Maria iakovou

particularly, the English language
). [OBSERVER’S 
EXPECTATION_LANGUAGE] pre_2_VI
(2) 
I wonder how the teacher can provide 
new input in 
simple words
[OBSERVER’S EXPECTATION_
LANGUAGE] 
at the beginner’s A level
. [LEARNER] 
pre_2_KK
(3)
Even now that I am aware of the fact that students’ 
level 
is intermediate but that they share the same first 
language
 
(Chinese), [LEARNER]
I am concerned 
about 
whether the teacher will use a mediate language 
or not and if yes, in which cases and 
whether 
students will use a mediate language or not in order to 
facilitate their in-between interaction
. [OBSERVER’S 
EXPECTATION_LANGUAGE] pre_5_AA
b) Likewise, pre-service teachers connect the learners’ level 
to their linguistic background and the reason they are engaged 
in the process of learning Greek. The class is characterized 
as “special” when it displays two unexpected features: 
homogeneity in terms of the L1 (
4, 5
) and homogeneity 
in terms of the reason for learning the target-language (
6
). 
The result in such cases is a concern about how those two 
elements could affect the objectives of each level: 
(4)
When I was informed that we are going to observe 
this “special” class, characterized 
by homogeneity 
in terms of language level and at first language
(L1) 
[LEARNER], (…) 
I wonder 
whether the common but 
at the same time very different L1 will play a beneficial 
or obstructive role in the learning process
.
[OBSERVER’S EXPECTATION_LANGUAGE] 
pre_5_VSI