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Mayhugh, Paul W. "A Chinese-English intermediate Greek grammar." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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Dandoulakis, G. "The struggle for Greek liberation : The contributions of Greek and English poetry." Thesis, Loughborough University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354293.
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Georgountzou, Anastasia. "A comparison of the intonation of modern Greek and English with special reference to Greek learners of English." Thesis, University College London (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319533.
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Sifianou, M. "Politeness markers in Greek and in English." Thesis, University of Reading, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378008.
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Trypanagnostopoulou, Sofia. "The Treatment of phraseology in English-Greek dictionaries." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/667104.
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Phraseological units are an important part of every language and due to their distinctive characteristics, they require special attention in their lexicographic description. However, phraseology is often underrepresented in lexicography, especially in bilingual dictionaries. Even though many important theoretical propositions have been suggested by linguists in the field of phraseology and idioms, from the perspective of lexicography, research is rather limited and concentrates mainly on monolingual lexicography.
In our attempt to fill this gap, we have examined the treatment of phraseology in bilingual English-Greek dictionaries. Specifically, we proceeded to a corpus-based comparative analysis of the main English-Greek dictionaries (paper and electronic editions), in order to detect the problematic aspects in the description of phraseological units in terms of dictionary macrostructure and microstructure. Our attention focused on various issues, such as phraseological coverage, translation equivalents, grammatical and syntactic information, usage labels and more. In order to extract information about the use of phraseological units and to retrieve potential translation equivalents, we built a parallel English – Greek corpus, consisted of texts collected from TED talks. While parallel corpora have been widely used in several fields of linguistics, they have not been extensively exploited as a tool in bilingual lexicography.
The results of the dictionary assessment have shown that even if the general quality of the examined dictionaries is rather high, they present various problems and omissions, such as poor phraseological inclusion, insufficient grammatical/syntactic or stylistic information, inadequate translation equivalents and so on. Based on the information retrieved from our parallel corpus we compiled for our study, we have proposed solutions for their improvement, which could be applied both in this language combination and in bilingual dictionaries in general. Our attempt aims to make a lexicographical proposal on how bilingual dictionaries would improve the representation of phraseology. This model could be used in the compilation of bilingual dictionaries of general use, as well as dictionaries of phraseology.<br>Les unitats fraseològiques i les expressions idiomàtiques en especial constitueixen una part important de totes les llengües. Requereixen una atenció especial per part de la lexicografia ateses les seves característiques i atès que el seu significat no és composicional. Això no obstant, la representació de la fraseologia als diccionaris, i especialment al diccionaris bilingües, sovint és deficient. Malgrat el fet que s’hagin proposat diverses aproximacions lingüístiques per analitzar la fraseologia, hi ha hagut relativament poca recerca sobre la fraseologia des de la perspectiva de la lexicografia, i la que hi ha se centra principalment en els diccionaris monolingües.
En aquesta tesi s’analitza el tractament de la fraseologia i, de manera especial, de les frases fetes, en diccionaris bilingües de la combinatòria lingüística anglès-grec. Es proposa analitzar els principal diccionaris bilingües d’aquesta combinatòria disponibles en format imprès i en format digital i utilitzar les dades d’un corpus paral·lel per tal de detectar els punts més problemàtics amb relació a la macrostructura i microstructura del diccionari. Es tractaran els temes següents: la selecció de fraseologia inclosa, els equivalents, la informació gramatical i sintàctica, i les etiquetes de registre, entre altres. Per tal d’obtenir informació sobre l’ús real de les unitats fraseològiques i per tal d’identificar els equivalents potencials, es crea un corpus paral·lel anglès-grec basat en un grup de textos corresponents a ponències de la fundació TED. Tot i que s’han utilitzat els corpus paral·lels en diversos estudis lingüístics, fins ara el seu ús en l’elaboració dels diccionaris bilingües ha estat relativament limitat.
Els resultats de l’avaluació dels diccionaris demostren que, malgrat la bona qualitat general dels diccionaris estudiats, hi ha diversos problemes i llacunes en relació amb la fraseologia, com ara un nivell pobre d’inclusió de frases, una representació insuficient d’informació gramatical, sintàctica i estilística, i una identificació d’equivalents no satisfactoris, entre altres. Basant-nos en la informació extreta del corpus paral·lel desenvolupat per a aquesta tesi, hem proposat solucions per millorar els diccionaris d’aquesta combinatòria en especial i, més generalment, que es podrien implementar en la confecció de diccionaris bilingües. El nostre objectiu és fer una proposta factible en què els diccionaris bilingües incloguessin una informació fraseològica més acurada, que es podria adoptar tant pels diccionaris bilingües generals com pels diccionaris de fraseologia.<br>Las unidades fraseológicas y las expresiones idiomáticas en especial constituyen una parte importante de todas las lenguas. Requieren una atención especial por parte de la Lexicografía debido a sus características y a la falta de composicionalidad de su significado. No obstante, la representación de la fraseología en los diccionarios y especialmente en los diccionarios bilingües suele ser deficiente. A pesar de que se hayan propuesto varias aproximaciones al análisis de la fraseología desde la Lingüística, la investigación en fraseología desde la perspectiva de la Lexicografía es relativamente pobre y se centra principalmente en los diccionarios monolingües.
En nuestra investigación, analizamos el tratamiento de la fraseología y, muy particularmente, de las frases hechas, en diccionarios bilingües de la combinatoria lingüística inglés-griego. Proponemos analizar los principales diccionarios bilingües de esta combinatoria y utilizar datos de un corpus paralelo para detectar los puntos más problemáticos en relación con la descripción de la fraseología y en relación con la macrostructura y la microstructura del diccionario. Se tratan los siguientes temas: la selección de fraseología incluida, los equivalentes, la información gramatical i sintáctica, i las etiquetas de registre, entre otros. Para obtener información sobre el uso real de unidades fraseológicas y para identificar equivalentes potenciales, se crea un corpus paralelo inglés-griego basado en textos correspondientes a ponencias de la fundación TED. Aunque se ha utilizado los corpus paralelos en varios estudios lingüísticos, hasta la fecha su uso en la elaboración de diccionarios bilingües ha sido relativamente limitado.
Los resultados de la evaluación de los diccionarios demuestran que, a pesar de la buena calidad general de los diccionarios estudiados, hay varios problemas y carencias en relación con la fraseología, como, por ejemplo, el nivel pobre de inclusión de frases, una representación insuficiente de información gramatical, sintáctica y estilística, y una identificación de equivalentes no satisfactorios, entre otros. Basándonos en la información extraída del corpus paralelo desarrollado para esta tesis, se han propuesto soluciones para mejorar los diccionarios bilingües existentes en esta combinatoria específicamente y, más generalmente, que se podrían aplicar a la confección de diccionarios bilingües. Nuestro objetivo es desarrollar una propuesta factible en la que los diccionarios bilingües incluyeran una información fraseológica más esmerada, que se podría adoptar tanto para los diccionarios bilingües generales como para los diccionarios de fraseología.
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Economidou-Kogetsidis, Maria. "Requesting strategies and cross-cultural pragmatics : Greek and English." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397549.
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Kazamia, Vassilia. "Language learning strategies of Greek adult learners of English." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406275.
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Argyroulis, Vassilis. "Teaching English via corpus concordancing in a Greek university." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/43254/.
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This thesis focuses on teaching English via corpus concordancing in a Greek university and is motivated by a need to find an improved approach to teaching and learning English for Specific/Academic Purposes so that university students improve their English language skills and motivation. I assemble a corpus of thirty million words containing texts from the domains of Special Education, General Academic, and General English. I compare and contrast a corpus teaching method (CTM) to a traditional teaching method (TTM) in terms of student performance in linguistic tasks and student motivation. I particularly explore (1) the extent to which CTM is more effective than TTM with regard to student performance as measured by the overall percentage of correct responses in student performance tasks, (2) the extent to which the effectiveness of CTM with regard to student performance on performance tasks is moderated by the ability level of the student (beginner, intermediate, advanced), (3) the extent to which the effect of method on student performance is mediated by student motivation after controlling for student level, and (4) what it is that motivates university students in Greece when involved in corpus concordancing compared and contrasted with existing traditional practice in learning English. Apart from performance measurement by percentage in four linguistic tasks assigned to students in the quantitative portion of this thesis, further data collection procedures to estimate motivation were item analyses of two motivational questionnaires, one about the contrast between CTM and TTM and one about the corpus concordancing software used in this study. The qualitative portion employs the use of an open-ended survey with five questions about CTM and TTM and a corpus style analysis of the survey. The objective of the qualitative part is to determine to what extent student motivation informs students’ preferred teaching style when asked to compare CTM and TTM, and to identify motivational and demotivational factors when using the one learning method or the other. The quantitative and qualitative findings are triangulated in order to validate interpretations. Key points of convergence between the quantitative and qualitative results are identified, which allowed a description of key student benefits and difficulties when CTM is used. An analysis of benefits and difficulties constituted the basis for the development of a suggested teaching unit to be utilized by teachers of English at university level. I demonstrate that CTM is more effective than TTM in the student performance tasks and that CTM is effective across all student ability levels with the advanced students performing better than the intermediate and beginner students. I also demonstrate that the sample of students was more motivated to learn English via CTM than via TTM and that student general motivation is a mediator in terms of the relationship between the teaching method and student performance. Finally, I demonstrate important features that motivate or demotivate students when following CTM or TTM. Based on the overall findings, I recommend a CTM exemplary teaching unit to be used by teachers who teach English at tertiary level. This thesis also offers useful guidance and practice to teachers of English and students on how to make use of a corpus concordancing software program to fulfil their teaching and learning purposes, respectively.
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Papadoudi, Dafni. "Conceptual metaphor in English popular technology and Greek translation." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/conceptual-metaphor-in-english-popular-technology-and-greek-translation(02c32fa4-98cc-4499-a329-371c1e5413c5).html.
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This research project studies the metaphorical conceptualisation of technology in English popular technology magazines and in translation in the respective Greek editions. The focus is on the cognitive linguistic view of metaphor initially presented by Lakoff and Johnson (1980), on the metaphor identification procedure (Pragglejaz Group 2007), and critical metaphor analysis (Charteris-Black 2004). The analysis of the English data identifies 14 main metaphors and 29 submetaphors which contribute to the structure of the target domain of technology. It distinguishes between conventional and novel metaphors, and common and original metaphorical expressions, motivated by correlations in experience between diverse source domains and by the widespread diffusion and impact of technology. The English data also provide insight into the functions of these metaphors in popular technology discourse and reveal evidence to thinking, values and attitudes about technology in the English language. The analysis of the Greek data examines similarities and differences in the conceptualisations between the English and Greek languages and cultures, and finds similarities in the categories of metaphors, frequency of and preference for metaphor use in the source and target languages, and in the majority of metaphorical expressions. Similarities are based on common experiences stemming from experiential co-occurrence or experiential similarity, and on translated experience. Differences are restricted to specific-level metaphors and expressions, motivated by alternative conceptualisations of terminology, cultural specificity and preferential conceptualisations. A set of translation strategies and a number of possible translation effects are also identified. These strategies and effects add to the possibilities of translation variations and the range of translation options, and are used to draw conclusions regarding the similarities and differences between the English and Greek languages and cultures. Consequently, through the identification and description of metaphors in technology magazines and in translation, the study attempts to highlight aspects of the culture of technology, which views technology as a cultural artefact and a producer of its own culture.
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Gheralis-Roussos, Eleni. "The motivation of English language teachers in Greek secondary schools." Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/11245/.
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This thesis addresses a largely uncharted area within language motivation research, which is the motivation of teachers of English as a foreign language (EFL). A qualitative research approach was employed to identify and document different motivational influences affecting EFL teacher motivation. The method of analysis employed in our dataset, which consisted of a series of in-depth qualitative interviews with Greek state EFL and non-EFL teachers, followed the principles of grounded theory. Most of the findings coincided with insights from other teacher motivation studies; namely that the intrinsic aspect of teaching was the most satisfying, and thus the most motivating, of all motivational factors, while the extrinsic aspect both within and outside the school context was one of the main contributors to teacher demotivation. However, the findings have also highlighted an area that had not been paid much attention to in the literature, the temporal dimension of teacher motivation, which plays an important role in the development and motivation of the teacher due to the fact that teaching as a profession is a lifelong engagement. The study has offered several insights into EFL teacher motivation and the results are hoped to facilitate the alleviation of the problem of teacher demotivation and dissatisfaction. The thesis concludes with implications for future work in this novel area of research.
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Bagias, Andreas. "Legal aspects of ship mortgages in English and Greek law." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627011.
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Kyparissiadis, Antonios. "Mechanisms of stress assignment in Greek and English skilled reading." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/50451/.
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Assignment of lexical stress to the appropriate syllable is an integral part of reading polysyllabic words. The attention of reading research and computational modelling of reading has recently shifted from the monosyllabic to the polysyllabic domain, hence making more apparent the need to understand the stress assignment process. The great amount of cross-linguistic variability regarding the type and the amount of information that each language provides to its readers about stress position indicates that the stress assignment mechanism is not a uniform process among different languages. Research on the stress assignment mechanism investigates how diverse sources of information on stress position in each language interact with and shape the process of assigning stress to polysyllabic words. The main focus of this thesis was to enhance theoretical knowledge regarding stress assignment by collecting and analysing data in two languages with quite distinct linguistic characteristics regarding stress, namely, Greek and English. The sources of information on stress position can be generally summarised in lexical contributions by access to the stored position of stress for each word in the mental representations, the explicit indication of stress position by orthographic stress marks, and language-dependent statistical regularities between orthography and/or phonology and stress position. In Greek, stress position is explicitly and consistently marked orthographically by means of a diacritic over the vowel of the stressed syllable but only in lower and not uppercase words. Hence, it provides an ideal platform for investigations with naturalistic manipulations of the availability of this information through manipulation of case. A default metrical bias to stress a specific syllable, the prefinal, has also been observed. With the utilisation of reading aloud and lexical decision experiments, it was investigated: 1) how the different sources of information interact with each other; 2) how the shift in reading strategies has an impact on this mechanism; and 3) within the framework of a computationally implemented theory of reading, what levels of representation stress is encoded at. Experiments with Greek skilled readers in reading aloud showed that the stress assignment mechanism is directly dependent upon shifts of processing strategies in reading with lexical processing encouraging the extraction of stress position information directly from the lexicon. The default bias was also found to be active and dominant in the absence of other sources but also of relatively limited contributions when the other sources are present. Effects of case type of presentation were also disentangled from any potential effects from the availability of the diacritics. Case type was found to have an independent role in reading regardless whether this coincides with the presence of stress marks (in lowercase) or not (in uppercase). Experiments with skilled readers in visual word recognition showed evidence that stress is a multifaceted feature encoded in several levels of representation in the reading system, including as an independent unit processed at the letter level, stored in the phonological representations, and embedded in the orthographic representations of known words. Additionally, statistical analyses of the statistical characteristics of Greek orthography, which eventually led to the development of a new psycholinguistic database (Kyparissiadis, van Heuven, Pitchford & Ledgeway, 2017), showed that, in similarity with other languages such as English, the orthographic patterns in the endings of Greek words can be associated with specific stress positions. It remains to be investigated whether such regularities have a behavioural dimension and inform the stress mechanism as an additional source of information on stress assignment. This has been shown in other languages that present similar regularities. Furthermore, it was shown that the default metrical bias, which has universally been accounted as the result of a statistical preponderance of stress on a specific syllable, does not present a uniform statistical dominance in Greek. The process of adding part-of-speech information to the database elucidated that not all grammatical categories are predominantly stressed on the default position. In contrast to other languages, in which readers have been shown to be sensitive to the shift of statistical regularities within different subsets of the language’s battery, a lexical decision experiment in Greek showed uniform conformance of readers to the default bias even in a subset or words that does not present this statistical dominance. This raises questions regarding the origins of the default bias and warrants further investigations. In English, in conjunction to lexical retrieval, stress assignment is argued to be heavily affected by associations between orthography and the stressed syllable. Investigations on the default metrical bias in English have given rise to inconsistent results. Direct comparison of the contributions of the default mechanism against lexical activations in stress assignment showed no evidence for a default pattern being active in English reading in the presence of lexical information. However, the shifting of stressing strategies induced by a subsequent implicit priming experiment suggests that stress assignment through lexical access can be still affected by sublexical processes. Computational simulations with a leading computational model of reading showed a heavier reliance of the model on lexical contributions rather than orthographic information when these two sources where contrasted against each other. However, the model showed sub-optimal performance when simulating the behavioural results of the first experiment in English reported above. The reasons behind this inefficiency of a model that is able to simulate a wide range of behavioural patterns are considered and discussed. Finally, results of simulations from a preliminary word recognition model in Greek are presented and future directions for these modelling investigations are discussed. Overall, the results of this body of research indicate the stress assignment mechanism is multi-facetted and language-dependent. This has implications for universal models of written word recognition and reading aloud that future research will need to address.
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Vougiouklis, Penelope Kambakis. "The accuracy and confidence of Greek learners guessing English word meanings." Thesis, Bangor University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334662.
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Ktori, Maria. "A cross-linguistic investigation of orthographic processing in English and Greek." Thesis, University of Nottingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508182.
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Karousou-Fokas, Regina. "Modelling of bilingual psycholinguistic processes : evidence from Greek-English code switching." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343174.
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Brown, Malcolm Kenneth Photius Conon. "The 'Diegeseis' of Konon : Greek text, with English translation and commentary /." Bern : [Eigenverlag], 1998. http://www.ub.unibe.ch/content/bibliotheken_sammlungen/sondersammlungen/dissen_bestellformular/index_ger.html.
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Panou, Despoina. "A study of idiom translation from English in the Greek press." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28489.
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This thesis is devoted to the investigation of translational aspects of idiomatic meaning. Although plentiful in everyday language, idioms seem to constitute a particularly intriguing issue for translators primarily due to their semantic and syntactic idiosyncrasies. The main objective of this study is to answer two interrelated questions with reference to English-Greek, namely how idioms are translated and which parameters influence translators’ choices. More specifically, this thesis aims at examining the translation strategies employed in the treatment of idioms in the Greek financial press. To this end, 121 instances of idioms were examined, taken from a 101,202-word sample of 2009 news material translated into Greek (Source Text: The Economist newspaper, Target Text: the Sunday edition of Kathimerini newspaper). A new idiom classification was proposed distinguishing idioms into inward and outward, the former subdivided into cognitively and affectively-oriented idioms and the latter into general outward and business idioms. The results obtained indicate that business idioms accounted for the biggest percentage in the corpus examined whereas in terms of idiom-translation strategy, omission was the preferred strategy for both inward and outward idioms. With respect to the parameters that influence translators’ choices, it was argued that in adhering to idiomatic meaning, translators were prompted to take into account idiom and genre-related parameters. On the other hand, syntactic, semantic, pragmatic, cognitive and genre parameters gained prominance when there was idiom literalization. Lastly, idiom omission seemed to rely on pragmatic, cognitive and genre parameters whereas idiom compensation largely depended on pragmatic and genre ones. The study concludes with the suggestion that an awareness of idioms’ sensitivity to genre conventions and a realization of the multiplicity of parameters that affect the choice of idiom-translation strategy are essential for appropriateness to be met in Greek financial news translation, bearing consequences for both translation theory and translator training.
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Stroggilos, Vasilios. "Multidisciplinary collaboration in English and Greek special schools : process and effectiveness." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420408.
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Rigas, Niki Elefteria. "An evaluation of English language lessons in Greek state secondary schools." Thesis, University of Edinburgh, 1998. http://hdl.handle.net/1842/22584.
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This study is a classroom-based evaluation of the teaching of English as a foreign language in Greek state lower secondary schools. It investigates the apparent dissatisfaction that exists with regard to the quality of English language teaching in public schools. It focuses on 'macro' aspects of the social context, that is, the contextual variables that shape and affect the teaching process, and examines the 'micro' features of classroom interaction in order to capture an inside view of how teaching takes place, how the participants construct their classroom reality and how they react to it. The study has a comparative dimension in that data from German secondary schools is matched against the data obtained from the Greek context, to allow for an exploration of similarities and differences and to facilitate the evaluation process. Three kinds of data were collected and analysed: a) non-participant observation and audio-recording of 11 lessons, b) field notes, supplementary documentation on the ELT curriculum and teaching materials and c) 95 interviews of pupils and teachers whose lessons were observed. The lesson features that were analysed include: classroom climate and management strategies, role relationships, classroom activities, interaction patterns, the focus of verbal interaction, the use of the target language, teachers' questioning practices and pupil participation. The data analysis was chiefly qualitative. The research findings indicate that in the Greek state schools, the socio-emotional atmosphere, aspects of classroom management and role relationships work against the teaching-learning process. Also, the structure and contents of the lesson plans as well as the degree of exploitation of the target language appear to be inflexible and uninspiring. Moreover, it was found that the participants' attitudes towards the English lessons and their own evaluation of ELT in state secondary schools is generally negative.
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Ntelitheos, Dimitrios. "A constraint hierarchy approach to the different distribution of reflexives in English and Greek." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B2347290x.
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Seferlis, Georgios. "Changes of footing and attention to face in English-Greek interpreted dialogues." Thesis, Heriot-Watt University, 2005. http://hdl.handle.net/10399/165.
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Sourlanga, Eleonora. "Comparing accounts of Greek and English mothers and adolescents on family relationships." Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243707.
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Poursanidou, Konstantina. "The experience of depression in English and Greek adolescents : a comparative study." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342502.
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Tsakalaki, Anna. "Investigating spelling in English and Greek native speaking children with and without dyslexia." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/69910/.
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Damaskinidis, George. "Image analysis for translating English multimodal texts into Greek : a multimodal semiotics approach to translation training in a Greek higher education context." Thesis, Open University, 2012. http://oro.open.ac.uk/49080/.
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This study explores the image analysis practices of undergraduate translation trainees in a Greek. university. The key research questions focused on the trainees' perception of the role of visual literacy in translation, the nature of their verbal and visual associations and activities effective for developing this role. Visual literacy, semiotics, and translation theories provided the conceptual framework for this multimodal semiotics approach to translation training, which guided my examination of the way the trainees described semiotic resources, how they used verbal and visual elements of Cl. translation task, and the extent to which they focused on the visual. Expanding on the concept of mediation, I developed a 'verbo-visual' mediation model that included visual semiotic elements to provide a detailed description of the ways in which the trainees intervened in the translation process. Through an action research study I gauged the extent to which the trainees had developed visual literacy skills. I planned a series of tasks centred on the translation of a multimodal text from English into Greek. I used direct and video observation of the students as they performed the tasks and afterwards evaluated their translations. The main findings of my research reveal that the trainees found it difficult initially to consider all the semiotic elements of the data-text whilst simultru1eously translating its verbal elements. However. by providing examples of potential verbal-visual interactions and reflecting on and modifying the tasks, I found that the trainees began to appreciate non-verbal elements as potential translational factors. I was thus able to demonstrate a raised level of awareness of the visual elements of multimodal texts to some extent for all trainees in this study. The research suggests that customized image analysis, photo-elicitation and visualization techniques may play a part in the improvement of translation training in a multimodal semiotics translation environment.
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Papadopoulou, Anthi. "Automatic Error Detection and Correction in Neural Machine Translation : A comparative study of Swedish to English and Greek to English." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-385085.
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Automatic detection and automatic correction of machine translation output are important steps to ensure an optimal quality of the final output. In this work, we compared the output of neural machine translation of two different language pairs, Swedish to English and Greek to English. This comparison was made using common machine translation metrics (BLEU, METEOR, TER) and syntax-related ones (POSBLEU, WPF, WER on POS classes). It was found that neither common metrics nor purely syntax-related ones were able to capture the quality of the machine translation output accurately, but the decomposition of WER over POS classes was the most informative one. A sample of each language was taken, so as to aid in the comparison between manual and automatic error categorization of five error categories, namely reordering errors, inflectional errors, missing and extra words, and incorrect lexical choices. Both Spearman’s ρ and Pearson’s r showed that there is a good correlation with human judgment with values above 0.9. Finally, based on the results of this error categorization, automatic post editing rules were implemented and applied, and their performance was checked against the sample, and the rest of the data set, showing varying results. The impact on the sample was greater, showing improvement in all metrics, while the impact on the rest of the data set was negative. An investigation of that, alongside the fact that correction was not possible for Greek due to extremely free reference translations and lack of error patterns in spoken speech, reinforced the belief that automatic post-editing is tightly connected to consistency in the reference translation, while also proving that in machine translation output handling, potentially more than one reference translations would be needed to ensure better results.
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Parkhurst, Diana L. "The New Testament meaning of "little ones"." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
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Achorn, John H. "A study of Apollonius of Tyre, three english adaptations of an ancient Greek romance." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0009/NQ35094.pdf.
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Bekos, Ioannis. "Phonological awareness and the process of learning to read in Greek-English bilingual children." Thesis, University of Birmingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341400.
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Spandagou, Ilektra. "Comparative and ethnographic research on inclusion : the case of English and Greek secondary education." Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/2974/.
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This thesis presents a comparative ethnographic exploration of inclusion in English and Greek secondary education, and at the same time it examines how comparative ethnographic research can be used for understanding inclusion. Inclusion is seen as inseparable from exclusion and both of them as relating to a citizenship and democratic discourse in education. Educational policy and practice in England and Greece are examined in a comparative way in an attempt to highlight how inclusive/exclusive discourses are both localised and part of an international discourse. The purposes of education in each socio-political and cultural context are examined in relation to knowledge/ability and disciplinelbehaviour discourses as presented in young people's representations of their student identities in mainstream schools. The concept of "frameworks of competence" is used to explore how participants in schools actively negotiate inclusion and exclusion.
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Argyri, Efrosyni. "The later stages of bilingual acquisition : crosslinguistic influence in older English-Greek bilingual children." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/24675.
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Previous studies on bilingual first language acquisition have shown that even though bilingual children’s language systems develop separately, the possibility of the two languages to have an influence on each other is not excluded. Recent studies have argued that syntax-pragmatics interface structures, which instantiate a surface overlap between the two languages are vulnerable to crosslinguistic influence in bilingual acquisition. Until now, this proposal has been mainly tested with young bilingual children. This thesis explores the possibility of crosslinguistic influence, and its restriction to interface domains, in older bilingual children. We present experimental data from thirty-two English-Greek eight-year-old bilingual children, sixteen Greek-dominant living in Greece and sixteen English-dominant living in the UK, and monolingual control groups. A series of elicited production and acceptability judgement tasks were administered to investigate whether specific syntax-pragmatics interface structures, i.e. the distribution of null and overt subject pronouns and preverbal and postverbal subjects in wide-focus contexts, are more vulnerable to crosslinguistic influence from English to Greek than purely syntactic structures, i.e. the placement of object pronouns in declaratives and the placement of subjects in <i>what</i>- embedded interrogatives. The prediction was that unidirectional crosslinguistic influence might occur from English to Greek in both bilingual groups and that the syntax-pragmatics interface structures would be found more vulnerable to crosslinguistic influence than the purely syntactic structures. The findings show that overt subjects pronouns were not subject to crosslinguistic effects, while the placement of subjects both in wide-focus contexts (i.e. a syntax-pragmatics interface structure) and in <i>what-</i>embedded interrogatives (i.e. a purely syntactic structure) was vulnerable to crosslinguistic influence in the predicted direction, i.e. from English to Greek, but only in the English-dominant bilinguals. These data suggest that current hypotheses on the conditions on crosslinguistic influence in bilingual grammars need to be revised.
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Gregory, Debra Jane. "The Preferred Learning Styles of Greek EFL Students and Greek EFL Teachers." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4836.
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The purpose of this study was to identify the preferred learning styles of Greek EFL students and teachers in Greece. The learning styles examined were visual, auditory, kinesthetic, tactile, group and individual. The study was conducted at a private English language school in Piraeus, Greece. Ninety-two Greek EFL students (33 male and 59 female) ranging in age from 13 to 22, and 11 Greek EFL teachers (3 male and 8 female) ranging in age from 22 to 52 constitute the sample. The study used the self-reporting learning style questionnaire that Reid (1987) developed to measure the preferred learning style preferences of ESL students in the U.S., and is a partial replication of Reid's study. The instrument was used to determine the major, minor and negligible preferred learning styles of Greek EFL students and teachers. Data from the learning style questionnaires were analyzed using paired t-tests, unpaired t-tests, single-factor and two-factor ANOVAs. Statistical analysis indicated kinesthetic learning as a major learning style for students, and visual, kinesthetic and tactile learning as major learning style preferences for teachers. No negligible learning styles were reported for either group. Students tended to prefer teacher-centered learning styles (visual, auditory and individual learning) slightly more than student-centered learning styles (kinesthetic, tactile and group learning). Furthermore, teachers tended to prefer student-centered learning styles slightly more than teacher-centered learning styles. Data from both groups (teachers and students) suggested interaction effects for age and gender. The results of this study raise questions concerning the reliability of Reid's instrument. Neither subject groups in this study, nor subjects in Hoffner's (1991) or Pia's (1989~ studies, identify negligible learning styles on the part of the subjects. This raises questions related to the reliability of Reid's instrument. It suggests that further study needs to be conducted in measuring learning style preferences in culture specific studies.
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Saitis, C. "A comparative study of some aspects of the administration system of English and Greek universities." Thesis, University of Hull, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383694.
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Goutsos, Dionysios. "Sequential Relations and Strategies in Expository Discourse : A topic structure model for English and Greek." Thesis, University of Birmingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503391.
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Tzanidaki, Maria. "Patient and public involvement : a comparative analysis of the English and Greek health care systems." Thesis, University of Surrey, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576165.
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A democratic deficit is often assumed where the local community has little direct influence on local policy decisions and where change is unresponsive to the community's needs (Murat and Morad, 2008). The UK government embodied patient and public involvement (PPI) in a wide range of activities and a variety of purposes. Patient involvement and public involvement are distinct and are achieved in different ways. However, the conflation of these distinct terms arid the confusion about the purpose of involvement has led to muddled initiatives in the UK and uncertainty about what should be done to achieve effective PPI (Cowden et al., 2007). Nevertheless, patient and public involvement had the potential to play a key role in NHS services by bringing about service improvement and improving public confidence via engaging democratic procedures (Le Grarid, 2007). In Greece, the health care system is highly centralised and removed from welfare principles such as equity, responsiveness and efficiency. Virtually every aspect relating to health care financing and provision is subject to control by the ministry of health (Karassavidou and Glaveli, 2007). The state never got involved in ongoing design of the health sector at a local level instead its role was one of exercising strong regulatory control over insurance funds and public hospitals (Karrasavidou and Glaveli, 2007). Additionally, the existence of out of pocket expenditure within the NHS, which mainly consisted of informal payments for care, was developed as a complement to public funding (Mossialos and Davaki, 2002). Hence, several reform plans during the 1980s concerning fair provision of services failed owing to an array of the aforementioned interrelated economic, political and social factors that channel potential changes towards failing to employ democratic procedures and transparency (Davaki and Mossialos, 2005). These conditions create unfavorable conditions for the introduction of mechanisms such as PPI. The aim of this study is to explore the effectiveness of patient and public involvement mechanisms, employed in the UK and Greece, in respect of reducing 2 a perceived democratic deficit within the respective NHS structures. The main objectives of this study are to investigate the meanings that different stakeholders give to PPI in the UK and -Greece, to explore stakeholders' opinions of effective ways of involveme~t, to identify motivations in getting involved; and to compare and contrast effectiveness of involvement mechanisms in both countries. This study employed qualitative research methods. Focus group discussions were the main data collection method. Initially 11 focus group discussions in total were conducted and analysed, two in the UK and nine in Greece with a total of 92 participants involved. The empirical findings of this research have added to our understanding about patient and public involvement as a mechanism of strengthening democratic values within the NHS and of making health care service more responsive to patients' needs. This study found that patients and members of the public perceive that there is a 'democratic deficit' within the NHS due to the dominance of the health professionals in decision making and the patients' and the citizens' limited power in changing health care policy. Current involvement mechanisms . in the UK were not considered to be powerful enough to affect policy at a local or at a national level. In contrast to England, in Greece there appears to be no formal patient and public involvement structures in place, nor was there any real appetite to create formal structures. This was as a consequence of a number of factors including the centralised nature of state public services provision, the perceived corrupt and unequal power relationships between various sections of society, the power of the medical profession and its expert knowledge and citizens lack of enthusiasm for involvement unless the issues were personally relevant.
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Giannakopoulou, Anastasia. "Plasticity in second language (L2) learning : perception of L2 phonemes by native Greek speakers of English." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/6592.
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Understanding the process of language acquisition is a challenge that many researchers spanning different disciplines (e.g. linguistics, psychology, neuroscience) have grappled with for centuries. One which has in recent years attracted a lot of attention has been in the area of non-native phoneme acquisition. Speech sounds that contain multiple phonetic cues are often difficult for foreign-language learners, especially if certain cues are weighted differently in the foreign and native languages. Greek adult and child speakers of English were studied to determine which cues (duration or spectral) they were using to make discrimination and identification judgments for an English vowel contrast pair. To this end, two forms of identification and discrimination tasks were used: natural (unedited) stimuli and another ‘modified’ vowel duration stimuli which were edited so that there were no duration differences between the vowels. Results show the Greek speakers were particularly impaired when they were unable to use the duration cue as compared to the native English speakers. Similar results were also obtained in control experiments where there was no orthographic representation or where the stimuli were cross-spliced to modify the phonetic neighborhood. Further experiments used high-variability training sessions to enhance vowel perception. Following training, performance improved for both Greek adult and child groups as revealed by post training tests. However the improvements were most pronounced for the child Greek speaker group. A further study examined the effect of different orthographic cues that might affect rhyme and homophony judgment. The results of that study showed that Greek speakers were in general more affected by orthography and regularity (particularly of the vowel) in making these judgments. This would suggest that Greek speakers were more sensitive to irrelevant orthographic cues, mirroring the results in the auditory modality where they focused on irrelevant acoustic cues. The results are discussed in terms of current theories of language acquisition, with particular reference to acquisition of non-native phonemes.
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Fincham-Louis, Katherine Jane. "Bilingual Greek/English children in state elementary schools in Cyprus : a question of language and identity." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7567.
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Though only a small island, Cyprus experiences particularly high rates of mixed marriages, and has one of the highest per capita ratios of immigrants in Europe. Consequently, there are a growing number of bilingual and bicultural children now entering the state elementary school system. The aim of this study is to examine the school experiences, language and identity of a select group of Greek English speaking children who have one Cypriot and one non-Cypriot parent. The sub-questions of the study focus on how the children manage languages at school, their perceptions of their peers and teachers and their opinions about the responsiveness of the school and teachers to their bilingualism. Additionally, while recognizing the fluidity and multiplicity of identity, questions about the expressions of the children’s dual national identities within school are considered. Finally, concerns over integration at school are also explored. The study claims social justice for this group, and develops a qualitative case study to engage with the manner in which the children employ their Greek and English language abilities at school, accompanied by their perceptions of the representations of their dual national identities. Multiple, individual, in-depth interviews were conducted with eight children, aged ten to twelve. Interviews with parents were also conducted as a means of strengthening the depth of the data. Additional artifacts such as language use charts, sentence completion exercises and brochures were also collected and analyzed. Using a thematic approach data was examined with the aim of understanding how the children experience their bilingualism and biculturalism within the school. The study constitutes the first of its kind in the Cypriot context and its findings are valuable for researchers, practitioners and policy makers alike. The results suggest that languages are ‘kept separate’ at school, there is a lack of recognition of this group’s bilingualism and there are possible issues of some children’s Cognitive-Academic Language proficiency (Cummins, 1979). Additionally, teachers and schools presented as ill prepared and nonresponsive to the linguistic needs of this group of children. Further findings indicate that the children experience incidents of teasing and exclusion influenced by the highly hellenocentric ethos of Cypriot schools. The study concludes that the limited definition of a bilingual student used by the Ministry of Education and Culture in Cyprus, combined with an ineffectual multiculturalism, result in this group being overlooked. The thesis suggests a broadening of the current definition of a bilingual student and a further exploration of children’s linguistic profiles. The study concludes that the children’s school experience is characterized by difference blindness to their dual cultural backgrounds and linguistic blindness to their bilingualism, broken only by regulated incidents of performance. Importantly the study also reveals that though impacted by a weak policy and difference blindness, these children engage in active agency in constructing social roles and understandings of language and identity at school. They demonstrate resilience and flexibility and are aware of the nuances of the school, the global value of their bilingualism, the access and opportunities provided by their knowledge of English and the prospects and experiences available to them through their dual cultural identities.
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Vladimirou, Dimitra. "Personal Reference in Linguistics Journal Articles : Exploring the English-speaking vs. the Greek- speaking Academic Communities." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524754.
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Nikolaou, Alexander. "Attitudes and motivation of Greek upper secondary school pupils for learning English as a foreign language." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540090.
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The purpose of this study was to investigate attitudes and motivation for learning English as a foreign language in Greek upper secondary schools (Lykeia) following Gardner’s socio-educational model. Attitudes, as operationalised in the socio-educational model, can be broken down into attitudes to learning foreign languages, attitudes to the language under investigation (English in this case), attitudes to the learning situation (the FL lesson and teacher), and attitudes to the target language community (The British and Americans in the context of this study). The major research question is how attitudes, orientations, ideological attributes of the target language communities, motivation and achievement are related. The thesis sets out as its working hypothesis that attitudes and motivation are relevant to EFL learning and are major contributors to achievement. The present research was carried out in 3 state and 3 private Lykeia in Athens. A questionnaire was developed that was to a large extent adapted from Gardner and Lambert (1972) and Gardner (1985), but also incorporated elements from other survey instruments. Before launching the main study, the questionnaire was piloted and the necessary modifications were made. My findings indicate that to a large extent the socio-educational model is relevant to the present context of research, although the contribution of attitudes towards the target language communities and the ideologies they represent to motivation do not seem to be as important as was initially hypothesised. The study concludes with recommendations based on the findings and suggestions for further research.
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Vagianou, Maria. "Cartoon humour in children's dictionaries and its effect on English language learning in Greek primary education." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323988.
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Iordanaki, Evangelia. "A socio-cultural study exploring Greek and English 11-year-old children's responses to wordless picturebooks." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/267984.
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This thesis investigates how Greek and English 11-year-old students respond to wordless picturebooks. Through the identification of themes in their responses, the study explores the children's engagement while interpreting these books, and also demonstrates how wordless picturebooks can be addressed to and enjoyed by fluent readers. The central tenets of the thesis are described through a socio-cultural perspective of reader response theories. The approach taken places emphasis on the reader's active engagement, for each reader uses visual decoding skills and culturally-oriented knowledge in an effort to resolve the ambiguities of the pictures in a wordless story. The socio-cultural dimension is highlighted throughout this study since the entire process of reading is considered a socio-cultural event. Case studies were conducted, comprising of two groups of four 11-year-old students in England and two groups of the same size in Greece. The data collected includes the children's videoed group discussions, their drawings and their individual short semi-structured interviews. The sessions were verbatim transcribed and analysed drawing on existing frameworks for the analysis of children's discussions on picturebooks, but also incorporating new categories emerged from the data. Based on empirical evidence, this study refines and extends pre-existing research on reader response theories and wordless picturebooks. The main findings indicate that the children's engagement with wordless picturebooks is a dynamic process shaped by four factors: visual decoding, expectations, emotions, and context. The importance of expectations is particularly highlighted, as the children's narrative and cultural expectations were either reinforced or challenged by their reading of the wordless books. This study has implications for teachers, researchers and publishers. It widens the range of readership of wordless picturebooks and increases the purposes of their use, as it reveals their special nature and complexity. Last, this thesis encourages teachers to support students' technical vocabulary on images, and invites schools to integrate wordless picturebooks into their curriculum for older children.
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Kiritsis, Demetrios V. "An analysis of self-report measures in comparing physical activity patterns in English and Greek children." Thesis, Loughborough University, 1996. https://dspace.lboro.ac.uk/2134/10595.
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The Analysis of Self-Report Measures in Comparing the Physical Activity Patterns of English and Greek Children Educators and health professionals have expressed concern that the physical activity patterns of children have declined during the past decades and many researchers believe that the levels of activity have declined to such an extent to be detrimental to health. However, the research evidence is contradictory. This represents the starting point for the design of a self-report measure of physical activity (interview based questionnaire) comprising two fonns - a week-day and week-end fonnat - for use with English children but modified for use with children in Greece. The evaluation of the self-report measure involved a number of studies to establish its validity and reliability. The interview-based questionnaire involved estimates of children's time commitment to activity therefore to establish its reliability a number of studies were undertaken to ascertain the accuracy of their estimates. A scoring procedure based on intensity, frequency and accumulation of activity during a whole day was developed to establish an activity score to distinguish levels of activity. The study paralleled a similar investigation by Cale (1993) This was followed by investigation of a sample of Greek children aged 11 to 14 to establish their physical activity patterns. The data from this investigation was used to compare Greek children (n= 113) with a sample of English children (n = 199) from the East Midlands region (Cale, 1993). The findings of the Greek investigation revealed that the majority (58%) of the children were inactive and girls were less active than boys and activity levels declined with age. A similar pattern emerged when the results were compared with an English sample. The implications of the study have far reaching consequences for the health of young people in both countries and other international studies. The implications of these results are discussed and proposals for future research highlight the need for much larger scale studies in different popUlation and cultural groups using questionnaires to avoid the time consuming method of interviews. The research also highlights the need for more qualitative analysis to explore the reasons why some young people are less active than others.
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Barr, George K. "Scale in literature : with reference to the New Testament and other texts in English and Greek." Thesis, University of Edinburgh, 1994. http://hdl.handle.net/1842/26245.
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This dissertation explores "scale" in literature in general, and in the New Testament epistles in particular. All creative activity has its locus at an appropriate point within a wide scale spectrum: literature is no exception. This became apparent in 1965 when scale relationships were observed by the author in cumulative sum graphs of the Pauline epistles. Such scale differences are familiar to architects who use scale as a creative tool, but a wide search through standard reference books, surveys of work on statistical stylometry, linguistics and Biblical studies failed to provide any evidence that scholars were aware of scale in literature. Further investigation revealed that scale differences were to be found in many fields of creativity, in architecture, art, photography, music and engineering. Also explored was an interesting parallel found in the multi-layered scaling associated with the mathematics of chaos. To provide a broader perspective through which to view the Pauline epistles, 80 works by six modern authors and the writings of three ancient Greek authors were selected as test material. Graphs were prepared showing the sentence sequences and distributions of these works comprising over 400,000 words, and scale differences were found, not only between works, but also between sections of individual works. These were related to differences in genre, and this raised serious questions concerning the statistical homogeneity of samples containing scale differences. Care was taken to relate patterns directly to the content of the text and to the findings of Biblical scholarship. Links with theology revealed that the sense of the numinous presence, and the sense of the sublime in art, were on occasion directly reflected in sentence length. Human moods and feelings were found to have unpredictable but measurable manifestations in terms of scale in literature.
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Basea, Erato. "Literature and the Greek auteur : film adaptations in the Greek cinema d' auteur." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:cab79d67-f602-43f4-96b4-4f017b2b8efa.
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The focus of this thesis is to trace the dialogue between the Greek cinéma d' auteur and Greek literature focusing on film adaptations of Greek literature from 1964 to 2001. It is argued that film adaptations are a sensitive prism through which to examine the auteurs’ cultural politics regarding their work and, through that, understand the economy of the auteurist cultural production itself. The thesis consists of five chapters. Chapter One presents the history of the creation of the Greek cinéma d' auteur and traces its developments in relation to the concepts of national and high art. The principle argument is that Greek literature, endowed with notions of high art and national identity, played a key role in the gradual emergence, formation and consolidation of auteurism as a cinema that enunciates national identity and articulates high art values. The next four chapters examine four film adaptations each made by an acclaimed auteur. The chapters endeavour to investigate the identity politics of each director in relation to the categories of high and national art that defined the Greek cinéma d' auteur. Moreover, the chapters aim to study the politics involved in the validation or renegotiation of auteurism itself. The major contribution of the thesis is the exploration of film adaptations of Greek literature in the Greek cinéma d' auteur which has not been systematically discussed so far. Furthermore, the investigation of the two separate components that make up the subject of the thesis, namely cinema and literature, both from a theoretical perspective and within the framework of film studies, aligns the thesis with recent discussions in Modern Greek Studies and theoretical debates about authorship in films, film adaptations as well as peripheral cinemas.
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Sosonis, Vilelmini. "Aspects of Lexical Cohesion in EU Texts : A Critical Study of Greek Translations and English Hybrid Texts." Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/1044/.
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Tatsioka, Zoi. "English loanwords and code-switching on the Greek television : the effects and the attitude of the public." Thesis, Heriot-Watt University, 2010. http://hdl.handle.net/10399/2392.
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This thesis investigates the linguistic phenomena of code-switching and English loanword use on Greek television and analyzes the attitudes of the Greek public toward this linguistic behaviour. With regard to the first part of the project, recorded data from the Greek television which include occurrences of English language use are presented and examined under a sociolinguistic perspective. This examination lends support to the existence of these language contact phenomena and explains the social forces that lead speakers to the use of English lexical items. As far as the second part is concerned, the primarily age-based statistical analysis of 400 questionnaires renders the attitudes of the public towards the use of English loanwords on television and by the media in general and on the possible influence these linguistic blends can cause to the Greek language and its future. The results reveal that older age participants are more negative toward loanword use and that the majority of all participants wish for such phenomena to be reduced.
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Zevgoli, Sophia. "The parameter of reflexive anaphors : a comparative study of the English and the Modern Greek nominal phrase." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621760.
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Mangana, Anastassi. "L1 effects on L2 comprehension, production and acceptability judgements : evidence from English and Albanian learners of Greek." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/24892.
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The aim of this thesis is to investigate the role of the native language (L1) in the development of a second/foreign language (L2). More specifically, the issues addressed in the thesis concern the influence of L1 structure on L2 grammar, the language levels that the L1 could affect, the use of L1 strategies during L2 processing, and the prerequisites that would allow for L1 effects to take place. Based on the recognition that competence is only indirectly mirrored in performance, we assume that the L1 effect might be manifested in different ways depending on the task that L2 speakers are performing, and we set off to provide a broad picture of L2 performance by presenting comprehension, production and acceptability judgements data from L2 speakers with different L1s and at different developmental stages. The grammatical phenomenon under investigation is word order and the languages in contact are Greek, which is the target language, English and Albanian, which are the L1s. Greek and Albanian are free-word order languages with rich inflection, as opposed to English, which has a strict word order and weak agreement features. L2 speakers were either at the elementary or at the advanced level. The same native and non-native speakers of Greek (total number = 90) participated in three experiments that were run in different order among participants. The first experiment reported in the thesis is an on-line sentence interpretation task, which involved ambiguous and unambiguous utterances. Utterances are ambiguous in Greek when the NPs that could function as Subjects and Objects are not clearly marked for case (due to syncretism between Nominative and Accusative forms of neuter nouns and articles). The second experiment investigates word order use during speech production, and the third experiment investigates the relevant acceptability of the six word orders that are possible in Greek. Data from the three experiments confirm the hypothesis that the L1 effect is manifested differently during different tasks. The fact that none of the L2 groups differ from the native controls in terms of acceptability judgements allows us to assume that L2 speakers might have similar representations to native speakers of Greek. However, during production L2 speakers might avoid word order patterns that they accept, and during comprehension they might resort to L1 strategies, which were not found to influence sentence acceptability. The first conclusion we draw after the comparison of the results from these three experiments is that L1 influence is not always apparent during performance, either at the representational or at the processing level. The perceived similarity between L1 and the L2 might influence transfer of L1 knowledge and strategies. The task that L2 speakers perform and the level of L2 proficiency are two additional factors that might determine the strength of the L1 effect. At least with respect to the phenomenon under investigation, it also seems plausible that the differences between native and non-native groups could be due to difficulties with L2 morphological realisations of abstract features and incomplete L2 lexical knowledge rather than to different syntactic representations.
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Papanikolaou, Eleftheria. "Dictionary use in a reading task among Greek junior secondary school students of English : a multi-method approach." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273004.
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Vlachou, Evangelia. "Free Choice in and out of Context : Semantics and Distribution of French, Greek and English free choice items." Paris 4, 2007. http://www.theses.fr/2007PA040084.
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Les Termes de Choix Libre (TCLs) ont souvent été analysés comme des Termes à Polarité. On a souvent supposé, de ce fait, que leur distribution pouvait être analysée au moyen des conditions de légitimation ou d'anti-légitimation. En m'appuyant sur des données du français, du grec et de l'anglais, je soutiens l'hypothèse que cette approche n'est pas correcte. Les TCLs ont une s'emantique lexicale riche exprimant l'élargissement, l'indiscrimination, l'indifférence, l'ignorance, l'indistinction et la d'apréciation. Puisque toutes les valeurs des TCLs peuvent être pragmatiquement bloquées dans tout contexte, je propose que la distribution des TCLs est entièrement libre, sauf dans quelques cas où on a un blocage sémantique<br>It has often been argued that Free Choice Items (FCIs) are Polarity Items. Consequently, we have analyzed FCI distribution in terms of the conditions of licensing and anti-licensing. Based on French, Greek and English data, I defend the hypothesis that this approach is not correct. FCIs have a very strong lexical semantics. They express widening, indiscriminacy, indifference, ignorance, indistinguishability and low-level. Since all the readings of FCIs can be pragmatically blocked in all contexts, I propose that the distribution of FCIs is entirely free with the exception of certain cases in which we have semantic blocking