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Greek Speakers and Pragmatics
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Greek Speakers and Pragmatics

A special issue of Languages (ISSN 2226-471X).

Deadline for manuscript submissions: closed (1 October 2025) | Viewed by 10257

Special Issue Editors

Prof. Dr. Maria Economidou-Kogetsidis

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Guest Editor
Department of Languages and Literature, University of Nicosia, Nicosia 1700, Cyprus
Interests: L2 pragmatics; sociopragmatics; pragmalinguistics; politeness theory; email pragmatics; young learners’ pragmatics; Greek L2 learners’ pragmatics
Dr. Christine Savvidou

E-Mail Website
Guest Editor
Department of Languages and Literature, University of Nicosia, Nicosia 1700, Cyprus
Interests: teacher education and professional development in Greece and Cyprus; pedagogical innovations in TESOL; second language learning in Greece; Cyprus technology-enhanced language learning

Special Issue Information

Dear Colleagues,

We invite submissions for a Special Issue on pragmatic development with a focus on Greek as an L1 or L2. This Special Issue seeks to broaden research on the pragmatic dimensions of Greek speakers across various learning contexts and proficiency levels. It aims to deepen our understanding of how Greek speakers/learners develop their pragmatic competence, navigate social relationships, express politeness, and manage face in ways that are culturally specific. We also seek to understand how speakers of Greek adapt to the pragmatic norms of their own language, or of other languages, and the influence of cultural values on language use.

We welcome original research articles, including state-of-the-art reviews and systematic analyses, that address themes including, but not limited to, the following:

  • Greek learners of an L2—Contributions examining the pragmatics of Greek-speaking learners of English as an additional language (L2 or lingua franca). Topics of interest include cross-linguistic pragmatic influences, developmental patterns, factors impacting pragmatic development in varied learning contexts, and challenges unique to Greek L2 learners.
  • Learners of Greek as an L2—Studies focusing on the acquisition, usage, and pragmatic competency development of Greek as an additional language. Research exploring pragmatic developmental trajectories and influential factors across educational and social environments is particularly welcome.
  • Greek L1 pragmatics—studies examining children’s pragmatic development in Greek as an L1, and the influence of cultural norms, social dynamics, and contextual factors on language use in Greek, covering a range of areas, such as politeness strategies, speech acts (like requests, apologies, or compliments), conversational implicature, and how meaning changes based on context, relationship between speakers, and communicative goals. Studies examining children’s pragmatic development in Greek as an L1 are particularly welcome.

We encourage submissions on all aspects of pragmatic development, encompassing both performance (how learners produce language in context) and perception (how learners interpret pragmatic meaning), and politeness considerations. From a methodological perspective, we welcome research that investigates instructional strategies, classroom practices, and feedback mechanisms that effectively support pragmatic development in learners. Suitable methodological approaches include experimental studies, corpus analyses, discourse analysis, and conversational analysis. We also value approaches that explore the integration of pragmatics in curriculum design and assessment.

Submission Guidelines:

Abstracts should be approximately 300 words and clearly outline the research objectives, methodology, and anticipated contribution to the field. Please submit abstracts to Kogetsidis.m@unic.ac.cy by 1 February 2025.

We look forward to your contributions to this Special Issue, which aims to deepen our understanding of Greek pragmatics across diverse linguistic contexts.

Prof. Dr. Maria Economidou-Kogetsidis
Dr. Christine Savvidou
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Languages is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Greek
  • pragmatics
  • development
  • performance
  • L2 learners
  • cross-linguistic pragmatic influence

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Published Papers (9 papers)

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Research

33 pages, 837 KB  
Article
Acquiring the Pragmatics of a Heritage Language: A Case of Study Abroad Experience in Greece
by Jill C. Murray
Languages 2026, 11(5), 88; https://doi.org/10.3390/languages11050088 - 5 May 2026
Viewed by 314
Abstract
Throughout the English-speaking world, there are numerous Greek-speaking diaspora communities whose language is simultaneously influenced by English and local varieties of Greek. This study builds on the body of knowledge in cross-cultural and interlanguage pragmatics to explore a case of pragmatic acquisition in [...] Read more.
Throughout the English-speaking world, there are numerous Greek-speaking diaspora communities whose language is simultaneously influenced by English and local varieties of Greek. This study builds on the body of knowledge in cross-cultural and interlanguage pragmatics to explore a case of pragmatic acquisition in a study abroad context by one member of such a community. Data were collected from a third-generation young adult Greek Australian student prior to commencement of a 6-week Greek language programme in Athens, and on three other occasions. She described her experiences and responded to a set of scenarios involving Greek requests, refusals and apologies. The responses were analysed using established frameworks and subjectively evaluated for appropriateness by a matched Greek native speaker. The student showed evidence of a shift towards documented Standard Modern Greek pragmatic norms in some but not all speech acts, and change appeared to be loosely linked to opportunities for use. There was also some evidence of reversion to diaspora variants after her return. This study contributes to our understanding of the interaction between learning outcomes, individual learner variables, prior exposure, the nature of communicative events and levels of pragmatic awareness. It is argued that Greek and diaspora contexts involve subtly distinct pragmatic varieties of Greek and that learners can benefit from explicit awareness-raising regarding the nature of these differences. Full article
(This article belongs to the Special Issue Greek Speakers and Pragmatics)
16 pages, 308 KB  
Article
(Im)Politeness and Offence in Greek Food Blogs
by Angeliki Tzanne
Languages 2026, 11(3), 49; https://doi.org/10.3390/languages11030049 - 11 Mar 2026
Viewed by 460
Abstract
Digital communication has been discussed as the locus of impoliteness and conflict par excellence. The aim of this paper is to examine impoliteness in a context of digital communication, that of food blogs, where impoliteness seems to be rather rare. The dataset consists [...] Read more.
Digital communication has been discussed as the locus of impoliteness and conflict par excellence. The aim of this paper is to examine impoliteness in a context of digital communication, that of food blogs, where impoliteness seems to be rather rare. The dataset consists of 2660 comments from 11 Greek food blogs. The data are analysed with the aid of strategies proposed in impoliteness research. The study aims to examine the frequency of offensive behaviour and to identify the issues that may trigger it. Furthermore, it purports to delve into the types and strategies of impoliteness used, and into interactants’ responses to offence. Data analysis showed that impolite behaviour is rare in this specific context and that it is triggered by issues related to features of good recipes and healthy eating practices, among others. It was also found that offence is usually mitigated through politeness strategies. Finally, several cases of offence were found to be disregarded by interactants, while others were resolved amicably. A tendency emerges in Greek food blogs towards the avoidance of impoliteness and the cultivation of relationships of closeness and solidarity. Full article
(This article belongs to the Special Issue Greek Speakers and Pragmatics)
19 pages, 1132 KB  
Article
Metapragmatic Awareness in Melbourne Greek: Addressee-Oriented Indicators and the T/V Distinction
by Theodossia-Soula Pavlidou
Languages 2026, 11(2), 22; https://doi.org/10.3390/languages11020022 - 29 Jan 2026
Viewed by 696
Abstract
The role of metapragmatics in maintaining interactional coherence and achieving intersubjectivity has been variously underscored in the last three decades. In particular, raising metapragmatic awareness has become increasingly salient in research on intercultural communication and foreign/second language teaching. However, the topic has not [...] Read more.
The role of metapragmatics in maintaining interactional coherence and achieving intersubjectivity has been variously underscored in the last three decades. In particular, raising metapragmatic awareness has become increasingly salient in research on intercultural communication and foreign/second language teaching. However, the topic has not been hitherto discussed in connection with heritage languages, and this is a gap that the present paper aims to fill. Based on interviews with Greek Melburnians who belong (in triads or dyads) to the same family but to different generations, a typology of metapragmatic awareness indicators encountered in the data is presented. Quantitative examination of one type of indicators—those oriented towards the addressee—indicates a decrease in their use across three generations. Similarly, examination of the variants of second-person pronouns and/or verb endings (the T/V distinction) brought to the fore alternations in the T and V forms, indicative of linguistic insecurity, as well as an increasing preference for the informal variants across three generations. The qualitative analysis of extracts from the interviews shed further light on the insecurity regarding the T/V distinction. Overall, the results point to changes in the communicative style of Greek Melburnians, namely away from positive politeness features (typical of the Greek society) towards English interactional norms, and the fostering of a hybrid communicative style—in alignment with their hybrid identities. It is suggested that politeness issues be integrated into the teaching of Greek as a heritage language. Full article
(This article belongs to the Special Issue Greek Speakers and Pragmatics)
21 pages, 1449 KB  
Article
The Development of Children’s Request Strategies in L1 Greek
by Stathis Selimis and Evgenia Vassilaki
Languages 2026, 11(1), 19; https://doi.org/10.3390/languages11010019 - 22 Jan 2026
Viewed by 879
Abstract
The study investigated the developmental trajectory of the speech act of request among L1 Greek-speaking children spanning the preschool and primary school years (ages 4–11), aiming to address the scarcity of pragmatic research within this age range in Greek. Seventy-three children participated in [...] Read more.
The study investigated the developmental trajectory of the speech act of request among L1 Greek-speaking children spanning the preschool and primary school years (ages 4–11), aiming to address the scarcity of pragmatic research within this age range in Greek. Seventy-three children participated in an experimental task that elicited oral requests based on scenarios systematically manipulating addressee status/familiarity and the cost of the requested action. Responses were analysed via a bottom-up coding method, which showed that three quarters of all utterances adhered to four highly conventionalised, interrogative request constructions: (i) Can-you V-SUBJUNCTIVE?, (ii) Will-you V?, (iii) Can-I V-SUBJUNCTIVE?, and (iv) V-PRESENT-YOU?. Notably, the direct Imperative mood was marginal even among the youngest participants. Results indicate a statistically significant variation in the distribution of these dominant patterns across age groups. Increasing age correlates with greater sensitivity to sociocultural parameters of communication, specifically the imposition/cost and the addressee’s face needs. This is further evidenced by a more elaborated repertoire of modifiers and supportive moves. We conclude that requestive behaviour progresses developmentally from largely underspecified directive forms toward a repertoire of more complex and contextually specified constructions, thereby providing empirical support for usage-based accounts of language acquisition. Full article
(This article belongs to the Special Issue Greek Speakers and Pragmatics)
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19 pages, 922 KB  
Article
The Greek Vocative-Based Marker Moré in Contexts of Disagreement
by Angeliki Alvanoudi
Languages 2026, 11(1), 18; https://doi.org/10.3390/languages11010018 - 20 Jan 2026
Viewed by 763
Abstract
This study examines the functions of the vocative-based marker moré in contexts of disagreement in Greek conversation, drawing on interactional linguistics. The analysis of audio-recorded informal face-to-face conversations and telephone calls from the Corpus of Spoken Greek shows that, in such contexts, moré [...] Read more.
This study examines the functions of the vocative-based marker moré in contexts of disagreement in Greek conversation, drawing on interactional linguistics. The analysis of audio-recorded informal face-to-face conversations and telephone calls from the Corpus of Spoken Greek shows that, in such contexts, moré functions as an interpersonal marker, signaling solidarity and friendliness and thereby mitigating the potential face threat posed by disagreement. It also functions as a cognitive marker, conveying counterexpectation to the addressee. The study compares moré with its grammaticalized form, vre. Both moré and vre appear in contexts of ‘friendly’ disagreement with similar discourse functions. However, unlike vre, moré occurs in a broader range of disagreement types from the most to the least face-aggravating, including challenges, contradictions and counterclaims, and it also appears in contexts of impoliteness. This suggests that the two forms have different affordances, with vre displaying a higher level of solidarity than more. Full article
(This article belongs to the Special Issue Greek Speakers and Pragmatics)
28 pages, 742 KB  
Article
L2 Pragmatics Instruction in the Greek EFL Classroom: Teachers’ Competence, Beliefs, and Classroom Challenges
by Despoina Tosounidou and Marina Terkourafi
Languages 2026, 11(1), 12; https://doi.org/10.3390/languages11010012 - 31 Dec 2025
Viewed by 1258
Abstract
While Greek EFL learners’ pragmatic competence has been frequently investigated, few studies have focused on Greek EFL teachers’ pragmatic knowledge. Complementing these earlier studies based on semi-structured interviews, we employed an extended online questionnaire and discourse completion tasks (DCTs) to explore the pragmatic [...] Read more.
While Greek EFL learners’ pragmatic competence has been frequently investigated, few studies have focused on Greek EFL teachers’ pragmatic knowledge. Complementing these earlier studies based on semi-structured interviews, we employed an extended online questionnaire and discourse completion tasks (DCTs) to explore the pragmatic competence of 72 Greek EFL teachers. Pragmatic comprehension was evaluated using scenarios that required participants to assess speech acts, while their ability to produce pragmatically appropriate responses was also assessed. Likert-scale items explored teachers’ perceptions about L2 instruction and their own abilities in this regard. Findings suggest that Greek EFL teachers possess an above average level of pragmatic competence, which nevertheless has not led to them systematically integrating L2 pragmatics instruction in their classrooms. Additional qualitative data collected through semi-structured interviews suggest that teachers’ lack of integration of explicit pragmatics instruction is not due to their not recognizing its importance, but rather to feeling inadequately prepared to implement this, which in turn points to the lack of emphasis on L2 pragmatics in teacher education programs. We catalog the most significant challenges in incorporating L2 pragmatics instruction in Greek EFL classrooms in terms of teacher and learner factors, as well as the Greek EFL context itself. Full article
(This article belongs to the Special Issue Greek Speakers and Pragmatics)
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35 pages, 1614 KB  
Article
Requests in Greek as a Foreign Language by Spanish/Catalan Bilinguals: The Role of Proficiency
by Javier Cañas, Maria Andria and María-Luz Celaya
Languages 2026, 11(1), 7; https://doi.org/10.3390/languages11010007 - 30 Dec 2025
Viewed by 892
Abstract
This study explores how Spanish/Catalan bilinguals acquire requests in Greek as a Foreign Language (FL), focusing on the role of proficiency in different communicative contexts. Fifty-four learners of Greek from different proficiency levels and fifty-three native Greek speakers participated in this study. Data [...] Read more.
This study explores how Spanish/Catalan bilinguals acquire requests in Greek as a Foreign Language (FL), focusing on the role of proficiency in different communicative contexts. Fifty-four learners of Greek from different proficiency levels and fifty-three native Greek speakers participated in this study. Data was collected via role plays featuring varied social parameters (+/−Power, +/−Social Distance, +/−Imposition). Retrospective verbal reports were also employed to gain insights into learners’ use of requests, providing an overall view of their self-perceptions and pragmatic concerns across different proficiency levels. The findings revealed differences between native and non-native speakers in request types and the number of modifications, highlighting that increased proficiency does not necessarily result in target-like pragmatic performance. Additionally, social parameters clearly influenced learners’ requesting behavior, although their ability to interpret and appropriately respond to these variables developed inconsistently across different contexts and proficiency levels. Ultimately, the findings of this study may contribute to a better understanding of L2 pragmatic development in Greek as an FL and, in turn, inform pedagogical practices aimed at enhancing learners’ pragmatic competence. Full article
(This article belongs to the Special Issue Greek Speakers and Pragmatics)
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18 pages, 310 KB  
Article
Navigating Hierarchies and Culture: Exploring Greek University Students’ L2 Email Perceptions
by Maria Economidou-Kogetsidis and Christine Savvidou
Languages 2025, 10(10), 245; https://doi.org/10.3390/languages10100245 - 23 Sep 2025
Cited by 1 | Viewed by 1457
Abstract
This qualitative study investigates how Greek university students navigate the complex dynamics of their hierarchical student–faculty L2 email interactions. In doing so, it examines students’ perceptions and metapragmatic judgments of politeness and appropriateness byanalysing authentic emails exchanged in academic contexts. It uses interviews [...] Read more.
This qualitative study investigates how Greek university students navigate the complex dynamics of their hierarchical student–faculty L2 email interactions. In doing so, it examines students’ perceptions and metapragmatic judgments of politeness and appropriateness byanalysing authentic emails exchanged in academic contexts. It uses interviews with Greek undergraduate students (advanced learners of English), and, through thematic analysis, it explores the extent and the way in which cultural values and sociopragmatic norms might impact the learners’ metapragmatic judgments regarding email writing. Thematic analysis revealed that the students draw on their own culturally embedded frameworks, shaped by Greek norms of politeness, respect and deference, to guide their email evaluations. They prioritise formality as an essential component of email politeness, linking it to professionalism, clarity and respect. Politeness and respect emerged as intertwined concepts, with students emphasising the importance of acknowledging power dynamics and expressing deference to authority figures through formal framing moves, email mechanics and email structure. Cultural values, particularly the Greek norm of heightened respect for authority and older individuals, deeply influenced learners’ perceptions regarding formal greetings, email mechanics and careful phrasing. Additionally, learners demonstrated a desire to tailor their communication style based on the recipient’s status, age and familiarity, attesting to their sociopragmatic awareness. The findings overall underscored the interplay between cultural values and learners’ pragmatic awareness, offering valuable implications for the teaching of email pragmatics and intercultural communication in academic contexts. Full article
(This article belongs to the Special Issue Greek Speakers and Pragmatics)
15 pages, 336 KB  
Article
Mitigation, Rapport, and Identity Construction in Workplace Requests
by Spyridoula Bella
Languages 2025, 10(8), 179; https://doi.org/10.3390/languages10080179 - 25 Jul 2025
Cited by 3 | Viewed by 1673
Abstract
This study investigates how Greek professionals formulate upward requests and simultaneously manage rapport and workplace identity within hierarchical exchanges. The data comprise 400 written requests elicited through a discourse–completion task from 100 participants, supplemented by follow-up interviews. Integrating pragmatic perspectives on request mitigation [...] Read more.
This study investigates how Greek professionals formulate upward requests and simultaneously manage rapport and workplace identity within hierarchical exchanges. The data comprise 400 written requests elicited through a discourse–completion task from 100 participants, supplemented by follow-up interviews. Integrating pragmatic perspectives on request mitigation with Spencer-Oatey’s Rapport-Management model and a social constructionist perspective on identity, the analysis reveals a distinctive “direct-yet-mitigated” style: syntactically direct head acts (typically want- or need-statements) various mitigating devices. This mitigation enables speakers to preserve superiors’ face, assert entitlement, and invoke shared corporate goals in a single move. Crucially, rapport work is intertwined with identity construction. Strategic oscillation between deference and entitlement projects four recurrent professional personae: the deferential subordinate, the competent and deserving employee, the cooperative team-player, and the rights-aware negotiator. Speakers shift among these personae to calibrate relational distance, demonstrating that rapport management functions not merely as a politeness calculus but as a resource for dynamic identity performance. This study thus bridges micro-pragmatic choices and macro social meanings, showing how linguistic mitigation safeguards interpersonal harmony while scripting desirable workplace selves. Full article
(This article belongs to the Special Issue Greek Speakers and Pragmatics)
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