"Speech Acts in a Virtual World: Design and Implementation". In  L. Bradley & S. Thouësny (eds)
20 Years of EUROCALL: Learning from the Past, Looking to the Future, Research-publishing.net, Dublin Ireland, ISBN: 978-1-908416-13-1, DOI: 10.14705/rpnet.2013.000132

In the first half of the twentieth century, notions such as linguistic structures and student’s linguistic capacity were the traditional elements of any language teaching. With the significant contribution of Halliday and Hymes these notions are yielding their place to the functional use of language and how language is being shaped by the different communicative situations. This new, communicative approach of teaching a foreign language, had led the redefinition of learning objectives and general principles of the teaching act.

"An assessment tool for online language learning computer games"
P. Arvanitis, P. Krystalli, P. Panagiotidis, 2012
Proceedings of London International Conference on Education (LICE 2012).
London 2012


The evolution of technology and the strong belief that computer games promote learning contributed to the increase of educational computer games available online in the field of teaching and learning a foreign language. 

"Augmented Reality in Language teaching and learning?". Proceedings of 4th International Conference on Education and New Learning Technologies (EDULEARN12), L. Gómez Chova, I. Candel Torres, A. López Martínez (eds). 
ISBN: 978-84-695-3491-5. London: International Association of Technology, Education and Development (IATED), 2012.

In recent years, the use of information and communication technologies (ICT) has become widespread in second language teaching and learning contexts. The language teaching and learning processes encompasses and requires the use of authentic language multimedia and multimodal materials such as text, audio, video and images. The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (abbreviated as CEFR), is widely adopted and accepted as the European standard for teaching and learning foreign languages. It’s implementation promote the linguistic diversity within the European Union and additionally support the use of ICT as networks and digital tools at the service of teaching / learning foreign languages. In this context, the use of new technologies has become a key factor.

"A Multimedia database for speech acts for second language teaching and learning"
P. Arvanitis – A. Kigitsoglou-Vlachou, 2012.

Proceedings of 5th International Conference of Education, Research and Innovation International Conference (ICERI 2012), International Association of Technology, Education and Development (IATED) 2012.


The effort of teaching a foreign language and through language, culture and civilisation of others, still occupy all those involved in the linguistic educational process. In recent decades, the main principles of second language teaching, focuses on teaching language and culture as a whole, with a great concern about the means of communication in specific social based situations.
In recent years, the use of information and communication technologies (ICT) has widespread in second language learning and teaching environments. Learners are now interacting with a variety of semiotic modes - through image, video, sound, new forms of written and spoken texts - in a complex multilingual communicative universe.
In the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (abbreviated as CEFR), which is widely adopted and accepted as the European standard for teaching and learning foreign languages we find the key notion of speech acts. Speech acts are at the heart of teaching and the core development of communicative language skills in the sense that they describe what learners can do with language in specific contexts or in a particular communicative situation.

  1. 2012 - A framework of learners’ digital skills needed for use in language learning environments
  2. 2011 - Τεχνολογίες Web 3.0 και εκπαίδευση. Οι επιπτώσεις στη γλωσσική διδασκαλία
  3. 2011 - Les activités lexicologiques, lexicographiques et morphosyntaxiques : un regard en arrière avant d’aller en avant
  4. 2009 - Language Learning in Virtual Worlds
  5. 2008 - Objets éducatifs et Bases de données multimédia. Leur nouveau rôle en EAD
  6. 2006 - A database of filmed novels. Methodology and didactic use
  7. 2005 - Multimedia databases: Implementation in electronic environments of language teaching
  8. 2005 - Electronic environments for language learning and language resources. Needs and perspectives
  9. 2005 - Developing, Implementing and Accrediting Multimedia Language Courses for Specific Purposes in Higher Education
  10. 2005 - A Digital Library of Multimedia Material for Language Education
  11. 2003 - State Certificate of Language Proficiency (KPG): Structural components of the Test Selection DataBase
  12. 2003 - Design and Development of a Multilingual Terminological Database for the domain of Applied Linguistics
  13. 2002 - Uses of Multimedia Databases Systems – MMDBMS) for translating purposes
  14. 2002 - From the joystic and Lara Croft to Angelina Jolie and Tomb Raider
  15. 2001 - Professional Audiences and Distance Language Learning. The XENIOS Project
  16. 2001 - Dictionnaire électronique multilingue de proverbes
  17. 2001 - "οικΟΝΟΜΙΑ": A project for annotated economic corpora
  18. 2000 - Automatic recognition of name entities for information extraction and retrieval
  19. 1998 - Multimedia Databases: Design, implementation and use in language teaching applications
  20. 1997 - Interactive multimedia: Use and applications in language teaching and learning in Information Society
© 2021 Παναγιώτης Αρβανίτης - Panagiotis Arvanitis

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