Dissertations / Theses: 'Greek language'

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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

Full text

Abstract:

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).

APA, Harvard, Vancouver, ISO, and other styles

4

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

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/.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

12

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

14

Barber, Peter Jeffrey. "Evidence for Siever's Law in ancient Greek." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670129.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

20

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

27

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Cartlidge, Benjamin John. "The language of Menander Comicus and its relation to the Koine." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:37b595ee-b259-4947-bd81-abdd034b5d88.

Full text

Abstract:

The thesis is a study of the language of Menander Comicus (c.341-292/1 B.C.). The core of the thesis is a partial description of his language. Using a sociolinguistically informed model of koineisation, Menander's language is related to developments in the linguistic history of Greek. The first chapter therefore reviews the literature on Menander's language and details the theory of koineisation that will inform the subsequent chapters; accommodation theory is here of particular importance. The second chapter reviews nominal word-formation, used elsewhere in the literature as a criterion of the Koiné. It is pointed out that word-formation is not a good criterion, as the assessment of productivity patterns in a dead variety is difficult. However, by a detailed philological study of the data in Menander, some conclusions are reached about the productive and non-productive suffixes in Menander. The derivational patterns he attests for the most part look classical, but some changes are detected. The third chapter looks at the phonology and morphology of Menander. It is suggested that the vocalism of Menander betrays some characteristic Koiné developments, while the consonantism is mostly conservative. Noun and pronoun morphology are mostly conservative, while verbal morphology shows some signs of paradigm levelling. This is in line with the developments expected of a koineising variety, which are characterised by levelling. The final chapter is much more descriptive and focuses on syntax, particularly subordinate clauses. Some difficult examples of relative clauses are discussed which may anticipate later developments. Adverbial and complement clauses show that the optative, while morphologically stable, is no longer used in certain syntactic contexts (the oblique optative has more or less disappeared). An overall assessment attempts to distinguish the synchronic and the diachronic conclusions: the thesis deliberately discussed both together. It points out some concrete results establishing some spurious Menandrean texts while discussing the status of Menander's dialect. The main conclusion is that the terms of the debate about Menander's language have been misconceived: 'Attic vs. 'Koiné' is a false dichotomy in fourth-century Attica.

APA, Harvard, Vancouver, ISO, and other styles

36

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

39

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Roussou, Stephanie. "Pseudo-Arcadius' Epitome of Herodian's Περὶ καθολικῆς προσῳδίας : with a critical edition and notes on Books 1-8." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:235409a4-7f6c-4495-83b3-41f8291f46d4.

Full text

Abstract:

This thesis is a new edition of the Preface and Books 1-8 of Pseudo-Arcadius’ Epitome of Herodian’s Περὶ καθολικῆς προσῳδίας. It includes an introduction, critical apparatus, apparatus of parallel passages and notes on the text, and is intended as a contribution to modern Herodianic studies. Most of our knowledge of Greek accentuation is due to Herodian’s lost Περὶ καθολικῆς προσῳδίας. The main sources for this work, an epitome misattributed to Arcadius and another by John Philoponus, do not have modern critical editions. Lentz’s only collected edition of Herodian’s works (1867-70) is difficult to work with, because Lentz attempts to reconstruct Herodian’s work rather than to lay out the surviving evidence. The new critical edition of Pseudo-Arcadius’ Epitome is a response to the need for new and separate editions of the sources for the Περὶ καθολικῆς προσῳδίας. A new edition of this text is important because the previous two editions (Barker 1820, Schmidt 1860) have many weaknesses; neither editor examined all the surviving manuscripts, and they did not read the manuscripts themselves but used copies made by other people. My new examination of all the surviving manuscripts, excepting some very late and uncontroversially derivative manuscripts, comes to a new conclusion about their interrelations. The two manuscripts which I am the first to employ turn out to be the only non-derivative manuscripts, and therefore by far the most important. They enable us to improve the text significantly. My introduction includes a substantial new evaluation of the interpolated or doubtful sections in the epitome, whose study is impeded by confusion as to their date and relationships to other works. It also discusses the authorship of this epitome, and its grammatical terminology and concepts. Another innovation is the apparatus of parallel passages. The collection of other texts that have derived material from Herodian shows the extent of Herodian’s influence on later grammatical texts. The parallel passages, as witnesses to Herodian’s text in some form, often enable us to correct the text of Pseudo-Arcadius’ Epitome. A further contribution of my thesis consists of the commentary, which discusses corrupt passages, features of the text that have never been explained before, and places where specific details of the epitomator’s methods can be identified. The commentary also provides argumentation supporting decisions taken in editing the text, and other helpful information for the understanding of the text.

APA, Harvard, Vancouver, ISO, and other styles

42

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Weyrick, David. "The utilization of pedagogical techniques sensitive to potential student frustration in the study of New Testament Greek." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Hartley, Don. "Criteria for determining qualitative nouns with a special view to understanding the Colwell construction." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Nikolaev, Alexander Sergeevich. "Diachronic Poetics and Language History: Studies in Archaic Greek Poetry." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10489.

Full text

Abstract:

The broad objective of this dissertation is an interdisciplinary study uniting historical linguistics, classical philology, and comparative poetics in an attempt to investigate archaic Greek poetic texts from a diachronic perspective. This thesis consists of two parts. The first part, “Etymology and Poetics”, is devoted to several cases where scantiness of attestation and lack of semantic information render traditional philological methods of textual interpretation insufficient. In such cases, the meaning of a word has to be arrived at through linguistic analysis and verified through appeal to related poetic traditions, such as that of Indo-Iranian. Chapter 1 proposes a new interpretation for the enigmatic word ἀάατο̋, the Homeric epithet of the waters of the Styx, which is shown to have meant ‘sunless’. Chapter 2 deals with the word ἀριδείκετο̋, argued to mean ‘famous’: this solution finds support in the use of the root *dei̯k- in the poetic expression “to show forth praise”, found in Greek choral lyric and the Rigveda. Chapter 3 investigates the history of the verbs ἰάπτω ‘to harm’ and ἰάπτω ‘to send forth (to Hades)’. Chapter 4 improves the text of Pindar (O. 6.54), restoring a form ἀπειράτωι. Chapter 5 discusses the difficult word ἀμαυρό̋, establishing for it a meaning ‘weak’ and proposing a new etymology. Finally, Chapter 6 places Alc. 34 in the context of comparative mythology, with the object of reconstructing the history of the Lesbian lyric tradition. The second part, “Grammar of Poetry”, shifts the focus of the inquiry from comparative poetics to the language of early Greek poetry and its use. Chapter 7 addresses the problematic Homeric aorist infinitives in -έειν, showing how these artificial forms were created by allomorphic remodeling driven by metrical necessity; the problem is placed in the wider context of the debate about the transmission and development of Homeric epic diction. The metrical and linguistic facts relating to the distribution of infinitives are further discussed in Chapter 8, where it is argued that the unexpected Aeolic form νηφέμεν in Archil. 4 should be viewed as an intentional allusion to the epic tradition, specifically, the famous midsummer picnic scene in Hesiod.
Linguistics

APA, Harvard, Vancouver, ISO, and other styles

46

Gheralis-Roussos, Eleni. "The motivation of English language teachers in Greek secondary schools." Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/11245/.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

47

Alexiou, Thomai. "Cognitive development, aptitude and language learning in Greek young learners." Thesis, Swansea University, 2005. https://cronfa.swan.ac.uk/Record/cronfa42407.

Full text

Abstract:

Current views of foreign language learning aptitude are adult orientated. Descriptions of aptitude are cast in terms of sophisticated language abilities and these are investigated by means of complex language tests. It is not possible within this framework to test, or even describe, aptitude in young children since their language capacities are still developing. Recent studies support the idea that there is a link between the general cognitive skills that learners possess and their success in learning their second language. They can suggest, therefore, which separate elements of cognitive ability may be part of language learning aptitude in children. A series of research concerning the relation between general cognitive skills and second language success has been conducted during the past three years. The studies are done in Greek schools and involve young learners of 5-9 years. The results suggest that tests of general cognitive skills such as memory and analytic ability are very good predictors of foreign language learning success. In this, aptitude in young learners appears to be very similar to aptitude in adults. These cognitive skills appear to improve with age so it can be argued that in certain ways older learners are actually better language learners than children. Yet, the question of a 'window of opportunity' and the age effect still remains open. As other researchers have supported comprehensible and continuous exposure, appropriate methodology and trained teachers are more promising than the onset time. The study offers convincing evidence that the nature of language learning aptitude might not be fixed at least at that age and there is a possibility that at that stage it might actually be plastic. This does not mean that one could instruct everyone to be equally good at learning languages using the cognitive skills suggested here. It does imply, however, that practice and improvement on certain abilities that relate to language may well facilitate effective learning at least to some extent. A test of cognitive skills that appear to relate to foreign language learning is devised at the end that could hopefully offer a valuable source for a child's learning profile at the very beginning of learning.

APA, Harvard, Vancouver, ISO, and other styles

48

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Ioannidou, Elena. "'This ain't my real language, miss' : on language and ethnic identity among Greek Cypriot students." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252222.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Stead, Matthew A. "Paul's use of "maturity" language in Philippians 3." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Greek language'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles