Relevant bibliographies by topics / Greek language Greek language Mē (The Greek word)

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  2. Dissertations / Theses
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Academic literature on the topic 'Greek language Greek language Mē (The Greek word)'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Greek language Greek language Mē (The Greek word)"

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Krimpas, Panagiotis. "It’s all Greek to me: Missed Greek Loanwords in Albanian." Open Journal for Studies in Linguistics 4, no. 1 (September 19, 2021): 23–34. http://dx.doi.org/10.32591/coas.ojsl.0401.03023k.

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Albanian is a language that has borrowed words and patterns from various other languages with which it came into contact from time to time. One of the most prominent sources of loanwords and loan-structures in Albanian is Medieval and Modern Greek. This paper discusses cases of Albanian loanwords of obvious or probable Medieval or Modern Greek origin that fail to be identified as such in the relevant literature. The discussion starts with a brief sketch of the history, affinities and contacts of Albanian with special focus on Medieval and Modern Greek. Then a classification is attempted of the Greek loanwords usually missed on the basis of their treatment in various works, while exploring the reason(s) why the Greek origin of such loanwords was missed. The main conclusion is that most such etymological mishaps are due to the limited knowledge of the donor language in terms of phonology, lexis and morphology.
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Heath, Malcolm. "Greek Literature." Greece and Rome 67, no. 1 (February 28, 2020): 71–77. http://dx.doi.org/10.1017/s0017383519000251.

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The Cambridge Grammar of Classical Greek (CGCG) arrived just too late for mention in the last batch of reviews, but the wait has turned out to be providential: I've now had time to use CGCG as my reference grammar for undergraduate teaching. I must confess that I do not like teaching grammar, and am not very good at it; and, by happy chance, I have not been called upon to teach grammar for a surprisingly large number of years. So being assigned to teach a grammar class at short notice was a mildly traumatic experience. But at least it has made it possible for me to become familiar with CGCG in practice. The authors’ suggestion that ‘CGCG’s coverage is such…that it could be used in the context of undergraduate and graduate language courses’ (xxxii) is carefully formulated: it could be. But the undergraduate class that I have been teaching would, I am sure, have been intimidated by the mass of grammatical detail if confronted with CGCG in the raw. I can, however, testify that at least one reluctant, out-of-practice language tutor has found the volume amazingly helpful in planning grammar classes. The clarity and logic of its presentation and explanations, its well-chosen examples, and its carefully designed aids to navigation (table of contents, cross-references, index) are virtues that I do not normally associate with texts on grammar: or, at any rate, not in the same degree. CGCG’s virtues will make it an invaluable resource for advanced students, and for tutors. For a surprisingly reasonable price, purchasers get 300 pages of phonology and morphology and 350 pages of syntax, plus 90 excellent pages on textual coherence, covering particles, and word order. ‘Still’, as the authors modestly observe, ‘there are many subjects about which we might have said much more and some about which we have said almost nothing’ (xxxii).
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Kolodnytska, O. D., H. B. Palasiuk, and I. I. Vorona. "LATIN PHRASEOLOGICAL FUND AS A SOURCE OF DEVELOPING FUTURE PHYSICIANS’ LEXICAL COMPETENCE." Медична освіта, no. 1 (April 1, 2020): 41–44. http://dx.doi.org/10.11603/me.2414-5998.2020.1.10991.

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The article reviews Latin proverbs and sayings, short quotes, statements of historical figures as a means of aphorism; it summarizes the importance of learning Latin aphorisms, quotes, proverbs and sayings and their corresponding equivalents in English and Ukrainian by medical students on Latin classes. According to historical conditions, Latin has lost its communicative function, but it has gained great historical and educational significance and has become an inexhaustible source of universal human culture and a link between antiquity and modernity. Learning Latin helps the deeper acquisition of knowledge from many specialties, and plays an important role in the artistic and aesthetic education of future physicians. Phraseological funds of many modern languages have been replenished by Latin and Greek aphorisms borrowed by new languages mainly through Latin. The Latin phraseological fund contains numerous proverbs and sayings borrowed by world’s languages in the translated form. Many Latin words were borrowed by Ukrainian, and it is not only the international terminological vocabulary used by scholars in various branches of knowledge but also everyday words (forum – форум (forum), colleague – колега (collega), professor – професор (professor), etc.). Latin is a basis of all medical terminology facilitating professional communication between languages. The study of Latin obviously helps future physicians to better understand and learn the medical terminology of Greek-Latin origin. Learning Latin not only introduces folk wisdom (learning of aphorisms, proverbs, and sayings), but also lays the foundations of scientific knowledge, promotes the formation of a professional language, which allows to carry out communicative tasks of medical staff.
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Rickford, John R. "‘Me Tarzan, you Jane!’ Adequacy, expressiveness, and the creole speaker." Journal of Linguistics 22, no. 2 (September 1986): 281–310. http://dx.doi.org/10.1017/s002222670001080x.

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Although linguists like to claim that all human languages are equal in a general sense, differing from systems of animal communication in possessing ‘design features’ like arbitrariness and productivity (Hockett, 1958), they sometimes join non-linguists in expressing the view that some languages are inadequate with respect to the cognitive or expressive resources which they offer their speakers. In the Middle Ages, this charge was commonly levelled against the European vernaculars, and it was sometime before Spanish and Italian were recognized as having autonomous grammatical and lexical resources comparable in regularity and power to classical Greek and Latin (Scaglione, 1984). By the middle of the twentieth century, following on the descriptive work of Boas, Sapir and others, the notion that the languages of ‘primitive’ peoples were fundamentally inadequate had also been eroded, at least in linguistics, anthropology, and other academic circles (Kay & Kempton, 1984:65). Yet, as Hall (1966:106) notes, there is still one group of languages which constitutes the ‘last refuge’ of the concept of inadequate grammatical or lexical resources: pidgins and creoles.
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Gaitanidis, Anastasios. "Building bridges between psychoanalysis and music." British Journal of Music Therapy 33, no. 2 (October 9, 2019): 80–82. http://dx.doi.org/10.1177/1359457519879795.

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In this article, I begin by presenting how a Greek song erupted within the flow of my everyday existence and allowed me to reconnect with past trauma, grief and psychic pain. Operating in a register which is different from that of symbolic language, and yet always already within it, music enables productive encounters with trauma and loss in everyday life. I then continue exploring the connections between music and language by employing Kristeva’s notions of ‘chora’ and the ‘semiotic’, which place the ‘musicality’ of language, its rhythm and tonality, and pitch and timbre at the centre of the analyst’s attention. I finish by referring to the work of Ogden who argues that both poetry/music and certain analytic sessions seem to generate powerful resonances and cacophonies of sound and meaning.
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Gitner, Adam. "SARDISMOS: A RHETORICAL TERM FOR BILINGUAL OR PLURILINGUAL INTERACTION?" Classical Quarterly 68, no. 2 (December 2018): 689–704. http://dx.doi.org/10.1017/s0009838819000028.

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In his poem ‘The Last Hours of Cassiodorus’, Peter Porter has the Christian sage ask: ‘After me, what further barbarisms?’. Yet, Cassiodorus himself accepted, even valorized, at least one form of barbarism that had been rejected by earlier rhetoricians: sardismos (σαρδισμός), the mixture of multiple languages in close proximity. In its earliest attestation, Quintilian classified it as a type of solecism (Inst. 8.3.59). By contrast, five centuries later Cassiodorus in his Commentary on the Psalms used the term three times to praise the mixture of Greek, Hebrew and Latin in the Latin Psalter. This reversal, from vice to virtue of speech, illustrates some significant changes in attitudes toward language and multilingualism that developed as Christianity reshaped Roman literary culture. For one, Christian preachers, modelling themselves on the plain style of the Gospels, embraced forms of speech that had been regarded as low and stigmatized. In the words of Augustine (In psalm. 36, Serm. 3.6): ‘better you understand us in our barbarism than to have been deserted in our eloquence’ (melius in barbarismo nostro uos intelligitis, quam in nostra disertudine uos deserti eritis).1 Secondly, Hebrew now entered the linguistic consciousness of the Roman literary elite as one of the three languages of Scripture. Even if in-depth knowledge remained rare, it was worthy of being mentioned alongside Greek and Latin, just as it had appeared with them in the inscription on Jesus’ cross (Luke 23:38, John 19:20). Lastly, linguistic variety itself came to be positively valued since it reflected the diversity of a church coming together out of many peoples. Commenting on the bride's appearance in Psalm 45, both Augustine and Cassiodorus saw the variegated adornment of her robe as a reference to the diversity of Christian languages.
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SORABJI, RICHARD. "TRIBUTE TO BOB SHARPLES." Bulletin of the Institute of Classical Studies 55, no. 1 (June 1, 2012): 5–18. http://dx.doi.org/10.1111/j.2041-5370.2012.00031.x.

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AbstractBob Sharples joined me in London in a different college in 1973, and we worked closely together for 37 years until his untimely death at the age of 61. Our collaboration included innumerable research seminars, many teaching classes and publications and a very good number of conferences, with an emphasis on post-Aristotelian Philosophy. He became one of the world's leading experts on the school of Aristotle and the leading scholar in the English-speaking world on Aristotle's greatest interpreter and defender, Alexander of Aphrodisias. His characteristically generous messages to participants after seminars were an immense aid to everyone else's research. He taught not only in University College, London, where he became Professor and Head of the Department of Greek and Latin, but also in the Institute of Classical Studies, and for the Open University. His courage in bereavement and illness was remarkable, and his enormous bibliography, printed here, but excluding individual book reviews and posthumous forthcoming publications, is one sign of the indelible mark he has left on the subject.
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Philippaki-Warburton, Irene. "WORD ORDER IN MODERN GREEK." Transactions of the Philological Society 83, no. 1 (June 28, 2008): 113–43. http://dx.doi.org/10.1111/j.1467-968x.1985.tb01041.x.

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Burnyeat, M. F. "Apology30b 2-4: Socrates, money, and the grammar of γίγνεσθαι." Journal of Hellenic Studies 123 (November 2003): 1–25. http://dx.doi.org/10.2307/3246257.

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AbstractThe framework of this paper is a defence of Burnet's construal ofApology30b 2-4. Socrates does not claim, as he is standardly translated, that virtue makes you rich, but that virtue makes money and everything else good for you. This view of the relation between virtue and wealth is paralleled in dialogues of every period, and a sophisticated development of it appears in Aristotle. My philological defence of the philosophically preferable translation extends recent scholarly work on εἶναι in Plato and Aristotle to γίγνεσθαι, which is the main verb in the disputed sentence. When attached to a subject, both verbs make a complete statement on their own, but a statement that is further completableby adding a complement. The important point is that the addition of a complement does not change the meaning of the verb from existence to the copula. Proving this is a lengthy task which takes me into some of the deeper reaches of Platonic and Aristotelian ontology, and into discussion of whether Greek ever acquired a verb that corresponds to modern verbs of existence. I conclude that even when later authors such as Philo Judaeus, Sextus Empiricus and Plotinus debate what we naturally translate as issues of existence, none of the verbs they use (εἶναι, ὑπάρχειν, ὑφεστηκέναι) can be said to have existential meaning.
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DAVISON, M. E. "New Testament Greek Word Order." Literary and Linguistic Computing 4, no. 1 (January 1, 1989): 19–28. http://dx.doi.org/10.1093/llc/4.1.19.

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Dissertations / Theses on the topic "Greek language Greek language Mē (The Greek word)"

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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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Karali, Maria. "Aspects of Delphic word order." Thesis, University of Oxford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316971.

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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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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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Mengestu, Abera Mitiku. "The use of OU ME in the New Testament emphatic negation or mild negation? /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Davis, Carl J. "The use of articular and anarthrous kurios [Greek word] in the Pauline corpus." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Leedy, Randy A. "Greek word order and rhetorical emphasis in the Epistle to the Hebrews." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Spurgeon, Andrew B. "A study of the historical present [legei] ("he says")." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Wang, Anthony C. "The use of [gar] in Romans and Galatians." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Cahill, Dennis M. "A linguistic analysis of metanoia and metanoeo with special reference to the New Testament literature /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Books on the topic "Greek language Greek language Mē (The Greek word)"

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Womick, Donald L. Know yourself syntirpously: That's Greek for me, and Latin, too! New York: Vantage Press, 1997.

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Spyrōnēs, Stauros I. Ta Latinika, Alvanika, Hevraika & Slavika stēn Hellēnikē glōssa lexikographēmena: Me synoptikē historikē anadromē stēn archaia Hellada, tē Rōmē, kai to Vyzantio : apo tēn proistoria mechri to 1453 m. Ch. Athēna: Ekdoseis Takē Michala, 1999.

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Dover, Kenneth James. Greek word order. Bristol: Bristol Classical, 2000.

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Story, J. Lyle. Greek to me. Fairfax, VA: Xulon Press, 2002.

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Greek word order. Cambridge: Cambridge University Press, 2010.

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Eleftheriades, Olga. Modern Greek word formation. Minneapolis, Minn: University of Minnesota, 1993.

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It's still Greek to me: An easy-to-understand guide to intermediate Greek. Grand Rapids, MI: Baker Books, 1998.

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Kargakos, Sarantos I. Alexia: Glōssiko drama me polles praxeis. Athēna: Ekdoseis Gutenberg, 1991.

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Lexiko gia to scholeio kai to grapheio: Me euchrēstē grammatikē : me glōssika scholia... Athēna: Kentro Lexikologias, 2004.

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Story, J. Lyle. Translation key for Greek to me. Virginia Beach, VA: Regent University, 1991.

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Book chapters on the topic "Greek language Greek language Mē (The Greek word)"

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Drachman, Gabriel, and Angeliki Malikouti-Drachman. "13. Greek word accent." In Empirical Approaches to Language Typology, 897–946. Berlin, New York: Mouton de Gruyter, 1999. http://dx.doi.org/10.1515/9783110197082.2.897.

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Agarwal, Anurag K. "It’s All Greek to Me." In Legal Language and Business Communication, 87–115. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7534-7_4.

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Valério, Miguel. "Λαβύριθος and word-initial lambdacism in Anatolian Greek." In Journal of Language Relationship, edited by Vladimir Dybo, Kirill Babaev, and Anna Dybo, 51–59. Piscataway, NJ, USA: Gorgias Press, 2017. http://dx.doi.org/10.31826/9781463237813-008.

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Weiss, Michael. "Morphology and Word Formation." In A Companion to the Ancient Greek Language, 104–19. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444317398.ch8.

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Kassotaki, Irini. "6. The Morphology -me in Modern Greek as L2: How German and Russian L2 Learners Interpret Verbal Constructions." In Morphosyntactic Issues in Second Language Acquisition, edited by Danuta Gabryś-Barker, 107–20. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690661-008.

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Crouch, Dora P. "Clusters of Water System Elements." In Water Management in Ancient Greek Cities. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195072808.003.0028.

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This study deals with the water system elements from twenty-five ancient Greek sites. The elements are grouped (as in the comparative case-studies of Chapter 15) into eight main categories, with that of “fittings and auxiliaries” subdivided into seventeen kinds of elements. Although 25 sites times 8 categories times 17 elements is 3400 possible combinations, which is more than we have room to discuss in a limited work like this, from a statistical point of view such numbers are trivial. However, scientists have recently been working with the concept of “clusters” in cases like this one where the assortments are too few for applying the methods of statistics (see H. Blalock, Causal Inferrence in Non-Experimental Research.) What they look for are combinations that seem to recur in meaningful patterns. One can think of a partially ordered set, where the order is apparent within categories but not over all of them. Bathtubs, for instance, can be arranged in groups of like form, but distinguishing between large bathtubs and small plunge pools may be difficult. Alternately, one may know the relative order of categories, but not their absolute magnitude. An example here is A, not knowing a language at all; B, being able to read the language; C, speaking and reading the language fluently. At what point does B grade into C? It’s a judgment call. Throughout this book I have approached the material with an eye to what we can determine using irregular and “messy” data, and this concept of clusters has enabled me to appreciate the significance of the combinations of elements that have been observed at different places, times, and by different excavators, even when the number of examples is few. Both the objects found together in clusters, and the certainty of finding them together, vary. For instance, settling or catchment basins (Figs. 16.2, 16.3) are always associated with pipes or channels to facilitate drainage. The ditch and bench supports for a latrine are frequently associated with a sewer under the street outside the building, but sometimes with a cesspool instead.
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"Word formation." In Greek: An Essential Grammar of the Modern Language, 254–60. Routledge, 2015. http://dx.doi.org/10.4324/9780203645215-16.

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"Derivational morphology and other word formation processes." In Greek: A Comprehensive Grammar of the Modern Language, 245–80. Routledge, 2012. http://dx.doi.org/10.4324/9780203802380-21.

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Van Rooy, Raf. "A dive into the prehistory of the conceptual pair." In Language or Dialect?, 15–27. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198845713.003.0002.

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Chapter 2 starts at the ultimate origin of the English term dialect, ancient Greece, contending that it was never customary in Greek scholarship to contrast this term to a word referring to a superordinate concept of language. In order to substantiate this view, the chapter treats both passing references to the Greek dialects in a wide variety of texts and influential definitions of the Greek word diálektos (διάλεκτος‎). It also frames these definition attempts in their philological context, as the phenomenon of dialect was predominantly studied for its literary relevance. Finally, this chapter briefly discusses the Latin tradition up to about 1500, arguing that an obvious opposition of dialect to language cannot be discovered there either.
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Demulder, Bram. "Is dualism a Greek word? Plutarch’s dualism as a cultural and historical phenomenon." In Space, Time and Language in Plutarch, edited by Aristoula Georgiadou and Katerina Oikonomopoulou. Berlin, Boston: De Gruyter, 2017. http://dx.doi.org/10.1515/9783110539479-019.

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Conference papers on the topic "Greek language Greek language Mē (The Greek word)"

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Galochkina, Tatiana. "Word formative structure of words with the root lěp- in Old Russian written records." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.10121g.

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System of derivational morphology of the Old Russian language has its own characteristics based on the origin of the book vocabulary, which consisted mainly of Proto-Slavic words and calques from Greek words. The main morphological way of word formation was the heritage of the Proto-Slavic language, which developed together with the formation of morphemes as a language unit. Active derivation took place during the formation of the Old Russian book vocabulary. During this period an uninterrupted process began the creation of book translations from the Greek into Church Slavonic. The ancient scribes made extensive use of Greek words calquing, which especially intensified the creation of compound words. Compound words were formed according to the models of Greek composites, but using Russian morphemes. As a result of this process, the lexical fund of the literary language was created, which included words with the root *lěp-. Such words are contained in ancient Russian written records (“Life of St. Sava the Sanctified”, composed by St. Cyril Skifopolsky, “The Life of St. Andrew the Fool”, “The Chronicle” by John Malalas, “The Chronicle” by George Amartol, “History of the Jewish War” by Josephus Flavius, Christianopolis (Acts and Epistles of the Apostles), Uspensky Сollection of XII–XIII centuries etc.). In the article will be considered the word formative structure of words with the root lěp-.
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Galochkina, Tatiana. "Word formative structure of words with the root lěp- in Old Russian written records." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.10121g.

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System of derivational morphology of the Old Russian language has its own characteristics based on the origin of the book vocabulary, which consisted mainly of Proto-Slavic words and calques from Greek words. The main morphological way of word formation was the heritage of the Proto-Slavic language, which developed together with the formation of morphemes as a language unit. Active derivation took place during the formation of the Old Russian book vocabulary. During this period an uninterrupted process began the creation of book translations from the Greek into Church Slavonic. The ancient scribes made extensive use of Greek words calquing, which especially intensified the creation of compound words. Compound words were formed according to the models of Greek composites, but using Russian morphemes. As a result of this process, the lexical fund of the literary language was created, which included words with the root *lěp-. Such words are contained in ancient Russian written records (“Life of St. Sava the Sanctified”, composed by St. Cyril Skifopolsky, “The Life of St. Andrew the Fool”, “The Chronicle” by John Malalas, “The Chronicle” by George Amartol, “History of the Jewish War” by Josephus Flavius, Christianopolis (Acts and Epistles of the Apostles), Uspensky Сollection of XII–XIII centuries etc.). In the article will be considered the word formative structure of words with the root lěp-.
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Tsela, Vassiliki, Georgia Andreou, Maria Liakou, and Julie Baseki. "Morphological awareness in L1 and L2 reading skills." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0051/000466.

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The present study investigated the effect of morphological awareness on three measures of reading, namely decoding, fluency and comprehension, in Greek as a first language (L1) and in French as a foreign language (L2). Morphological awareness was assessed via two tasks, a verb inflection task and a word production task. The results of this study indicated that the student’s performance in the two morphological tasks was significantly associated with their performance in the reading tasks. Our results support our hypothesis that morphological awareness can be a significant predictor of the high or low performances in decoding, reading fluency and reading comprehension in both L1 and L2 and it plays a critical role in reading efficiency.
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