The purpose of this empirical study was to investigate the views and attitudes of the teaching philologists of the 3rd Year of Lyceum assessing the value of critical language awareness (CLA), both in language teaching and in the wider cognitive structure of Lyceum students. To achieve this goal, eighteen semi-structured, qualitative interviews were conducted in the prefecture of Magnesia. The selection of the sample was carried out through the convenient-intentional sampling method (Creswell, 2015). Avalanche sampling was also subsequently employed to nominate more people for interviews. The thematic content analysis was followed the interpretation of the interview data (Tsiolis, 2017). The results showed a positive attitude, as well as thorough and comprehensive views of the teaching philologists on the application of teaching practices of CLA. The objections of the philologists regarding the application of CLA, concerns limitations in the analytical ability of students, the need for deeper and more substantial training, as well as the examination-centered character of the 3rd Year of Lyceum. Regarding the connection of CLA with the cognitive structure of adolescent students, the results underlined the interdependence of the above contexts, but showed the need for a more thorough investigation of the relationship between them.
Full text: The value of critical language awareness in language teaching and in wider cognitive structure of Lyceum students: views and attitudes of the teaching philologists of the 3rd year of Lyceum 407 KB