Η χρήση περιορισμών ως στοιχείο δημιουργικότητας των γλωσσικών ασκήσεων κατά την εκμάθηση της ελληνικής ωσ δεύτερης/ξένης γλώσσας: ενδεικτικές προτάσεις από τάξεις στην Αυστραλία

In recent years there has been an emphasis on the ‘meaning’ and giving students ‘choice’ and ‘freedom’ to students in learning a SL/FL (second/foreign language) and using language during communication (Tin, 2012). The ‘choice’ and ‘freedom’ in language exercises activate cognitive processes and enhance the use of language in real situations by students (Ellis 2003). However, the language exercises, despite the claim that they are focused on ‘meaning’ (meaning - focused), they focus on the already ‘known (acquired) meaning’ (result). This has as a result the L2 learners not acquire or not to desire or to be linguistically weak to explore more complex forms of target language. The paper will first analyze the ‘paradox’ of ‘choice’, ‘freedom’ and ‘focus on meaning’ of L2 language learning tasks and then will argue on the creative role of constraints to help L2 learners of Greek to use the target language creatively and construct unknown meaning. Finally, examples of creative language learning tasks with constraints in L2 Modern Greek will be presented.