"Grammar, more grammar!" With this request, the dominant practice of language teaching in our country today is emphasized. And while in the case of teaching Greek as a first language, this practice has started to be shaken, in the case of foreign languages, the demand for more grammar is reinforced. This grammar-centric practice is challenged by the three studies collected in this volume. The studies focus on those communication factors that teaching practice tends to overlook: vocabulary, dialogue, texts. And all three studies conclude with proposals for enriching the educational process with learning practices focused on real communicative situations. A common finding of all three studies is the need for differentiation of language varieties during the educational process and the need to familiarize students with everyday, authentic, contemporary types of texts.
Dionysis Goutsos examines and analyzes bodies of real - not "teaching" and constructed - texts in order to determine the stages of vocabulary development that a non-native speaker of Greek would be smoother to go through. Maria Sifianou emphasizes the importance of interactivity and authentic everyday speech for learning a foreign language. She examines a wide variety of examples from everyday communication and analyzes the organization of dialectical acts as a system of rules that "respond in action" and describe "what happens in real conversations". Alexandra Georgakopoulou presents the new modes of communication shaped by new technologies and suggests techniques through which educators can exploit a wide range of communicative events in the cyberspace for the production and dynamic perception of texts."