA ™E§HNH ÙË˜ Stephenie Meyer (EÎ‰fiÛÂÈ˜ ¶Ï·Ù‡Ô˘˜)3. O °YPI™MO™ ÙË˜ BÈÎÙfiÚÈ· X›ÛÏÔ (EÎ‰fiÛÂÈ˜ ¢ÈfiÙÚ·)4. °OMOPPA ÙÔ˘ PÔÌ¤ÚÙÔ ™·‚È¿ÓÔ (EÎ‰fiÛÂÈ˜ ¶·Ù¿ÎË)5. O §EYKO™ TI°PH™ ÙÔ˘ Aravind Adiga (EÎ‰fiÛÂÈ˜ Modern Times)6. MAP§E´, ENA™ ME°A§O™ M¶E§A™ ÙÔ˘ T˙ÔÓ °ÎÚfiÁÎ·Ó (EÎ‰fiÛÂÈ˜ ¢ÚÂ·ÓÈ¿)7. O ¢POMO™ TH™ E¶ANA™TA™H™ ÙÔ˘ P›ÙÛ·ÚÓÙ °¤ÈÙ˜

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10. SLUMDOG MILLIONAIRE ÙÔ˘ BÈÎ¿˜ ™Ô˘·ÚÔ‡ (EÎ‰fiÛÂÈ˜ M›Óˆ·˜)

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1. 99 °PIºOI KAI ¶AIXNI¢IA §O°IKH™ ÙÔ˘ Antonin Vergez (EÎ‰fiÛÂÈ˜ KÔÓÈ‰¿ÚË)2. TO MY™TIKO ÙË˜ Rhonda Byrne (EÎ‰fiÛÂÈ˜ §È‚¿ÓË)3. IøANNH™ KA¶O¢I™TPIA™ ÙÔ˘ ¶·Ó·ÁÈÒÙË ¶·Û·ÏÈ¿ÚË (EÎ‰fiÛÂÈ˜ ™KAI)4. TO BIB§IO TH™ O§IKH™ A°NOIA™ ÙÔ˘ John Lloyd (EÎ‰fiÛÂÈ˜ ¶·Ù¿ÎË)5. AN A°A¶ATE TA ¶AI¢IA ™A™, A°A¶H™TE ¶PøTA TON EAYTO ™A™

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MAPTIO™ 200918

Social Psychology and ELT-THE HALO EFFECTNick Michelioudakis (B. Econ., Dip. RSA, MSc [TEFL]) has been working in the field of ELT for more years thanhe 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, makeany comments read some of his published articles or find out about forthcoming events, please visit hissite at www.michelioudakis.org.

How important is one’s handwriting? Hardly at allyou might say, especially today when most peopleuse a computer. Yet research shows otherwise. Ina revealing experiment, a number of exam scriptswere copied twice – once in good handwriting and

once in bad handwriting. They were then passed on to twogroups of examiners who were told to mark them and werespecifically instructed to mark for content. Amazingly, thepoorly-written scripts got significantly lower marks thanthe others (Sutherland 1992). Why did such a thinghappen? The answer is that very often when we have toassess someone (or something) and this person has asalient, positive feature, the latter colours our judgment,so we tend to make all kind of positive attributions to thisperson, judgments which are at best only marginallyrelated to the quality which stands out. This is called the‘Halo Effect’.

An experiment: One would expect the scientific world tobe less susceptible to such an effect. Not so. In 1982, twopsychologists 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 consideredfor publication. These articles are routinely checked bytwo authorities on the particular field as well as the edi-tor. The results: in 8 out of the 12 cases the articles weredeemed unworthy of publication. Out of 16 ‘evaluators’and 8 editors who (presumably) read them, not a singleone had a different view. Well, one might say, not allarticles submitted are up to par. This is true, only in thiscase these particular articles had been published by thevery same journals, under the same title only a fewmonths previously! The only thing the two psychologistshad changed were the names of the authors (eminentuniversity professors) to imaginary ones and their affilia-tions (originally such prestigious universities as Harvardor Princenton) to non-existent (and by definitionobscure) ones! Well, you might think, at least 4 of the

articles were thought to be good. Not quite. In 3 out ofthe 4 cases someone simply realised that they had pub-lished this material before (Sutherland 1992)Why did such a thing happen? The answer is probablythat journals like the above are probably inundated bysubmissions from academics on the make and are anx-ious to add yet another entry in their CV. It is equallylikely that many of these articles are run-of-the-mill,with little to recommend them. This being so, it makessense for the ‘evaluators’ to resort to ‘shortcuts’ (Cialdini2001) – rather than scrutinize each script, they look atthe name of the writer first. If s/he is a famous professorfrom an Ivy-League University, then the article is morelikely to be worthy of publication. But if we start think-ing like this, then an amazing change happens: asSutherland (1992) points out, when faced with a piece ofwork by an established writer, we tend to look for itspositive aspects, while if the writer’s name rings no bellsthen we start looking for flaws!Still not convinced? Here is another example. In themid-70s, someone sent a book to no less than 27 differ-ent publishers and literary agents. No marks for guessingwhat happened. All 27 rejected it. Yet this book (‘Steps’by Kosinsky) had actually been published in 1969 andhad won the American National Book Award! All thathad been changed was the title and the name of thewriter. What is more remarkable is that one of the pub-lishers who rejected the ‘new book’ was ‘RandomHouse’ – the ones who had published the original one!!(ibid.)Lest you think that this phenomenon is restricted to theworld of books and publishing, here are some moreexamples to show you just how widespread it is: Good-looking people are universally thought to be friendlier,more intelligent and more humorous, tall people arethought to have all kind of leadership qualities, they areclearly favoured in job interviews and make more moneythan people like me who are slightly challenged in the

MAPTIO™ 200920

vertical dimension, and, of course, men of a high socialstatus are judged as more attractive by women(Brehm,Kassin & Fein 2002).

Applications in the field of teaching: If we can createfor ourselves this ‘aura’ of thecompetent/charismatic/special teacher, then we arehalfway towards winning the battle for the ‘hearts andminds’ of our students. Here are some ideas: Friendliness: When I ask my students to describe thebest teacher they know, they almost invariably mentionsomeone posessing this quality. When I try to probedeeper to see what it is about their method that is sospecial, my students are often stumped. It is becauseattitude is such a salient feature that it colours the stu-dents’ perception of the teacher both as an individualand as a professional.First impressions: Teachers often ‘save’ their best tech-niques for later – a big mistake in my view. By usingyour favourite materials/techniques early on, you createa positive impression in the students’ minds which willpre-dispose them favourably towards all your subsequent

lessons.Professionalism: Little details like being prepared, giv-ing an outline of your lesson in advance, revising whatyou did the previous time, showing students that there isa continuity in your sessions – all these create an impres-sion of ‘professionalism’ and they are more observablethan, say, a profound activity sequence. The point is thatonce you have acquired a reputation as a ‘true profes-sional’, this reputation precedes you and everything youdo will then be seen in this light!Success: Unfortunately perhaps, teachers too are judgedby results. This is particularly true in the case of 1-1 les-sons. Consequently, there is a lot to be said for ‘blowingyour own trumpet’. This will create an expectation ofsuccess which boosts the students’ confidence and actslike a self-fulfilling prophecy (Dornyei 2001).Titles: As I have said in other articles and as the aboveexperiment 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 itto your students. I remember how people’s faces used to

M’ ¤Ó· ·Ïfi ÙËÏÂÊÒÓËÌ·¤¯ÂÙÂ fiÔÈÔ ‚È‚Ï›Ô ˙ËÙ‹ÛÂÙÂ!

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MAPTIO™ 2009 21

light up when I told them I was an Oral Examiner forthe British Council!Looks: At the cost of repeating myself, the importanceof being good-looking can hardly be exaggerated. Notonly does this quality affect the ‘marks’ one gets in virtu-ally all other fields, but there is evidence that this posi-tive pre-disposition of others actually elicits all kind ofpositive behaviours from others (Aronson 1999). Themoral is clear: it pays to work on your appearance!

What about ELT? For once, I would like to focus morenarrowly on the field of EFL teaching. Are there anyelements which cancreate a ‘Halo Effect’?Yes, there are - two ofthem: a) Your pass-port and b) youraccent. Let me explain.I believe that if would-be employers receive 2identical CVs, onefrom a native speakerand another from aGreek teacher, thereare many cases whenonly the former will beshort-listed. I believethat if two Greek EFLteachers go through aninterview and one ofthem has a native-likeaccent while the otherone does not, then theformer is far morelikely to be hired, evenif the latter has betterqualifications/moreexperience. And I amcertain that (ceterisparibus) native speak-ers are on average bet-ter paid when it comesto private lessons.Now, I do not haveany hard evidence forall this, but I am pre-pared to bet goodmoney that all 3hypotheses are true.Anyone for research?

References1. Aronson, E. “The Social Animal” Worth – Freeman,

19992. Brehm, S., Kassin, S. & Fein S. “Social Psychology”

Houghton Mifflin, 20023. Cialdini, R. “Influence – Science and Practice”, Allyn &

Bacon 20014. Dornyei, Z. “Motivational Strategies in the Language

Classroom” CUP, 20015. Sutherland, S. “Irrationality” Constable and Company,

1992

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MAPTIO™ 200922

Talking, Teaching, TestingReprinted by kind permission of TESOL Greece

Michael Hoey*University of Liverpool

1. IntroductionThe language-teaching courses which I have used bothas tutor and learner have typically assumed that thereare two kinds of language – formulaic and non-formulaic– and that these different kinds of language have differ-ent functions, the (semi-)formulaic language being usedfor the expression of needs and the non-formulaic lan-guage being for the communication of information.Thus, routinely, language course-books will teach youhow to book a room, order a coffee and buy a ticket fora train using largely unanalyzed formulae; when theyturn their attention to the communication (and receipt)of information, the attitudes they adopt to language arequite different. Most tests (TOEFL, IELTS etc) havemade the same assumptions as the course books, buttheir focus is characteristically on ways of assessing howsuccessfully the candidate is capable of comprehendingand communicating information. In this paper I shall besuggesting that the formulae we use are less formulaicthan they seem and the creative language is more formu-laic than you might imagine. In short the course booksand the tests are neither representing nor testing thelanguage as it is.One of the most widely used tests is the IELTS test(International English Language Testing System), run bythe British Council and the University of Cambridge.This is a test of considerable merit and is significantlybetter in a number of respects than most of its rivals.The criticisms that follow should not therefore be seenas targeting the IELTS test particularly. Rather, myargument is that if the weaknesses I shall demonstrateare true of IELTS, they are likely to be even more evi-

dent in other tests. In this paper, in fact, I want to drawattention to some very old facts and some rather newfacts that suggest that we need to test (& teach) a widerrange of conversational skills, to use authentic talk forlistening tests, to see talk as about more than informa-tional transfer and to see lexical resource and grammati-cal range, and lexical and grammatical accuracy, as inex-tricable.

2. Some problematic dataSome years ago, a Brazilian language teacher sharedwith me some spoken data he had collected in his class-es. He was rightly pleased that he had encouraged hisstudents to talk but we agreed that the talk they had pro-duced, valuable as it was from many perspectives, wasuntypical of natural conversation amongst native speak-ers. One of the conversations was the following;although it looks like an extract, it is in fact complete.There are three speakers, and the data were collected ina classroom as part of an ELT class:1. A: Good morning

B: Good morningA: I love Tina TurnerB: Tina Turner?A: Tina Turner is a famous singer.B: Singer?A: Yes.

Silence – 4 secsB: What’s her nationality?A: She’s AmericanB: Where was she performing?A: At the Canec?o

* Michael Hoey is the Dean of Arts at the University of Liverpool. He has been Baines Professor of English Languagesince 1993 and was Director of the Applied English Language Studies Unit from 1993 to 2003. He was elected to theAcademy of Learned Societies for the Social Sciences in 2004. He is currently Chair of the English AdvisoryCommittee of the Assessment and Qualifications Alliance (AQA) and a member of AQA's Curriculum & AssessmentQuality Committee. He was part of the group that designed the National Curriculum Certificate in English and chair agroup that has designed a new A level in Critical Thinking. He has been a member of Council of the University ofLiverpool and a member of Council of University College, Chester, also serving on their Audit Committee. He is chiefadvisor to Macmillan Publishers on dictionaries, one of which won the Duke of Edinburgh English Speaking UnionEnglish 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.

MAPTIO™ 2009 25

B: How long was she performing there?A: Only only three daysB: How’s the weather?A: It was cloudyB: Oh what time is it?A: It’s twelve o’clockB: How are you?A: Not badB: Uh, ElianA: And you?B: Fine, thanksA: How, oh what do you live?B: I live in Passo MansoA: And you?C: I live in Bahia

VoicesC: What did you do last week?B: Nothing specialC: And you?A: Eh, I went I went to the beachC: How was the weather?A: It was very hot

There are a range of ways in which this conversation (ifit can be called such) differs from naturally occurringdialogues. In the first place, in naturally occurring con-versation, ‘frozen’ pairs – formulaic expressions – nor-mally occur only near the beginning and end of the con-versation. But here we have the following exchangesoccurring in the middle of the conversation:

1 (extract) B: How are you?A: Not badB: Uh, ElianA: And you?B: Fine, thanks

Secondly, in ordinary conversations speakers know howto begin and end their conversation. The secondexchange in the above interaction is not a normal way ofstarting such talk:

1 (extract) A: I love Tina TurnerB: Tina Turner?

No wonder speaker B sounds surprised at this unexpect-ed start to a conversation!

But the problems with this interaction run deeper. Inordinary talk the person who replies does not always dowhat the other person wants or expects, speakers maynot stick to simple exchanges (virtually all of the above

conversation is made up of simple question-answerpairs) and topics may get developed over a number ofsuch exchanges. Furthermore, speakers may disrupt thetalk – they may interrupt, overlap, go off at a tangent –because usually they have something to say! So talking inneat grammatical sentences, showing grammatical range,demonstrating grammatical accuracy and displaying anappropriate lexical resource, all of which the Brazilianstudents are on the way to doing, are not enough for aspeaker to succeed in real-life conversation. The learnerneeds also to be able to take turns and (just as impor-tantly) know how to avoid taking turns; s/he needs, too,to be able to maintain an appropriate level of fluencywhile saying what they want to say. Since these are nec-essary conversational skills for any speaker, it wouldappear to follow that we should teach and test theseabilities.

If we look more closely at the conversational skills thatthe Brazilian students above had yet to acquire, we willidentify certain skills that native speakers all have andlearners find it hard to acquire. These include recogniz-ing when a turn is being offered and taking a turn whenit is not explicitly offered, avoiding silence betweenturns, keeping the speaker speaking (a very valuable skillfor a learner) and understanding the implication of littleclues in the other person’s response (as well as knowinghow to use them in one’s own response). About each ofthese skills there has been much discovered, some of itknown for decades, yet it remains unclear that thisknowledge has had much impact upon even the mostcommunicative of teaching.

3. Turn offering and takingSacks et al (1974/1978) note that native speakers mayensure that hearers know that it is their turn by usingmarkers of explicit control, that is by selecting whospeaks and/or the kind of response. This much theBrazilian students can do. They routinely specify thekind of response that is required – almost always ananswer to a question – and on one occasion one of themspecifies who should speak next:

1 (extract) B: Uh, Elian

Clearly, there is more to turn-taking than this. In addi-tion to indicating who should speak next and how theyshould respond, native speakers have a number of sig-nals that they use, consciously or subconsciously, toensure that their hearers know that it is now an appro-priate moment for them to take a turn. These, again,

MAPTIO™ 200926

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 completionpoints, a drop in the pitch and/or the loudness of thespeaker’s voice, the arrival at a point of grammaticalcompleteness, a lengthening of the speaker’s syllables(i.e. a drawl) and, if the speaker has been gesticulating,stopping the gesticulation. Knowledge of these featuresis inherent to being a good conversationalist, but do weteach these features? The answer would seem to be onlyrarely. 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 meansthat they know when it is their turn to speak and how toget and keep a turn. Obviously one of the strategies theyuse is to listen for all the exit signals being given by thespeaker as described above. But in addition they listenfor potential completion points in an utterance and forproblems in the speaker’s attempt to construct an utter-ance (e.g. hesitation, pausing, stuttering). Given eitherthe presence of clues from the speaker that s/he is readyto stop speaking or indications that the speaker is find-ing it difficult constructing what s/he wants to say, theycharacteristically leap in quickly before the first speakercan continue and before another hearer (if there is one)leaps in first.

To ensure that what they want to say is not misheardand to establish their presence as speakers, they mayoverlap 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 aswe shall see, there are other more powerful reasons aswell), they may start with (almost) empty phrases, e.g.well, right, oh, which are not information-rich in theevent of there being a slight overlap between the twospeakers. When they start speaking, they may also turntheir head away slightly to break eye contact, whichshows that it is a true turn and not just an attentionmarker (known as back-channelling). With the sameintent, they may start gesticulating. Just as no longer ges-ticulating signals willingness to end a turn, so starting togesticulate signals that you have indeed begun a turn.Once again, if we ask whether such features are evermentioned in the language classroom, the answer mustbe ‘rarely’. And of course, if we ask whether they are a

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 speakingAt some time or other, all learners need a little time toplan what they want to say, or else they are not confi-dent that they understand fully what the other person istrying to say and would welcome a little more time toallow themselves to ‘tune in’, or else they simply havenothing (yet) to say. For this reason, knowing how tokeep the other person talking is a valuable skill and onethat I would have welcomed having been taught in thelanguages I attempt to speak.

There are six strategies that may be employed to keepthe speaker talking. These are:

1. sounds such as m-hm, yeah, right, uhuh, mm2. nods of the head3. completing a speaker’s sentence 4. briefly restating what the speaker has just said forhim/her5. requesting clarification 6. expressions of disbelief

(adapted & amplified from Duncan & Fiske, 1977)

The first of the strategies listed above is perhaps themost common and can be seen in operation in the fol-lowing extract from a conversation among friends aboutworking out at a gym:

2. A: well I don’t know I must say a fewyears ago I would I would have agreedwith you I was I was so desperatelybusy I didn’t really have time for anyof this nonsense and I didn’t reallybelieve in it (B: m-hm) but now that Ihave set aside an hour on a Fridaynight 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 givingthe speaker reassurance that he is being attended to andthereby encouraging him to continue. (Here and in allsubsequent examples, except where explicitly noted, theexamples are authentic. I have noted the source where

MAPTIO™ 2009 27

known; most examples come from data collected by mystudents.)

Each of the items in the list – mm, yeah, right etc – havetheir 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 toshow the other person that you are attending to whats/he is saying. It does not have the effect of interruptingthe other person and usually doesn’t stop the other per-son talking, e.g.

3. A: I mean I feel so passionate that weshould keep going but

B: mmA: I also feel just that I am able to con-

tribute next to nothing in terms oftime

The above example could have been transcribed in thesame way as example 1 as a single block. It is the briefestof turns. In the following case, it is clearer that it is atrue turn, being used however to pass the speaking turnback to the other speaker. It shows that the listener iswilling to fulfil her speaking responsibilities but leavesthe other person to do the talking:

4. A: They did that in summer, didn’t they?B: mmA: Mind you, that was when they were

doing all the roadworks

It is instructive to compare the effect of using yes inplace of mm.

4a (adapted) A: They did that in summer, didn’tthey?

B: yes A: Mind you, that was when they

were doing all the roadworks

In this version the likelihood of B being expected to addto what she is saying is increased, and this would be stillmore true if they did were used in place of mm.

4b (adapted) A: They did that in summer, didn’tthey?

B: They did. A: Mind you, that was when they

were doing all the roadworks

Nodding (the second strategy on my list) serves a similarfunction to mm and stands for a whole range of non-ver-bal equivalents of mm and oh, which include attentiveeye contact and sideways movements of the head as well,of course, as nodding itself.

The use of mm, yeah etc and nodding have often beencharacterised in terms of ‘backchannelling’ – channellinga message of attention or appreciation back to thespeaker, without breaking into his or her turn – andbackchannelling has been treated in the literature as aquite different kind of phenomenon. But this misses thepoint that both minimal utterances and nodding are infact brief turns in which listeners acknowledge the infor-mation that they have just received, in much the sameway that listeners accept an offer or answer a question.The difference between an acknowledging turn and anaccepting or answering turn, however, and the reasontheir major function has been missed, is that whileacceptances and answers come after offers and ques-tions, acknowledgements are often simultaneous withthe information they acknowledge, typically occurringduring 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 conventionalin being used at the end of the previous speaker’s turn,but they are parasitical upon the syntax and intonationof the previous utterance. An example of sentence com-pletion as a device for returning the turn to the previousspeaker is the following, from data of students talkingabout a student society, collected by Martin Warren:

5. G: Things were more a sort of hi! youknow imploring people to do things at

N: pleaseG: Yeah

N’s please overlaps with at and follows naturally on fromG’s utterance – do things please. G acknowledges therightness of N’s completion and then continues speak-ing.

A similar strategy is that of paraphrasing briefly whatsomeone has just said in order to show that you haveunderstood it. The effect, as with utterance completion,is to suggest a harmony of minds and thereby encouragethe original speaker to continue. An example, from thesame data source as the previous, is the followingexchange:

MAPTIO™ 200928

6. G: Do you remember that one I sent roundat Stratford about the English club? Youknow, pull your finger out and all that

N: Do somethingG: 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 aphrase from it requires considerable linguistic skill and isunlikely to be something the average learner would feelconfident doing, but the last two strategies on my list,requesting clarification and expressing disbelief, can beused even at a relatively early stage in the developmentof conversational skills. They are more conventional inthey are used at the end of the previous speaker’s turn,rather than being an intervention, and each has theappearance of a proper turn, i.e. they have syntax, into-nation and a limited lexis. Nevertheless they have thesame effect of keeping the other person talking.The strategy of requesting clarification can be sincere orinsincere, though it appears to be more commonly theformer. Two good examples of clarification requests canbe found in the following (taken and slightly simplifiedfrom the Macmillan English Corpus):

7. A: Incidentally what er arrangements if anyhave 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 orsomething?

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 moreprecise or to express themselves more clearly. It can onlybe 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, exemplifiedby When was that?, carries no such pejorative overtones.It simply asks for further detail. Such expressions showinterest in what the other person has been saying andcan be used safely, if in moderation.

Still more useful are expressions of disbelief (you’re kid-

ding, I don’t believe it, really?, seriously?). Again thesecan be sincere or insincere, but insincere expressions arevastly more common and the expression of disbelief isusually designed to show how interesting or surprisingyou find the information you have been given. Aninstance of an insincere expression of disbelief is the fol-lowing:

8. A: I went up to LeedsB: oh did you?A: yeah saw Kathryn Clarke

Speaker B is not of course questioning the truthfulnessof speaker A, even though the wording might be thoughtto indicate this.

We have already seen an instance of what appears to bea sincere expression of disbelief in example 1, repeatedbelow for convenience:

2 (repeated) A: well I don’t know I must say afew years ago I would I wouldhave agreed with you I was I wasso desperately busy I didn’t reallyhave time for any of this non-sense and I didn’t really believein it (B: m-hm) but now that Ihave set aside an hour on a Fri-day night with a group I feel tentimes better I could do (B: m-hm) ten times (B: m-hm) thework I used to

B: do you really though?

B here may be genuinely doubting the efficacy of theaerobics 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 otherperson feel good, and they all keep the talk flowing. Thisalone would be a reason to teach and test them as skills,since they are not directly transferable (apart from thefirst, in part) from the L1 to the L2. But of course theyare also valuable as ways of avoiding a turn without fail-ing as a conversationalist, and ensure a continued flowof good listening practice from the other speaker. Do weteach these skills, though? In my experience, the answeris ‘not often’, and we certainly do not test them.

Despite the merits of the IELTS test and its ubiquity, itis not necessary to undertake detailed research to show

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that it does not test the listening and speaking skills Ihave been describing in a natural manner. In the firstplace, listening skills are tested by asking the learner fac-tual questions about a fabricated interaction heard on atape (IELTS, 2003 [updated 2005], p 56-7; 2005, p6).But apart from when they watch TV, most people rarelylisten to fabricated interactions. And with the sameexception, we are rarely part of an interaction while notbeing an active participant.

Speaking skills in IELTS are likewise tested by gettingthe learners to speak first about themselves for 4-5 min-utes and then on a surprise topic for 1-2 minutes after aminute’s preparation (IELTS, 2003 [updated 2005], p49-51). But apart from when we teach, how often do wefind ourselves able to prepare a topic, still less brieflyprepare 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 ofpanel discussions, and that is neither a common nor anormal kind of speaking activity. After the prepared surprise topic, the learner is thenengaged in dialogue by the tester on what the IELTStest describes as “more abstract issues and conceptswhich are thematically linked to the topicprompt”(IELTS, 2003 [updated 2005], p 49). I hardlyneed note that this does not reflect daily experience withthe language (or at least not my daily experience).

5. Clues in the utteranceOne of the most important skills that native speakershave and that non-native speakers find it hard to acquireis that of understanding the implication of little cluesthat the other person gives in their utterance (and know-ing how to use them in one’s own responses). I onceattempted to learn Cantonese (with little success), andone of the trickiest features of the language for the Eng-lish speaker was the range of utterance-final particleswith the range of subtle pragmatic messages they send.English is altogether less systematic and the particlestake a different form, but the analogy is not entirelyinexact in that apparently meaningless words or phrasescan be used to let the listener know how the speaker isreacting to something, without being overt about it. Asan example, consider the following exchange:

9. A: It seems a waste of time reallyB: 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

on occasion overlook the two hidden clues within theutterance that shows this to be the case:

9a. A: It seems a waste of time reallyB: 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’twant to offend by openly disagreeing’.

The clues we include in our speech have been widelystudied, most notably by Schiffrin (1987). Stenstr?m(1990) identifies a range of such speech-specific featuresand McCarthy (2003) picks up a range of high frequencyshort response tokens (as he terms them) and shows howimportant they are to the ongoing interaction. But thereis still much to be done. Furthermore there are a greatnumber of such features to be described and it wouldtake a book to do them justice. Here – the result of theuse of corpus methodology on a one million word corpusof spoken English – are some of the observations that Iwas able to make about just three such clues (discoursemarkers): oh, er and well.

5.1 ohA common ‘word’ in spoken English, though rarelyawarded the status of a word, oh is used by speakers toperform a number of functions. The first of these is tomark the beginning of a turn or to serve as a completeturn to show that you have just been told somethingnew.

10. Doctor: I think you’ve probably got whatwe call dry eyes

Patient: oh

Separately, or in conjunction with the above, oh is usedat the beginning of a turn to confirm you understand,usually in combination with some word or phrase withthe same meaning, e.g.:

11. A: yes, you do have four other colleagues onthe side. because they’re also boardmembers

B: oh I see. ok ok

Because of these uses, oh is very appropriate at thebeginning of a turn as a way of accepting someone’sanswer to your question:

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12. A: Is that too sweet? B: yesA: oh

It is also used at the beginning of a turn with an evalua-tive word to assess the new information you have beengiven, e.g.:

13. Travel Agent: Your flights are all confirmed.Customer: oh wonderful

As a variant upon its use as a marker that one has beentold something new, it can be used at the beginning of aturn when you have been reminded of something youhad forgotten. The following illustrates this well:

14. A: Remember he wanted to merge thegroups. Don’t you remember?

B: oh yeah. oh yes. of course

One use of oh links in with our earlier discussion of waysof keeping the other person talking. It can be used toaccept the truth of the answer or statement you have justheard. If combined with really or a question to show sur-prise (oh did you?), it passes the talk back to the otherspeaker, who will usually confirm what they said and addto it.

We saw an example of this when we looked at expres-sions of disbelief:

8 (repeated) A: I went up to LeedsB: oh did you?A: yeah saw Kathryn Clarke

These functions of oh are all natural to native speakersbut they have to be learnt. If oh were omitted from 13 or7, the effect would be subtly different. In the first case,the effect would be to suggest that A need not havementioned the merging of groups, since B already knewabout it, and in the second case the omission of ohwould, depending on intonation choice, slightly increasethe likelihood of B’s did you? being heard as genuinedisbelief.

5.2 er, ermLike oh, the particle er and its variant erm are rarelytreated as words and certain of their uses are more read-ily recognised than others. Most people would recognisethat er or erm is used at the beginning of a speaking turnwhen one is unsure what it is that one wants to say. They

might also recognize that they are also used in the mid-dle of a turn when one is trying to find the right word.This is, needless to say, much better than silence, notleast because it prevents the other person switching tothe L1 or interrupting. A related use is when you are notsure what you want to say and you want to preventsilence, e.g.

15. couple of other points about the erm er er aboutthe er Vienna settlement in general

Fewer recognize that er and erm have an important useat the beginning of a speaking turn when you may beunsure how the other person(s) will receive the informa-tion you are giving them:

16. A: how long.. how long have you been offschool then?

B: er couple of weeks [this may seem to yourather a long time]

17. A: how did you know I was going?B: er. I don’t know I think Clare may have

said something [perhaps I’m not sup-posed to know]

18. A: where where.. are you Australian or NewZealand?

B: erm South African [I know you’ll despiseme for that] (recorded during the periodof Apartheid)

It should be noted that failure to recognise this use of ercould lead to an increased tension between interactants.

5.3 wellPerhaps one of the most interesting clues used in inter-action (and one of the most misunderstood) is well. Poordrama scripts and fabricated transcriptions characteristi-cally use it as a filler, rather like er and erm in one oftheir uses. In fact, though, it is no filler. The closest itgets to such a function is when it is used with anyway toget back to a topic after a digression (well anyway) orwhen it is used at the beginning of a turn to round off atopic 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 speakingturn without a closing function, it is often there to indi-cate that there is something wrong with what has just

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been said.

20. A: I mean it might take us another twomonths before we get out. Three months.

B: Well I would say six months

Returning for a third time to our aerobics data, one cansee that A’s utterance has the same purpose:

2 (extract) A: well I don’t know I must say afew years ago I would I wouldhave agreed with you I was I wasso desperately busy I didn’t reallyhave time for any of this non-sense and I didn’t really believein it (B: m-hm) but now that Ihave set aside an hour on a Fri-day night with a group I feel tentimes better I could do (B: m-hm) ten times (B: m-hm) thework I used to

In a closely related use, well is used at the beginning of aturn when someone has asked you a question whichassumes 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 suchas 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? Asfar as published materials are concerned, the answer isnot often. There are virtuous exceptions. The pioneeringlanguage materials of Willis & Willis (1988), which didnot fully find their audience, perhaps because they wereso pioneering, teach a whole range of conversationalskills, using authentic data, and include instances of themarkers of the kind I have been describing with helpful,if partial, accounts of their functions. Generally, though,markers and the conversational skills I have beendescribing are not much taught. As for testing, not onlydo the tests not test them, they actually misuse them inthe sample materials they provide, as I shall go on todemonstrate.

5.4 The use of discourse clues in the IELTS SpecimenListening Test materials

In the IELTS Specimen materials tapescripts of whatwould typically be listened to by a learner taking the test(IELTS, 2003 [updated 2005], p 56-8) – there are justone instance each of oh and erm (none of er) but thereare 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 and37,000 of well. In other words, the distribution of oh:er(m): well is approximately 1:2:1 as opposed to theIELTS 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 thespecimen materials for IELTS (IELTS Specimen Mate-rials 2003, updated 2005, p. 56) should give us pause forthought. 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 anolder one.

M: Well, let’s start with the younger one,shall we?

F: Well, age first then. He only lookedabout 17 – not more. Something like that.

None of these uses seem to conform to the functions wemight expect for well and the use in three successiveutterances is odd.

Still worse is the following extract from the same fabri-cated interview:

23. M: What did he look like? You didn’t givethe officer much information last night?

F: Well, I did get quite a good look at hisface

Here M is implicitly accusing F of being less helpful thanshe might. In such a case well might indeed occur, butwe 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™ 200932

F: Well, I did give him a descrip-tion.

So not only is the IELTS test not testing the clues thatspeakers use but its own uses will confuse those who dounderstand the significance of discourse markers andprovide a bad model for those who do not.

6. Choosing the right grammar for the lexical choiceMoving away from listening and speaking skills specifi-cally to characteristics looked for in both speech andwriting, learners are assessed in the IELTS test forgrammatical range and accuracy and lexical resource(IELTS, 2003 [updated 2005], p 10). This sounds reason-able and clearly is central to any sensible assessment ofconversational skills. The problem is that these threecharacteristics are really a single characteristic. Gram-mar and lexis are inextricable. As an instance, considerthe word hard. It occurs a great proportion of the timein semi-fixed expressions such as

worked hard, tried hard, fought hard, die hard, found ithard, 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 ofthese (or other similar) expressions, and the choice ofgrammatical construction is bound up with the choice ofa particular sense of hard.

The explanations for this are still a matter of debate. Ina number of places, however, (e.g. Hoey, 2004, 2005), Ihave claimed that whenever we encounter a word (orsyllable or combination of words), we note subconscious-ly a great deal about it and store what we note alongwith the word. I envisage a type of concordance of theword in our mind but one that is constantly beinganalysed (and one that is interconnected with all theother concordances in our mind). So, I argue, we notefor every word we encounter the following things aboutit:

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),

ñ the pragmatics it is associated with (its pragmaticassociations),

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 itappears in (its textual colligations)

ñ its place in the larger semantics of the text (its textualsemantic 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 inpre-noun position (further damage, not the damage wasfurther) (colligation). It has two major semantic associa-tions. The first is that it occurs very frequently withNUMBER. Secondly, when it is not being used withinformation, evidence and education, it tends to occurwith 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, pragmaticassociation); the negative feature in turn tends to takethe form of a plural noun (colligation).

Further is more associated with the written word thanthe spoken. It is used in contexts which we may want toemulate. It is not cohesive; it is rare for the word furtherto be repeated in the course of a text (textual colloca-tion). This is a negative priming, i.e. we note that theword avoids a certain use. It has no special tendency tooccur at the beginning of sentences (1 in 20 instancesoccurring at the beginning, which may be slightly low)but in combination with particular collocates (i.e. read-ing, information), it is characteristically positivelyprimed for sentence initial position (textual colligation).Finally, it is associated with change and with problemsrequiring solution (textual semantic association).

Because of these (and other) primings (which will varyslightly from person to person), we are capable of recog-nising almost immediately how a word is being used assoon as we hear or read it used the same way as before.They also mean that when we open our mouths or reachfor a keyboard, we are likely to make use of them in ourown utterances or sentences. Put another way, all the

MAPTIO™ 2009 33

features we notice prime us so that when we come to usethe 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 samegenre/style, in the same kind of context, with a similarpragmatics and in similar textual ways.

So knowing a word and knowing its primings are thesame. This means that learning a word is a much hardertask 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 inthe language classroom, since we none of us ever stopbeing primed. The only difference between the nativespeaker and the non-native speaker is the way that theyare typically primed. The implications for testing, howev-er, are considerable. As already noted, in IELTS, learn-ers are assessed for grammatical range, grammaticalaccuracy and lexical resource, but we can see that theseare 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 oflexis? The answer is that, to a limited extent, we do. Wil-lis & Willis (1988), already virtuous for their handling ofconversational 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 ofthe collocations, colligations and semantic associationsof the words s/he uses? The answer is almost certainlythat they do, since these are what characterise a skilfullanguage user. But it is doubtful whether the testers arefully aware that they are testing such knowledge, and itis a near certainty that the learner does not know that itis being tested.

The position I have been putting with regard to vocabu-lary is a relatively new one and based on corpus evidencethat has only been widely available for a decade. On theother hand much of what I have been presenting aboutconversation has been known for over 20 years, thoughhere too corpus evidence is enhancing and transformingour understanding of speech. Given that the tests andthe teaching that prepares for the tests have notattempted to address what we know about talk, whetherit be the importance of turn-taking skills, the devices weuse to signal our attitude to what each other is saying orthe choice of appropriate lexical items with their colloca-tions and colligations, I can only be pessimistic about thepossibilities of change. Talking, as done by native speak-ers, will remain separated from teaching and testing, and

we will continue to encourage interchanges such as theone with which this paper began:

B: How’s the weather?A: It was cloudyB: Oh what time is it?A: It’s twelve o’clockB: How are you?A: Not bad

‘Not bad’ is not good enough. I won’t be satisfied untilevery learner is ‘fine, thanks’, ‘very well, thank you’ oreven ‘great, thanks’. My challenge to teachers and testersis that they teach and test how talkers really speak, orelse, as for the Brazilian students quoted above, they willend 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 ErlbaumAssociates, Hillsdale, New Jersey.Gardner, R (1998) ‘Between speaking and listening: thevocalisation of understandings’ Applied Linguistics 19. 2.204-224Hoey, M (2001) ‘Spoken discourse’ in Language Aware-ness section of M Rundell (ed) Macmillan English Dic-tionary, Oxford: Macmillan Education, LA16-LA17Hoey, M (2004) ‘The textual priming of lexis’ in G Aston, SBernadini & D Stewart (eds) Corpora and LanguageLearners, Amsterdam: John Benjamins, pp 21-41Hoey, M (2005) Lexical Priming: A New Theory of Wordsand Language, London: RoutledgeIELTS (2003, revised 2005) IELTS (International EnglishLanguage Testing System) Specimen Materials. London:British Council, Cambridge: University of CambridgeIELTS (2005) IELTS (International English LanguageTesting System) English for International Opportunity,Handbook. London: British Council, Cambridge: Universi-ty of CambridgeLewis, M (1997) Implementing the Lexical Approach: Put-ting Theory into Practice, Hove UK: Language TeachingPublicationsMcCarthy, M & F O’Dell (1994) English Vocabulary inUse, Cambridge: Cambridge University PressMcCarthy, M (2003) ‘Talking back: ‘small’ interactionalresponse tokens in everyday conversation’ in Research onLanguage in Social Interaction (special issue on SmallTalk) (ed. by J Coupland) 36. 1. 33-63Sacks, 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

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Schenkein (ed.) (1978).Studies in the organization of con-versational interaction. New York: Academic, pp 1-55Schegloff, Emanuel A (1982) ‘Discourse as interactionalachievement, some uses of uh huh and other things thatcome between sentences’ in D Tannen (ed) Analysing Dis-course: Text and Talk. Washington: Georgetown UniversityPress, pp 71-93Schiffrin, 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 ofSpoken English, Lund: Lund University PressTottie, G (1991) ‘Conversational style in British and Amer-ican English: the case of backchannels’ in K Aijmer & BAltenburg (eds) English Corpus Linguistics London: Long-man, pp 254-271Willis, J & D Willis (1988) Collins COBUILD EnglishCourse, London: CollinsWoolard, G (2004) Key Words for Fluency, Hove: Lan-guage Teaching Publications

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