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Dissertations / Theses on the topic 'Greek Greek language Greek language Dialecten'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Molinos, Tejada Teresa. "Los dorismos del Corpus Bucolicorum." Amsterdam : A.M. Hakkert, 1990. http://catalog.hathitrust.org/api/volumes/oclc/28548520.html.

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2

Anghelina, Catalin. "Variation with intrusive T in Ancient Greek." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5num=osu1090606168.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains viii, 123 p. : ill. Advisor: Brian D. Joseph, Greek and Latin Graduate Program. Includes bibliographical references (p. 121-123).

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3

Armosti, Spyros. "The phonetics of plosive and affricate gemination in Cypriot Greek." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609246.

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4

Sophocleous, Andry. "Language attitudes towards the Greek-Cypriot dialect : social factors contributing to their development and maintenance." Thesis, Kingston University, 2009. http://eprints.kingston.ac.uk/20260/.

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The purpose of this study is to investigate language attitudes towards the Greek Cypriot Dialect (GCD). This however, can only be achieved if language attitudes towards GCD are examined in relation to language attitudes towards Standard Modern Greek (SMG), the official language of the Republic of Cyprus. Empirical studies in the Greek-Cypriot (GC) setting demonstrate that GCs evaluate their peers more positively when they speak in SMG and less so when they use GCD (Papapavlou 1998, 2001). Hence, the primary questions guiding this research are why GCs evaluate their dialect and its speakers less positively than speakers of SMG and what are the factors contributing to this devaluation. This research is important as not only does it add to the existing literature as regards language attitudes in Cyprus, but it also attempts to examine whether negative language attitudes towards GCD are developed in primary and secondary education and supported by teachers in those settings. Consequently, to study GCs' language attitudes towards GCD it is vital to examine what goes on in the learning environment and whether teachers indeed contribute to GCs' devaluation of the dialect. A variety of mixed research methods were employed in tertiary, secondary, and primary education to examine language attitudes towards language variation and language use. The findings arising from this project suggest that SMG is associated with competence dimensions, whereas GCD is more closely connected with social attractiveness (see Chapters 5 and 6). Nonetheless as proposed in later Chapters, these findings are not merely an outcome of the stance education holds towards the non-standard variety, but also partly an outcome of GCs' bonds of brotherhood with Greeks, the love for their “mother land” ([Mu][eta][tau][epsilon][rho][alpha] [Iota][iota][alpha][tau][rho][iota][delta]) Greece, and the religion they strongly profess to the Orthodox Christian Church (see Vanezis 2000). Hence the need to ‘be’ and ‘feel’ Greek encompasses the need to ‘speak’ Greek.

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5

Granqvist, Kimmo. "Notes on Eastern Cretan phonology : a corpus-based study /." Doctoral thesis, Stockholm : Almqvist & Wiksell international, 1997. http://catalogue.bnf.fr/ark:/12148/cb375510652.

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6

Pittas, Evdokia. "Predicting Greek Cypriot children's reading and spelling from morphological and dialect awareness." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:8561303a-af7e-432c-b7cc-0ef15b5a620a.

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The aim of this longitudinal study was to examine the contribution of phonological, morphological and dialect awareness to the prediction of reading and spelling in a Greek bi-dialectal setting. The target group (N=404) consisted of children, aged 6 to 9 years at the start of the project, who learn literacy in Cyprus, where a dialect is spoken in certain contexts but where Standard Modern Greek is also widely used. At present there are few studies with Greek Cypriot children on how phonological, morphological and dialect awareness relates to reading and spelling. Because there are no standardised measures of phonological, morphological and dialect awareness with Greek Cypriot children, measures of these factors were developed during the pilot study and their internal consistency was assessed. With the larger sample the measures were validated by examining their construct validity. The first wave of data collection showed that morphological and dialect awareness make unique contribution to the prediction of reading and spelling in Greek. The second wave of data collection showed that the measures of morphological and dialect awareness predicted performance in reading and spelling eight months later, even partialling out grade level, estimation of verbal intelligence and initial scores in reading and spelling. A model with dialect awareness as a mediator between phonological and morphological awareness and reading and spelling fitted the data better than a model with phonological or morphological awareness as mediators, and hence, phonological awareness and morphological awareness help children to become aware of the differences between their dialect and the standard variety, and dialect awareness in turn facilitates reading and spelling. Cross-lagged correlations showed that the more experience children have with reading and spelling, the more likely they are to develop morphological and dialect awareness. This study makes theoretical, empirical and practical educational contributions. The established mediational model contributes to the theoretical knowledge of the connection between dialect awareness and phonological and morphological awareness and reading and spelling while the longitudinal study contributes to theory the long term relation of morphological and dialect awareness with reading and spelling in Greek. Empirically, the study established the plausibility of a causal link between morphological and dialect awareness and reading and spelling, which must be tested in further research using intervention methods. In practice, this study contributes valid measures for assessing morphological and dialect awareness in the Greek Cypriot setting.

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7

Constantinou, Elena. "The Cypriot dialect in the Greek language lesson : its effects on adolescent students' learning, identity construction and critical thinking." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28172.

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This research study examined the effects of Greek Cypriot Dialect (GCD) on bidialectal Greek Cypriot (GC) students in the context of Modern Greek Language (MGL) lessons at Lyceum B level. GCD is the native variety and students’ mother tongue whereas MGL is the standard and target variety. This study aimed to inform opinion on the use and the role of GCD in the MGL lesson, the influence of attitudes towards GCD on students’ identity construction, and whether the use or suppression of GCD in class influences students’ expression of critical thought. The study focused on the spoken language and examined students’ speech. In order to theorise and deepen understanding of the effects of GCD on students’ performance and learning of MGL, social constructivism and Language Awareness (LA) were considered. Qualitative research was conducted through a case study focused on 7 Lyceum B level classrooms of two state secondary schools in Cyprus. An interpretive paradigmatic stance was taken and a combination of methodological tools was employed. Classroom observations of MGL lessons, group task observations with students, and group interviews with MGL teachers and students were conducted. The findings revealed that GCD appeared to be used frequently in lesson-focused and non-lesson-focused incidents, by most of the students and some of the teachers. GCD served as a means facilitating expression but its unplanned use did not seem to enhance mastery of MGL. It did, however, aid learning of the subject content. GCD was said to be central in defining students’ identity and some students claimed that negative attitudes towards it did not influence how they perceived their identity. The group task observation findings demonstrated that GCD exclusion and SMG imposition stifled the process of developing and expressing critical thinking (CT) whereas GCD use enhanced it. This was also expressed in students’ interviews whereas teachers considered that excluding GCD might hinder students to express CT but only to some extent. Overall, the findings revealed the need for implementing a bidialectal approach rooted in LA for teaching MGL as well as training teachers and raising their awareness of language variation. The potential role of Ancient Greek in enhancing Lyceum students’ knowledge of GCD and while at the same time improving their performance in MGL lessons is discussed.

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8

Vassiliou, Erma, and erma vassiliou@anu edu au. "The word order of Medieval Cypriot." La Trobe University. Communication, Arts and Critical Enquiry, 2002. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20080214.124104.

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This is the first typological study devoted to Medieval Cypriot (MC). The objective of the study is to provide both syntactic and pragmatic factors which are determining for the word order of the language and to open new ways to recording mechanisms of word order change. Cypriot syntax deserves this attention, as it is a language highly interesting for the typologist as for the researcher of other linguistic areas; Modern Cypriot is VOS, and exhibits a series of exceptions to the general rules of V-initial languages. Medieval Cypriot conforms to most of Greenberg�s Universals (1963) which are pertinent to type VSO in that it has V in initial position in all unmarked clauses, in that it is prepositional, that adjectives mostly follow the noun they qualify, and so on. However, the comparison of MC to Greenberg�s Universals is not the aim of this work. Apart form the order of the main constituents, this research mainly focuses on revealing mechanisms of syntactic change not generally known, and on unveiling particular traits of the Cypriot VSO order that are not common to other VSO languages. The analysis can be defined as diachronic for it deals with the language written over a span of many years, as assumed from studying the texts. Some words and structures, used in the beginning of the narrative, seem to decrease in frequency in the end, or vice versa. It is diachronic considering it also allows for comparison with later (colloquial) and earlier (written) constructions of the language. However, it is mostly a synchronic analysis; the patterns observed are from within the same language spoken by the same people living in the same period, more importantly from within the same work. Makhairas is thus the only broad evidence of his period, offered both as a diachronic and a synchronic linguistic testimony of his time. As no language exists in vacuo, my description of MC starts with a historical approach to the language under study; it is almost impossible to realise the problems of colloquial, literary and foreign features without being aware of the earlier history of Greek in general and of Cypriot in particular, in some of its earlier documents. I refrained as far as possible from entering the field of comparative criticism with Medieval Greek. In this way I decided to focus on discussions based exclusively on the Cypriot forms and patterns, as presented and justified by the evidence in Makhairas, and as witnessed by history which, for many centuries, has singled out Cypriot from the rest of the dialects and the Greek language itself. So, alternative views, criticism and discussion of same mechanisms of change recorded within the broader Greek language have been more or less avoided. The exposition of the MC word order patterns is based on my hypotheses that word order, as I understand it, is founded on purposes of communication and that languages with extreme flexibility of order, such as Medieval Cypriot, may adopt patterns that display rigidity of order in a number of their elements. It is within these areas of rigidity that new mechanisms of change may be detected. I also hypothesised that the same syntactic changes within languages of the same branch may be merely coincidental, and that Greek or forms of Greek may well adopt foreign elements, only (but not exclusively) if these acquire the Greek endings, or if they appear as independent affixes, as is the case with the post-medieval referential Cypriot marker �mish� which is from Turkish. Acquiring particular elements from other languages does not mean acquiring their order. However, acquiring patterns that are similar to Greek from a borrowing language which has the same patterns does not exclude syntactic borrowing. Since Modern Cypriot is V-initial, I presumed that this might have also been its order in the Middle Ages. I judge that major mechanisms of syntactic change of the same period may have been triggered by factors internal to Cypriot rather than by the more general, universal mechanisms of change. Moreover, I speculated that MC was a far more marginalised language in the Middle Ages than what history and literature have taught us. Its creative dynamism and potentiality to �juggle� between words and patterns has been its greater forte. Cypriot has not been studied as a dialect, in this work. I avoided having only a partial or a shadowed understanding of its word order patterns. Exhaustive descriptions that show its particularities in the process of completion appear with both rigidity (in some elements) and flexibility of order, and most importantly, they exhibit a long-life endurance. I have also been concerned with forms and /or patterns of Greek such as the future and other periphrastic tenses, although they are already known and have been analysed at length in Greek linguistic studies. I concentrate here on some of these from a Cypriot perspective. Cypriot has never been classified as Balkan Greek or mainland Greek. Following this study, it will be clarified further that any attempt to fit MC into a framework defined along these categorisations will be successful only in some areas of the general Greek syntax. In fact, Cypriot opens the way for a further understanding of Greek syntax with its (almost) boundless flexibility; it is through MC and the unique data of Makhairas that the study of the Greek syntax is being enriched. Areas of fine-grained classificatory criteria result in connecting some MC syntactic traits to those of Greek and accrediting to the language its own word order singularities in what can be righteously called here the Cypriot syntax. Additionally, the study aims to open new areas of investigation on diachronic syntactic issues and to initiate new and revealing answers concerning configurational syntax. To determine the syntactic traits of MC a meticulous work of counting was needed. The counting of the order of the main constituents from both the more general narrative patterns of the Chronicle as well as of those passages thought to be more immediate to the author�s living experience(s) was done manually. The primarily and more difficult task of considering, following and explaining pragmatic word order patterns in the Chronicle has been the stepping stone of this research. Earlier (and forgotten) stages of Greek, and patterns exclusive to Cypriot, assembled in a unique lexicon and with special Cypriot phrasal verbs, have provided answers to explaining the Cypriot structure. In addition to statistics, areas of language contact have also been explored, both in the morphology and in the syntax. More importantly, the extreme word order freedom of MC that illustrates word order processes based entirely on internal structural changes, aims to contribute to discussions regarding morphology and syntax versus morphosyntax. Chapter 1 provides all the background information of the history and language in Cyprus, prior to the Middle Ages. Chapter 2 deals with the description of the data and the methodology used to assess them. Chapter 3 exhibits the MC verbal forms, both finite and non-finite; it examines non-finites more closely, inasmuch as they play an important role in the change of the order of major constituents and uncover and explain the role of V-initial structures. Chapter 4 is the core chapter of this work. It displays Cypriot particularities of word order, reveals data concerned with the word order of the major constituents within the clause and unfolds explanatory accounts of them; lastly, it classifies MC as a V-initial language. Chapter 5 summarises conclusions, adds a further note on the Cypriot morphosyntactic traits while placing the results into the contemporary scholarship on VSO languages, also suggesting additional research areas into the MC patterns. The examples from Makhairas have been written in the monotonic system, where only one accent has been used; other special symbols have been eliminated or modified in the interest of making the text readable in the absence of the right font. However, Ancient Greek words appear with their appropriate accents. Abbreviation C indicates structures or words that remained unchanged in Cypriot over a long period of time, and G means a form or word accepted in both their written and spoken forms over a long period of time in Greek. A morphemic analysis of each form of the glosses has not always been given. I limited myself to glossing some elements only, for the better understanding of some examples.

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9

Kong, Eun Jong. "The Development of Phonation-type Contrasts in Plosives: Cross-linguistic Perspectives." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1245380585.

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10

Van, Eerden Brad Lee. "An examination of some issues relating to Greek word order and emphasis." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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11

Shain, Rachel Maureen. "The preverb eis- and Koine Greek aktionsart." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1238085936.

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12

Peterson, Randall L. "The layman's Greek grammar." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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13

Smirniotopoulos, Jane C. "Lexical passives in modern Greek /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu148768748581145.

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14

Chernikin, Arseniy (Artyom). "Philosophy of language in Greek Patristics." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/1273/.

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Issues of language are of crucial importance to the doctrinal controversies of Classical Patristics. The Fathers, as well as their opponents, show a sustained philosophical interest in the nature of language, words, name, meaning, changes of meaning of expressions, correctness of name, the purity of language, etc. The main attempt of this dissertation is, therefore, to demonstrate that the Patristic view of language was not just an eclectic variant of standard philosophical overviews (Platonic, Stoic, Peripatetic, etc. ), but a thorough and well-conceived treatment of the matter, that should be recognised as an independent theory of language. The linguistic expertise of, for example, Clement of Alexandria, Origen, Basil of Caesarea, and Gregory of Nyssa, is inherited from the grammatical, logical, and rhetorical education of their time. But the topics of the discussions and investigations seem to arise naturally and often the question was posed in a substantially new way. The main point is to clarify that: first, in the course of its formation, the Christian theological view of names and language varied, depending on the theological school concerned (e. g. the Alexandrian); secondly, the Patristic comprehension of language is strongly rooted (and therefore can only be explained) in the context of the Christian doctrine of man; therefore, the Patristic theory of language is finally defined as a theological anthropology of language. The four dissertational chapters are set out logically and chronologically, each one conceived as (to some extent) an independent study; an attempt is made to approach each of the writers individually. The dissertation begins with a fresher analysis of the Classical philosophical tradition (the first chapter). Then, the examination shifts to the writings of the Apologists, their Gnostic opponents (the second chapter), the theologians of the Alexandrian School (the third chapter) and, finally, to the famous doctrinal controversy of the fourth century between the Cappadocian Fathers on the one hand, and Aetius and Eunomius on the other (the fourth chapter).

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15

Williams, Travis B. "The imperatival participle in the New Testament." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1150.

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16

Giannakou, Aretousa. "Spanish and Greek subjects in contact : Greek as a heritage language in Chile." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/282991.

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The present study aims to capture linguistic variation in subject distribution of two typologically similar languages, Greek and Chilean Spanish, considering adult monolingual and bilingual speakers of Greek as a heritage/minority language in Chile. The focus is on null and overt third-person subjects in topic-continuity and topic-shift contexts. Such structures involve the interface between syntax and discourse/pragmatics, a vulnerable domain in bilingualism. Previous research has shown overextension of the scope of the overt subject pronoun in contexts where null subjects are discursively expected (e.g. Tsimpli, Sorace, Heycock & Filiaci 2004). The Interface Hypothesis (IH) (Sorace 2011) was formulated to account for such findings, which obtain even in pairs of two null subject languages (Sorace, Serratrice, Filiaci & Baldo 2009). The key question as to the language-contact effects on subject distribution in pairs of two null subject languages requires further exploration while the combination of Greek and Spanish has been so far understudied. The IH is evaluated with new empirical data from a bilingual situation not studied before. Data from oral narratives and aural pronominal anaphora resolution were elicited from monolinguals and three types of bilinguals, namely first-generation immigrants, heritage speakers and L2 speakers of Greek residing in Chile. The monolingual data revealed differences in the use and interpretation of overt subject pronouns between Greek and Chilean Spanish. The crosslinguistic difference lies in the strong deictic properties of the Greek pronoun compared to its Spanish counterpart; hence differences obtain because of the relative strength of the two pronominal forms. No overextension of the scope of overt pronouns was found in bilinguals, against predictions stemming from the Interface Hypothesis. This may relate to the typological similarity between Greek and Spanish as well as to the nature of the Greek pronoun, which makes its use relatively categorical. Such findings lend support to the Representational account (Tsimpli et al. 2004). On the contrary, null subjects gave rise to optionality presumably due to their complexity, which demands higher degrees of computational efficiency. The Vulnerability Hypothesis (Prada Pérez 2018) may also account for the findings.

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17

Mickle, Allen R. "The identity of angelos kuriou in the New Testament with respect to Apollonius' corollary." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p086-0042.

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18

Millhouse, Roy R. "The use of the imperfect verb form in the New Testament an investigation into aspectual and tense relationships in Hellenistic Greek /." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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19

Birkey, Arlan J. "A study of verbal aspect in New Testament Greek with a particular focus on the aorist tense." Online full text .pdf document, available to Fuller patrons only, 1998. http://www.tren.com.

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20

Valassakis, Antonios. "Greek & the Internet, the affects of electronic mail exchange on the Greek language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq62994.pdf.

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21

Becker, Thomas. "Contrastive analysis for teaching Koine Greek case syntax to Russian-speaking students." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p023-0209.

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22

Ross, William Alexander. "Septuagint lexicography and language change in Greek 'Judges'." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/290420.

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This dissertation identifies and addresses key issues in Septuagint lexicography using case studies from the Greek version of Judges. The first chapter outlines the state of the question on the textual history of Judges in Hebrew and Greek, and also presents my lexicographical method and related matters. Chapter two surveys the history of Septuagint lexicography. I demonstrate how data about the meaning of Septuagint vocabulary has been insufficiently or in appropriately derived, expressed, and/or documented. I also highlight debates over the nature of post-classical Greek and the language of the Septuagint, which has predisposed scholars against viewing the Septuagint corpus as part of post-classical Greek in general. By pointing out methodological flaws that have plagued Septuagint lexicography-as well as theoretical problems in a Hebrew-priority view of the language-I argue for a Greek-priority view that evaluates Septuagint vocabulary in light of contemporary sources and emphasizes the importance of documentary evidence. The following chapters provide case studies from Greek Judges that demonstrate the benefits of a Greek-priority view. Many cases of consistent vocabulary disagreement in the textual history of the book cannot be explained on the basis of the Hebrew text nor given the data available in current lexicons. Examination of post-classical Greek evidence demonstrates that the motivation for the language change is multifaceted, but clearly includes matters of style and semantics in Greek independent from the source text. Chapter three focuses on παρατάσσω and παράταξις; chapter four on παιδάριον, παιδίον, νεανίας, and νεάνισκος; and chapter five on ἀπάντησις and συνάντησις. Each chapter concludes by discussing the relevance of the evidence for Septuagint lexicography, the motivation underlying the revision of Greek Judges, and the potential of Septuagint vocabulary to inform Greek lexicography in general. Chapter six summarizes my lexical analysis and discusses the benefits of a Greek-priority approach and its value for Septuagint lexicography. I posit a time-frame for the translation and revision of Greek Judges based on linguistic evidence. I conclude by emphasizing the need for renewed efforts in Septuagint lexicography to incorporate literary and nonliterary post-classical Greek sources. To address this need, I provide several sample lexicon entries for words discussed in the preceding study.

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23

Mayhugh, Paul W. "A Chinese-English intermediate Greek grammar." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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24

Tsiouris, Evanthia. "Modern Greek : a study of diglossia." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329814.

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25

Whale, Peter Richard. "The teaching of New Testament Greek." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.330178.

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26

Christopher, Gregory T. "Determining the voice of New Testament verbs whose middle and passive forms are identical a consideration of the perfect middle/passive forms /." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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27

MaGee, Gregory Scott. "The relationship of [DIO] and [DIA TOUTO] to the surrounding context." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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28

Cerda, Mario. "Subject determination in Koine Greek equative clauses involving proper nouns and articular nouns." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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29

Cripe, Matthew Allen. "An analysis of infinitive clauses containing both subject and object in the accusative case in the Greek New Testament." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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30

Edwards, Grant G. "The validity of oblique adverbial participles in the Greek of the New Testament." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1186.

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Thesis (Th. M.)--Dallas Theological Seminary, 2007.<br>Appendix I. A syntactical-classification of oblique participles. Appendix II. A structural classification of participles. Includes bibliographical references (leaves 56-62).

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31

Slavin, James A. "The influence of Semitic languages on New Testament Greek." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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32

Klund, Robert W. "The use of the infinitive of purpose in the New Testament." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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33

Signor, Schuyler. "The third person imperative in the Greek New Testament." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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34

Schumacher, Walter K. "Adverbial participles and contours the interpretation of [katertismena] in Romans 9:22 /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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35

Wiersma, John David. "The use of the historical present in Mark based on discourse analysis." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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36

Velasco, Bernardo M. "Exploring Granville Sharp's first rule with coordinating conjunctions other than kaiʹ". Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p001-1234.

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37

Giannikas, Cristina Nicole. "Early language learning within a Greek regional context." Thesis, London Metropolitan University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595303.

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This study focuses on the teaching processes involved in foreign language learning, concentrating on the question of why Greek young learners are not more successful in learning English, despite an early start and high exposure to the foreign language. Central to my study are student-teacher and student-student interactions within Engli sh language classrooms, including any linguistic, pedagogical, motivational or cultural aspects that infonn these interactions and student learning. The study aims to extend the understanding of bow to implement interactive methods within the specific region and develop learners' English communicative competence in an examination-oriented education system. The first part of my study provides an exploratory research, which has been pursued in both state schools and frodistiria in a specific Greek region. Research methods included: lesson observations, teacher interviews and transcription analysis. The second part of the research introduces an intervention study dimension, which consisted of monitoring and modification to classroom practice, exploring the perspective of shifting teaching and learning, providing potential of a new Young Language Leaming philosophy within the Greek context. This part of the research was achieved in a frodistirio in classes of students aged 7-11 in order to improve current language learning clas ses and use the data for cross-sectional comparative purposes. Data collection included open-ended field notes, video-recorded lessons and speaking tasks were audio recorded. A group of older learners attending English Proficiency classes for the preparation of Certificate of Proficiency Exams (ePE), aged 14-15 years old, based in the frodistirio, were also interviewed on their past experience of English language learning in state schools and frodistiria. The Director of the frodistirio, observed 10 language lessons during the research period. These observations provide feedback on students' reactions to interactive tasks from an external reviewer. Finally, parents were requested to complete a questionnaire at the end of the academic year, regarding their children's progress and their feelings of the new methods introduced. The thesis reveals the complexities and paradoxes embedded in the learning environment of English for Young Learners (EYL) in South Western Greece. The findings include the identification of an effective interactive methodology that might be applied in the specific regional setting as an outcome of my own teaching and research. The research in question, explores the potential that exists both within the educational structure and in Young Language Learning (YLL) in Greece. It introduces interactive language learning and identifies its role within this context. The research can contribute to the enablement of successful language learners in an environment where children learn to appreciate the foreign language and encounter it as means of communication and not for examination purposes only.

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Zotou, Vasiliki. "Effective foreign language teaching : a Greek case study." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239863.

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Makidon, Michael. "The strengthening constraint of gar in 1 and 2 Timothy." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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McGhee, H. William. "The Greek article and the abstract noun." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Baima, John K. "Making valid conclusions from Greek conditional sentences." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Georgali, Konstantina. "Greek teachers' understandings of typical language development and of language difficulties." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10038677/.

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Language is a dynamic learning mechanism for children. Oral language skills are pivotal to all children and should be practiced in schools. However, not all children develop language typically and some may experience language difficulties at differing levels and degrees of severity. As the concept of inclusion has gained currency in many countries, it is expected that larger numbers of students whose difficulties are not severe enough to be admitted to a special school, will be educated in mainstream classrooms alongside children with typical language development. Thus, teachers are increasingly faced with the challenge of teaching students with differing profiles of needs. However, research has paid little attention so far to teachers’ views and to their preparedness to cope with such challenges. This study was based on a Sequential Exploratory Mixed Methods Design deployed in three consecutive and integrative phases. The first phase involved 18 exploratory interviews with teachers. Its findings informed the second phase involving a questionnaire survey with 119 respondents. Contradictory questionnaire results were further investigated in a third phase employing a formal testing procedure with 60 children attending Y1, Y2 and Y3 of primary school. Results showed both strengths and weaknesses in teachers’ awareness of language related issues and of language difficulties and gaps in their expertise to meet the needs of children with language difficulties. However, they also provided a different perspective of children’s language needs and of language teaching approaches. This perspective reflected current advances in language problems and synchronous conceptualizations of inclusion and opened a new window on how to optimize existing teaching approaches so as to promote language development for all students in class while at the same time supporting the specific needs of children with language difficulties in an inclusive ethos.

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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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Bakker, Stéphanie J. "The noun phrase in ancient Greek : a functional analysis of the order and articulation of NP constituents in Herodotus /." Leiden : Brill, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9789004177222.

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Allen, Hamilton Ford. "The use of the infinitive in Polybius compared with the use of the infinitive in Biblical Greek." Chicago, The University of Chicago Press, 2009. http://pi.lib.uchicago.edu/1001/dig/pres/2006-0612.

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Charalambous, Ioanna. "Greek as an additional language (GAL) school students in Cyprus in late modernity : an ethnographic study of three parallel intensive Greek language classes in two Greek-Cypriot state primary schools." Thesis, King's College London (University of London), 2015. http://kclpure.kcl.ac.uk/portal/en/theses/greek-as-an-additional-language-gal-school-students-in-cyprus-in-late-modernity(a5f4f2a7-d3c4-4da4-9c9e-96e4748e1e64).html.

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This thesis is an ethnographic study investigating the misplacement of students in parallel intensive Greek language classes in Greek-Cypriot primary schools. In 2008, the Cyprus Ministry of Education issued a policy document about the setting up of classes for migrant students to be given intensive instruction in the Greek language in Greek-Cypriot state primary schools, and since then, parallel classes have been offered in schools. However, the establishment of the parallel classes was prompted by the need to respond to EU discourses about human rights for minorities and not by a change in the Hellenocentric ideology that dominates the Greek-Cypriot educational system. The fact that the policy for parallel classes was developed as something extra to regular school life and on the margins of the mainstream reveals that the Hellenocentric character of the curriculum was left untouched. This project focuses on three parallel classes in two primary schools and draws on data collected during fieldwork that lasted five months. The focal children had a migrant background but either total or considerable experience of living within Greek- Cypriot society and competence in everyday spoken Greek-Cypriot dialect; yet, they had been selected for parallel intensive Greek language tuition away from their mainstream class. Taking into account the dominant Hellenocentric ideology in the Greek-Cypriot educational system and with anti-essentialist cultural studies as the theoretical stance, the thesis explores how this phenomenon came about. The empirical investigation shows that children were misplaced because Hellenocentric ideology cannot envisage people who do not have Greek-Cypriot parents and a Greek-only orientation to language as anything else but 'the other'. The thesis concludes that new approaches are necessary in the era of the new globalisation in which new patterns of language and superdiversity are constantly emerging.

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Catsimali, Georgia. "Case in Modern Greek : implications for clause structure." Thesis, University of Reading, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238666.

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Plemmenou, Evangelica A. "Grammatical gender in language production: psycholinguistic evidence from Greek." Thesis, University of Edinburgh, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492981.

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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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Zerdin, Jason R. "Studies in the ancient Greek verbs in -skō." Thesis, University of Oxford, 1999. http://ora.ox.ac.uk/objects/uuid:a605e950-4db8-4355-8a7f-2404056fcadb.

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