Dissertationen: „Influence on Greek language“

1

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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2

Kisling, Reid A. „The influence of the Hebrew language on cognate datives in Koine Greek“. Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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3

Andria, Maria. „Crosslinguistic influence in the acquisition of Greek as a foreign language by Spanish/Catalan L1 learners: The role of proficiency and stays abroad“. Doctoral thesis, Universitat de Barcelona, 2014. http://hdl.handle.net/10803/285452.

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The purpose of the present study is to investigate the influence of first language (L1) patterns on the acquisition of Greek as a foreign language (L2) by Spanish/Catalan L1 learners, as well as to determine whether L2 proficiency level and stays in the target- language country have an effect on such influence. More specifically, the current study aims to explore an under-researched crosslinguistic phenomenon which concerns the expression of EXPERIENTIAL STATES. In Spanish and Catalan, EXPERIENTIAL STATES tend to be expressed by means of periphrases composed by the verbs tener/tenir (“to have”), dar/donar (“to give”) or hacer/fer (“to make”) and a noun, whereas in Greek the equivalent experience tends to be expressed with a single verb (experiential verbs) (e.g., tener hambre/ tenir gana vs. πεινάω /pináo/ “to be hungry”, me da vergüenza/ em fa vergonya vs. ντρέπομαι /drépome/ “to feel embarrassed”). Native speakers of different languages tend to describe the same events or thought using different thinking-for-speaking patterns (Berman & Sloman, 1994). These patterns acquired in childhood tend to be resistant to reconstruction in adult Second Language Acquisition (SLA) (Slobin, 1991, 1993, 1996a), and are often transferred by L2 learners (Cadierno, 2004, 2008, 2010; Han & Cadierno, 2010). Following this line of inquiry, the present study aims to examine whether the dissimilarity in the L1-L2 patterns regarding the construal of the EXPERIENTIAL STATE (Langacker, 2008a) will result in cases of crosslinguistic influence (CLI). The present study takes as a point of departure Cognitive Linguistics’ recent application to SLA studies (Cadierno, 2004; Cadierno & Lund, 2004; Robinson & Ellis, 2008a; Tyler, 2012a). It also discusses its hypotheses and findings in light of conceptualization transfer (Jarvis, 2007, 2011) and the thinking-for-speaking hypothesis (Slobin, 1991, 1993, 1996a). The participants (N=114) were Spanish/Catalan L1 learners of Greek in a formal language setting in Spain. They belonged to five different proficiency levels (from A2 to B2.2 according to the Common European Framework of Reference) and had experienced stays in Greece of various durations. Native speakers of Greek (N=30) were also recruited to provide a baseline for comparison. A battery of instruments (including a grammaticality judgment test (GJT), a written description task, an oral description task, a questionnaire and interviews with the teachers of the language schools under analysis) were designed first-hand for the purposes of the study. Both quantitative and qualitative analyses were performed. The results of the analyses demonstrated that there were significant differences in the way Spanish/Catalan learners of Greek and Greek native speakers construed the EXPERIENTIAL STATES under analysis. Even at advanced proficiency levels, traces of L1 influence were still detected, and the divergence with the native speakers was still significant. This finding suggests that the acquisition of these verbs constitutes a problematic area for Spanish/Catalan learners of Greek. L2 proficiency appeared to be important mainly for the low proficiency levels. L1 influence decreased as proficiency increased. Nevertheless, for the higher proficiency levels in the sample, proficiency did not play such a determining role, since significant differences were not found among these levels. Results indicated that the acquisition of experiential verbs progresses linearly up to a certain level and then stabilizes. The study also showed certain task effects, in the sense that CLI was more clearly exhibited in the recognition task (GJT) than in the production tasks. Stays in the target-language country were found to be beneficial for the acquisition of the patterns under analysis. Participants who had spent more time in Greece were more aware of the target forms and showed fewer instances of L1 transfer. However, the impact of stays abroad was more apparent in the case of pattern recognition (as measured in the GJT), than in the case of actual production (as measured in the picture description tasks). This doctoral dissertation concludes by suggesting that explicit instruction of the patterns under analysis (i.e., direct crosslinguistic comparisons in order to sensitize learners’ awareness) and/or the combination of formal instruction “at-home” with stays in the target language country could potentially lead to a better acquisition of the experiential verbs under study.
El objetivo del presente estudio es investigar la influencia de patrones de la primera lengua (L1) en la adquisición del griego como lengua extranjera (L2) por hablantes nativos de español y catalán, así como también determinar si tanto el nivel de dominio de la lengua, como las estancias en el país nativo de la misma tienen algún efecto en dicha influencia. Más específicamente, el presente estudio se centra en explorar un fenómeno escasamente investigado sobre la influencia entre lenguas que concierne la expresión del ESTADO EXPERIENCIAL. En español y catalán, ciertos ESTADOS EXPERIENCIALES suelen expresarse por medio de perífrasis verbales mientras que en griego tienden a expresarse con un solo verbo (verbos experienciales). Los hablantes nativos de diferentes idiomas tienden a describir los mismos eventos o pensamientos usando diferentes patrones de “pensar para hablar” (thinking-for- speaking) (Berman & Sloman, 1994). Estos patrones adquiridos durante la infancia tienden a ser reacios a reconstruirse en la adquisición de segundas lenguas en la edad adulta (SLA) (Slobin, 1991, 1993, 1996a), y son frecuentemente transferidos por aprendices de la segunda lengua (Cadierno, 2004, 2008, 2010; Han & Cadierno, 2010). Siguiendo esta línea de investigación, el presente estudio tiene el objetivo de examinar si la disparidad entre los patrones de la primera lengua y la segunda con respecto al constructo del ESTADO EXPERIENCIAL (Langacker, 2008a) da lugar a casos de influencia entre lenguas (Crosslinguistic Influence). El presente estudio toma como punto de partida la aplicación reciente de la lingüística cognitiva a los estudios de adquisición de segundas lenguas (Cadierno, 2004; Cadierno & Lund, 2004; Robinson & Ellis, 2008a; Tyler, 2012a). Asimismo, se analizan las hipótesis y los resultados a la luz de la transferencia de conceptualización (conceptualization transfer) (Jarvis, 2007, 2011) y la hipótesis del “pensar para hablar” (Slobin, 1991, 1993, 1996a). Los participantes (N=114) eran estudiantes de griego con L1 español o catalán en un contexto lingüístico formal en España. Pertenecían a cinco niveles de competencia diferentes (desde el A2 al B2.2 según el Marco de Referencia Europeo de Lenguas) y habían tenido experiencias de estancias en Grecia de diferentes duraciones. También se incluyeron hablantes nativos de griego (N=30) con el fin de proporcionar una base para la comparación. Los instrumentos empleados en esta tesis fueron diseñados de primera mano para cumplir con los objetivos del estudio. Los resultados de los análisis han demostrado que existen diferencias significativas en la manera en que los estudiantes de griego con L1 español/catalan y los hablantes nativos de griego interpretan los ESTADOS EXPERIENCIALES objeto de análisis. Incluso en los niveles avanzados, se detectaron indicios de influencia de la primera lengua, y la divergencia con los hablantes nativos fue muy significativa. Este resultado sugiere que la adquisición de estos verbos constituye un área problemática para los estudiantes de griego con L1 español/catalan. El nivel de dominio del idioma parece ser importante principalmente para los niveles bajos. Los resultados han indicado que la adquisición de los verbos experienciales progresa de una manera lineal hasta un cierto nivel y luego se estabiliza. Se ha descubierto que las estancias en el país de la lengua meta son ventajosas para la adquisición de los patrones objeto de estudio. La presente tesis doctoral concluye sugiriendo que la instrucción explícita de los patrones objeto de estudio (p.ej., las comparaciones directas de influencia entre lenguas) y/o la combinación de instrucción formal “en casa” y estancias en el país de lengua meta podrían conducir de una manera potencial a una mejor adquisición de los verbos experienciales objeto de estudio.

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4

Macleod, Eilidh. „Linguistic evidence for Mycenaean epic“. Thesis, University of St Andrews, 2003. http://hdl.handle.net/10023/14497.

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It is now widely acknowledged that the Greek epic tradition, best known from Homer, dates back into the Mycenaean Age, and that certain aspects of epic language point to an origin for this type of verse before the date of the extant Linear B tablets. This thesis argues that not only is this so, but that indeed before the end of the Mycenaean Age epic verse was composed in a distinctive literary language characterized by the presence of alternative forms used for metrical convenience. Such alternatives included dialectal variants and forms which were retained in epic once obsolete in everyday speech. Thus epic language in the 2nd millennium already possessed some of the most distinctive characteristics manifest in its Homeric incarnation, namely the presence of doublets and the retention of archaisms. It is argued here that the most probable source for accretions to epic language was at all times the spoken language familiar to the poets of the tradition. There is reason to believe that certain archaic forms, attested only in epic and its imitators, were obsolete in spoken Greek before 1200 B.C.; by examining formulae containing such forms it is possible to determine the likely subject-matter of 2nd millennium epic. Such a linguistic analysis leads to the conclusion that much of the thematic content of Homeric epic corresponds to that of 2nd millennium epic. Non-Homeric early dactylic verse (e.g. the Hesiodic corpus) provides examples of both non-Homeric dialect forms and of archaisms unknown from Homer. This fact, it is argued, points to the conclusion that the 2nd millennium linguistic heritage of epic is evident also from these poems, and that they are not simply imitations of Homer, but independent representatives of the same poetic tradition whose roots lie in the 2nd millennium epic.

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5

Oliver, Desmond Mark. „Cultural appropriation in Messiaen's rhythmic language“. Thesis, University of Oxford, 2016. http://ora.ox.ac.uk/objects/uuid:54799b39-3185-4db8-9111-77a8b284b2e7.

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Bruhn (2008) and Griffiths (1978) have referred in passing to Messiaen's use of non-Western content as an appropriation, but a consideration of its potential moral and aesthetic failings within the scope of modern literature on artistic cultural appropriation is an underexplored topic. Messiaen's first encounter with India came during his student years, by way of a Sanskrit version of Saṅgītaratnākara (c. 1240 CE) written by the thirteenth-century Hindu musicologist Śārṅgadeva. I examine Messiaen's use of Indian deśītālas within a cultural appropriation context. Non-Western music provided a safe space for him to explore the familiar, and served as validation for previously held creative interests, prompting the expansion and development of rhythmic techniques from the unfamiliar. Chapter 1 examines the different forms of artistic cultural appropriation, drawing on the ideas of James O. Young and Conrad G. Brunk (2012) and Bruce H. Ziff and Pratima V. Rao (1997). I consider the impact of power dynamic inequality between 'insider' and 'outsider' cultures. I evaluate the relation between aesthetic errors and authenticity. Chapter 2 considers the internal and external factors and that prompted Messiaen to draw on non-Western rhythm. I examine Messiaen's appropriation of Indian rhythm in relation to Bloomian poetic misreading, and whether his appropriation of Indian rhythm reveals an authentic intention. Chapter 3 analyses Messiaen's interpretation of Śārṅgadeva's 120 deśītālas and its underlying Hindu symbolism. Chapter 4 contextualises Messiaen's Japanese poem Sept haïkaï (1962) in relation to other European Orientalist artworks of the late-nineteenth and early-twentieth centuries, and also in relation to Michael Sullivan's (1987: 209) three-tiered definitions of japonism.

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6

Bourguignon, Alexandra. „Les emprunts sémitiques en grec ancien: étude méthodologique et exemples mycéniens“. Doctoral thesis, Universite Libre de Bruxelles, 2012. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209720.

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Les emprunts sémitiques en grec, au-delà des questions idéologiques qui leur sont liées, posent une série de problèmes méthodologiques. En effet, la plupart des études sur le sujet qui ont été menées jusqu’à aujourd’hui ont omis la mise en contexte historique et n’ont pas suffisamment développé l’analyse du processus d’adaptation menant de l’étymon à l’emprunt, aboutissant ainsi à des incohérences chronologiques et linguistiques.

Le présent ouvrage fournit donc, après un chapitre de définitions relatives à l’emprunt et à l’étymologie et un autre consacré aux différentes études existantes sur les emprunts sémitiques en grec, une présentation générale du contexte historique et économique de la Méditerranée orientale au IIe millénaire a.C. ainsi que des langues en présence, suivie d’un chapitre reprenant les modifications phonétiques, morphologiques, sémantiques et accentuelles qu’un mot peut subir lorsqu’il est emprunté par une autre langue.

Viennent ensuite un chapitre expliquant la méthodologie utilisée pour l’analyse de cas concrets, puis les analyses elles-mêmes. Elles sont au nombre de neuf :trois noms de plantes (κ&973;μ&953;ν&959;ν, « cumin », κ&973;π&949;&953;&961;&959;ν, « souchet », σ&941;λ&953;ν&959;ν ,« céleri »), deux noms de récipients (&7936;σ&940;μ&953;ν&952;&959;&962; « baignoire », φ&953;&940;λ&951; un récipient) et quatre noms de métiers ou institution (βασ&953;λ&949;&973;&962; « chef local, roi », damokoro, un fonctionnaire (?), ζ&940;κ&959;&961;&959;&962; un fonctionnaire du temple, &964;&941;μ&949;ν&959;&962; « portion de territoire réservée à un chef ou à une divinité »). Ces mots offrent un large panorama des difficultés liées à l’étude des emprunts sémitiques en grec et des solutions proposées par l’auteur à la lumière des précédents chapitres.

Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished

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7

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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8

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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9

Sklika, Elpida. „L’influence de l’anglais comme langue mondiale sur le grec moderne : une étude de trois genres de la presse numérique grecque“. Thesis, Strasbourg, 2020. http://www.theses.fr/2020STRAC003.

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Cette thèse porte sur l’influence de l’anglais comme langue mondiale sur la presse numérique grecque. C’est une étude qualitative d’un corpus de 126 textes de la presse grecque et d’un corpus complémentaire de 15 textes de la presse anglophone publiés en ligne entre 2011-2015. Les données sont tirées de trois genres, les articles d’actualité, les articles d’opinion et les interviews, et cinq thématiques : art et mode, économie et politique, monde et environnement, science et technologie et santé et sport. Le cadre théorique s’appuie sur l’emprunt linguistique et la rhétorique d’un texte numérique. Quant à l’influence de l’anglais, nous notons des traces au niveau du lexique, de la syntaxe, de la sémantique, du discours et de la titraille. Pour la mise en scène d’un texte numérique, nous notons divers modèles de lecture, ainsi que les différences entre la presse grecque et anglophone. Finalement, ces résultats soulignent une combinaison de l’implantation de l’anglais dans la presse grecque du haut vers le bas et du bas vers le haut
This thesis focuses on the influence of English as a global language on the Greek digital press. It is a qualitative study of a corpus of 126 texts from the Greek online press and a complementary corpus of 15 texts from the anglophone press published on the Internet between 2011-2015. The data are drawn from three journalistic genres: news articles, opinion articles and interviews, and 5 column-themes: art and fashion, economy and politics, world and environment, science and technology and health and sports. The theoretical framework is based on the linguistic borrowing and the rhetorical theory of a digital text. As for the influence of English, traces on the lexicon, syntax, semantics, discourse and headlines are mainly pointed out. Concerning the layout of a digital text, we found various reading models, as well as some differences between the Greek and anglophone press. Finally, these results underline a combination of the implantation of English borrowing on the Greek press from a top down and a bottom up point of view

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10

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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11

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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12

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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13

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

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14

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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15

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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16

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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17

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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18

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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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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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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21

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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22

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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23

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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24

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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25

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.
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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26

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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27

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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28

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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29

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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30

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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31

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

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32

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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33

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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34

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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35

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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36

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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37

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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38

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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39

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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40

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

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41

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

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42

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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43

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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44

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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45

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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46

Aston, G. V. „Early Indian logic and the question of Greek influence“. Thesis, University of Canterbury. Philosophy, 2004. http://hdl.handle.net/10092/4626.

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The main arguments for Greek influence in Indian logic are that the Indian and Greek systems of logic display more similarities than can be reasonably explained as the result of coincidence; that Indian logic, unlike Greek logic, shows no signs of progressing through stages of development; that Greek logic pre-dates Indian logic; that the Greeks were in India at the right time to influence Indian logicians; and that the Greeks are known to have influenced Indians in areas other than logic, e.g. art and astronomy. I show that the arguments for Greek influence in Indian logic are not compelling. Moreover, I present a case that Indian logic most likely developed without Greek influence. The main argument against Greek influence in Indian logic is that there are developmental stages in Indian logic, and these demonstrate that logic in India most probably evolved from the ancient tradition of debate in a manner completely independent of any Greek influence. My account of early Indian logic draws on a wide variety of sources. These range from the very earliest surviving records that describe the days of the Buddha (fifth century BC) down to the works of Nāgārjuna (second century AD). These sources include ancient works on debate, as well as religious, philosophical and medical works. The logically significant material scattered through these works has been separated from all other extraneous material and arranged both chronologically and by topic. My thesis therefore presents the essential features of early Indian logic without the complications normally associated with research in this area. The stages in the development of early Indian logic show that there is no need to invoke Greek influence in order to account for the existence of well-developed logic in India during the Hellenistic period.

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47

Noel-Smith, Kelly Ann. „Freud on time and timelessness : the ancient Greek influence“. Thesis, Birkbeck (University of London), 2014. http://bbktheses.da.ulcc.ac.uk/71/.

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This thesis turns on two assumptions: first, that there is a current absence within the psychoanalytic library of a consolidated account of Freud's theories of time and timelessness; second, that there is compelling evidence of an influence by the ancient Greek canon on Freud's metapsychology of time. The thesis is that a detailed examination of this influence will bring additional clarity to our understanding of Freud’s thoughts about time and timelessness and permit the provision of the currently lacking systematic account of this part of his theory. The author brings the three components of the Greek canon most important to Freud - myth, tragedy and philosophy – into dialogue with psychoanalysis to show the importance of their influence on Freud's ideas on temporality. The dialogue permits novel conclusions to be drawn about Freud's theory of temporality generally and Freud's views on how we acquire time in particular.

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48

Ntelitheos, Dimitrios. „A constraint hierarchy approach to the different distribution of reflexives in English and Greek“. Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B2347290x.

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49

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.
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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50

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.

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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.

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Dissertationen zum Thema „Influence on Greek language“

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