Relevant bibliographies by topics / English language Grammar, Comparative Greek

Academic literature on the topic 'English language Grammar, Comparative Greek'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "English language Grammar, Comparative Greek"

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Leivada, Evelina. "Language Processing at Its Trickiest: Grammatical Illusions and Heuristics of Judgment." Languages 5, no. 3 (July 21, 2020): 29. http://dx.doi.org/10.3390/languages5030029.

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Humans are intuitively good at providing judgments about what forms part of their native language and what does not. Although such judgments are robust, consistent, and reliable, human cognition is demonstrably fallible to illusions of various types. Language is no exception. In the linguistic domain, several types of sentences have been shown to trick the parser into giving them a high acceptability judgment despite their ill-formedness. One example is the so-called comparative illusion (‘More people have been to Tromsø than I have’). To this day, comparative illusions have been tested mainly with monolingual, neurotypical speakers of English. The present research aims to broaden our understanding of this phenomenon by putting it to test in two populations that differ in one crucial factor: the number of languages they speak. A timed acceptability judgment task was administered to monolingual speakers of Standard Greek and bi(dia)lectal speakers of Standard and Cypriot Greek. The results are not fully in line with any of the semantic re-analyses proposed for the illusion so far, hence a new proposal is offered about what interpretation induces the illusion, appreciating the influence of both grammatical processing and cognitive heuristics. Second, the results reveal an effect of developmental trajectory. This effect may be linked to an enhanced ability to spot the illusion in bi(dia)lectals, but several factors can be identified as possible culprits behind this result. After discussing each of them, it is argued that having two grammars may facilitate the setting of a higher processing threshold, something that would entail decreased fallibility to grammatical illusions.
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Plank, Frans. "Greenlandic in comparison." Historiographia Linguistica 17, no. 3 (January 1, 1990): 309–38. http://dx.doi.org/10.1075/hl.17.3.04pla.

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Summary The first descriptive grammar of Greenlandic Eskimo was published in 1760 by Paul Egede, continuing the work of his father, Hans, and his missionary collaborator, Albert Top. Curiously, however, the comparative study of Greenlandic had already been inaugurated in 1745, when Marcus Wöldike (1699–1750), professor of theology at the University of Copenhagen, read a remarkable paper to the Kiøbenhavnske Selskab af Lœrdoms of Videnskabers Elskere, published next year in the proceedings of that Society. Based on information obtained from the Egedes, Wöldike presented a grammar of Greenlandic in summary form and compared Greenlandic to about two dozen other languages on some sixty phonological, morphological, and syntactic criteria. As it turned out, Greenlandic was rather similar to Hungarian, sharing with it a great many features (especially such as Hungarian did not share with European languages such as Icelandic, Norwegian, Danish, English, German, Irish, Welsh, Breton, Latin, Italian, French, Ancient Greek, and Slavonic) and showing preciously few differences. American languages, represented by Tupi, Carib, Huron, Natick, and Algonkin, were found to differ considerably from Greenlandic; and Hebrew, Arabic, and Turkish did not much better. Lapp and Finnish came out as close structural relatives of Hungarian – which amounted to the first published demonstration of the Finno-Ugric hypothesis, antedating Saj-novics’s of 1770 and Gyarmathi’s of 1799. For Wöldike the large-scale agreements especially between Greenlandic and Hungarian were no inexplicable chance coincidences. The explanation he suggested was not typological, drawing on necessary correlations of the structural features shared, but historical. Rather than positing a common Ursprache, as was and continued to be the fashion, however, he invoked diffusion within a Sprachbund, localized, somewhat vaguely, in Tartary, from where the Greenlanders and Hungarians (and Lapps and Finns too) had supposedly migrated to their present habitats.
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ALEXIADOU, ARTEMIS. "Proper name compounds: a comparative perspective." English Language and Linguistics 23, no. 4 (October 15, 2019): 855–77. http://dx.doi.org/10.1017/s1360674319000236.

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The article discusses compound formation involving proper names from a comparative perspective. While proper names can appear within compounds in English, this is not possible in Greek. The article argues that this follows from a basic difference between English and Greek: English, but not Greek, allows phrases as non-heads of right-headed compounds. As proper names in English are referential in the absence of a determiner, due to the process of D-N merger, they can still be recognized as such within compounds. This is not possible in Greek, where proper names require the presence of a determiner to establish reference.
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Dai-hong, CHENG, and PAN Cui-qiong. "A Comparative Study of the Negative Transfer of Mother Language in English Grammar Teaching." IRA International Journal of Education and Multidisciplinary Studies 13, no. 3 (December 14, 2018): 41. http://dx.doi.org/10.21013/jems.v13.n3.p2.

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<p>It is the normal phenomenon that Chinese students’ English grammar learning may badly be influenced by mother language transfer. Especially the negative transfer must hinder the students’ progress in English learning. How to overcome the negative transfer becomes very crucial. This paper analyzes the negative transfer effects on English grammar teaching from the comparative perspectives of part of speech and sentence structure between English and Chinese, which provides enlightenment for students' English grammar learning, and also provides feasible countermeasures for teachers’ English grammar teaching in such way as to promote students' comprehensive English ability.</p>
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Kovbasko, Yurii. "On the Problem of Parts of Speech Identification in the English Language: A Historical Overview." Studies About Languages, no. 36 (July 1, 2020): 30–45. http://dx.doi.org/10.5755/j01.sal.0.36.24312.

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The paper focuses on the problem of identifying parts of speech in the historical perspective cov­ering the period of 1700–2019. It provides an insight into classical Greek and Latin approaches to exploring parts of speech, which lay foundation for further formation of the English tradition of parts of speech identification. More than 400 genuine grammar books, comprising variegated approaches towards parts of speech classifications that were used to functioning and are currently adopted in the English language, were analysed. The research suggests that classical approaches, Greek and Latin, in particular, had a profound impact on establishing the original English tradition in parts of speech identification. Since the period of standardisation (the 18th century) in the English grammar tradition, over 30 different classifications have been in use, either becoming popular and applicable in the Eng­lish language or going into disuse. In the present paper, all classifications are analysed in detail and arranged into 5 groups and 13 subgroups, respectively.
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Prentza, Alexandra, and Ianthi-Maria Tsimpli. "The Interpretability of Features in Second Language Acquisition: Evidence from Null and Postverbal Subjects in L2 English." Journal of Greek Linguistics 13, no. 2 (2013): 323–65. http://dx.doi.org/10.1163/15699846-13130204.

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We examine the microparameters of null and postverbal subjects in the Greek L1/English L2 interlanguage, exploring the role of interpretability in interlanguage representations. Our results suggest that while uninterpretable features are inaccessible in L2 acquisition, interpretable features are available and play a compensatory role. Although the abstract L1 properties of subject-verb agreement seem to transfer to the L2 representation, the effects appear scattered and transfer is not direct. We thus suggest that Greek-learner L2 English grammar exhibits non-random optionality in the properties of null and postverbal subjects, regulated by parameter-resetting (feature re-valuation) which is, however, neither the L1 (Greek) nor the target L2 (English) option.
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Kasimova, Malika. "Comparative Study Of Bilingual And Monolingual Children In Acquiring Grammar Strategies." American Journal of Applied sciences 03, no. 01 (January 31, 2021): 128–47. http://dx.doi.org/10.37547/tajas/volume03issue01-19.

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Foreign languages have been taught worldwide starting from elementary schools. While some children learn English as a second language, there are many bilinguals who study English as the third language. This small scale study aims to illustrate the dissimilarities between bilingual and monolingual students in learning the English language, specifically, acquiring English Grammar strategies. Two 3rd grade primary school pupils attended in this study. The research compiled three stages and data analysis revealed accordingly.
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Li, Yueyue. "John Locke’s Educational Theory on Gentlemen’s Language Learning." International Journal of Languages, Literature and Linguistics 7, no. 2 (June 2021): 50–53. http://dx.doi.org/10.18178/ijlll.2021.7.2.286.

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Classical languages represented by Latin and Greek have always been an essential part of gentlemanly education. However, with the rapid development of the bourgeoisie and the rise of empirical science in the 17th and 18th centuries, social needs began to change, and traditional learning courses could not adapt to society's development. John Locke conceives that the focus of language learning should be shifted from classical languages to English. An English gentleman should learn his own mother tongue. Moreover, English learning is not only about grammar but also about propriety and civility. English is not only a tool to learn knowledge but also a symbol of one's social rank. Therefore, a gentleman should show his propriety in the conversation.
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Deng, Fangfang, and Yuewu Lin. "A Comparative Study on Beliefs of Grammar Teaching between High School English Teachers and Students in China." English Language Teaching 9, no. 8 (June 2, 2016): 1. http://dx.doi.org/10.5539/elt.v9n8p1.

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<p>Grammar is “a system of rules governing the conventional arrangement and relationship of words in a sentence” (Brown 1994) which can facilitate the acquisition of a foreign language and is conducive for cultivating comprehensive language competence. Most teachers regard grammar as a frame of English learning. The grammar teaching beliefs held by teachers can affect their practical teaching behaviors in class, thus can have different teaching results in the end. Therefore, through quantitative and qualitative research, this paper aims to investigate the present status of grammar beliefs of high school students as well as teachers’ beliefs and their grammar teaching behaviors, analyze and compare the similarities and differences between them. The result shows that teachers’ grammar teaching has the tendency of communicative teaching while students’ grammar beliefs have the characteristic of integration of communicative and traditional grammar teaching. Teachers’ grammar teaching behaviors can basically be consistent with their grammar teaching beliefs.</p>
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Ilgūnaitienė, Ramunė Vitalija. "Is Grammar Still Important Learning the English Language on Tertiary Level? The Analysis of Students’ Attitude." International Linguistics Research 4, no. 2 (April 19, 2021): p1. http://dx.doi.org/10.30560/ilr.v4n2p1.

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Lecturers of Vytautas Magnus University Institute of Foreign Languages have noticed that students’ English grammar comprehension as well as their interest and motivation for learning it have dropped significantly. It was decided to carry out the research and find the answers to the topical questions. Do students thoroughly understand the importance of grammar in language acquisition context? What are the factors predisposing the diminishing value of grammar? What is the students’ insight into the grammar teaching/ learning process in level C1? The questionnaire was compiled and on the basis of a comparative – quantitative method the conclusions were drawn that students do not think that grammar plays an important role in learning the English language, they suppose that their grammar competence is sufficient to be fluent in English, thus, there is no need to continue learning grammar in level C1. If we do not make an attempt to solve this problem, it might lead to a dangerous outcome- the level of the English language proficiency may fall down drastically.
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Dissertations / Theses on the topic "English language Grammar, Comparative Greek"

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

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Boyd, Jeremy Kenyon. "Comparatively speaking a psycholinguistic study of optionality in grammar /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3273558.

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Thesis (Ph. D.)--University of California, San Diego, 2007.
Title from first page of PDF file (viewed August 31, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 172-181).
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Fischer, Klaus. "Investigations into verb valency : contrasting German and English." Thesis, University of Wales Trinity Saint David, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683145.

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Mbeje, Audrey N. "The function of demonstratives in Zulu and English : a contrastive study with pedagogical implications." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1247891.

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Lee, Seonmi. "Definiteness in Korean." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063199.

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This study presents a pragmatic approach to the analysis of definiteness. The expression of definiteness in Korean is analyzed as controlled by the pragmatic motivation to differentiate nouns with respect to their topical relevance and importance.The primary claim of this study is that grammar utilizes formal marking systems not only for making semantic contrasts but also for producing pragmatic distinctions. As an illustration of this claim, the marking vs. lack of marking that determine pragmatic status in Korean is examined, and it is argued that the lack of marking indicates the relative lack of special significance of a given referent as a specific individual, while overt marking indicates the relatively higher significance of an intended referent as a specific individual.Definiteness is shown to be non-distinctive and non-categorical in nature, with five expressions of definiteness coding six degrees of definiteness in a definiteness continuum. This is illustrated in the following diagram:Definiteness ContinuumBare NP ---- com ---- etten ---- han ---- ku ---- Bare NPleastmostThe bare NP to the left comprises nonunique common nouns and the one to the right unique common nouns and proper nouns. In each case, the bare form is viewed as representing the referent in its most general use.It is also shown that definiteness and indefiniteness can coincide in the sense that semantically indefinite NPs can be marked formally as definite in certain contexts. This is explained motivated by the pragmatic need for upgrading the degree of definiteness in order to present it as a more prominent or salient entity. With cases in which both semantically definite referents and semantically indefinite referents are formally presented in the same bare NP form as crucial evidence, it is suggested that the realization and expression of definiteness is motivated only when pragmatic significance requires such a distinction. The study concludes that marking and lack of marking of definiteness in Korean does in fact signal the relative pragmatic importance of the referent in the development of the discourse.
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Guo, Ling-Yu Tomblin J. Bruce Owen Amanda J. "Acquisition of auxiliary and copula BE in young English-speaking children." [Iowa City, Iowa] : University of Iowa, 2009. http://ir.uiowa.edu/etd/370.

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Witkowska-Stadnik, Katarzyna Hawkins Bruce Wayne. "Variability in interlanguage as a result of imagery alternatives a case study /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219090.

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Thesis (D.A.)--Illinois State University, 1991.
Title from title page screen, viewed January 5, 2006. Dissertation Committee: Bruce Hawkins (chair), Irene Brosnahan, Sandra Metts, Janice Neuleib, Margaret Steffensen. Includes bibliographical references (leaves 180-190) and abstract. Also available in print.
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Chu, Ho-tat Matthew. "Grammar and world-view : a comparative investigation of the syntax of English and Chinese /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18685353.

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Kyriakou, Marianna. "Language attitudes and ethnic identity in a diglossic setting : the case of Greek-Cypriot students." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/59820/.

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This thesis investigates the linguistic situation of the Greek-Cypriot community of Cyprus and the language attitudes and perception of ethnic identity of Greek-Cypriot students aged between 12 and 18 years old, an under-researched age group. The research examines the assumption that the linguistic situation of Cyprus is diglossic. The attitudes of Greek-Cypriot students towards Standard Modern Greek, the official language of Cyprus, and the Greek-Cypriot dialect, the native variety, are analysed through qualitative and quantitative methods. The study uses a mixed methods approach and data are collected by means of classroom observations, interviews, questionnaires and an experiment similar to the matched guise technique. A social constructionist approach is used for the analysis of ethnic identity construction. The results of this research indicate that Cyprus is experiencing a different kind of diglossia than Ferguson's (1996a) original description of diglossia. The ‘contextual diglossia' proposed in this study suggests that the functional distribution of the high and low varieties is based both on the speaker's judgements of appropriateness (speaker's context) and on the context of communication (local context). The study also reveals that students generally have favourable attitudes towards Standard Modern Greek and display both favourable and negative attitudes towards the Greek-Cypriot dialect. These attitudes are explained through the presence of stereotypes attached to each variety and the political ideologies in Cyprus. Students embrace all three ethnic identities, Cypriot, Greek and Greek-Cypriot, although their Cypriot and Greek-Cypriot identities emerge as strongest. They construct their identities through the use of pronouns and nationalistic expressions. The language attitudes and ethnic identities of Greek-Cypriots are formed and constructed against the backdrop of the socio-political and historical context of Cyprus and are shaped by the existence of diglossia and language ideologies.
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Chu, Ho-tat Matthew, and 朱可達. "Grammar and world-view: a comparative investigation of the syntax of English and Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951235.

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Books on the topic "English language Grammar, Comparative Greek"

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English grammar to ace New Testament Greek. Grand Rapids, Mich: Zondervan, 2004.

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Understanding language: A guide for beginning students of Greek and Latin. Washington, D.C: Catholic University of America Press, 2011.

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Causality and connectives: From Grice to relevance. Amsterdam: John Benjamins Pub. Co., 2012.

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Aspektdistinktionen im Vergleich: Deutsch/Englisch - Griechisch. Tübingen: Narr Verlag, 2014.

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Thōma, Chrystalla. Combining functional linguistics and Skopos theory: A case study of Greek Cypriot and British folktales. Frankfurt am Main: P. Lang, 2006.

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Politeness phenomena in England and Greece: A cross-cultural perspective. Oxford: Clarendon Press, 1992.

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Sihler, Andrew L. New comparative grammar of Greek and Latin. New York: Oxford University Press, 1995.

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Salkoff, Morris. A French-English Grammar: A contrastive grammar on translational principles. Amsterdam/Philadelphia: John Benjamins Publishing Company, 1999.

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Hashi, Abdulkadir Khalif. Iftiin's grammar, English-Somali: Understanding English grammar. [Arlington, Va.?]: Iftiin Publishers, 1996.

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Angély, Robert d'. Grammaire albanaise comparée. Paris: S. d'Angély, 1998.

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Book chapters on the topic "English language Grammar, Comparative Greek"

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"Comparative English grammar." In The Elements of New Testament Greek, 240–49. Cambridge University Press, 2005. http://dx.doi.org/10.1017/cbo9780511817526.025.

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Huddleston, Rodney. "Comparative constructions." In The Cambridge Grammar of the English Language, 1097–170. Cambridge University Press, 2002. http://dx.doi.org/10.1017/9781316423530.014.

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Yurko, N., and M. Vorobel. "LEARNING ENGLISH GRAMMAR ONLINE: THE MAIN RESOURCES." In Репрезентація освітніх досягнень, мас-медіа та роль філології у сучасній системі наук (1st. ed), 115–23. European Scientific Platform, 2020. http://dx.doi.org/10.36074/rodmmrfssn.ed-1.11.

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The survey deals with the key means of studying grammar online in a foreign language learning. Appropriate grammar is well recognised to be the foundation of effective communication and language proficiency. Notwithstanding great attention being paid to different educational issues and various aspects of language study, there is current need of a more detailed focus on learning language grammar online. Therefore, the purpose of the survey was to examine the main online resources for English grammar learning. The key online sources for learning English grammar have been explored and defined by the by the methods of monitoring and comparative analysis of internet resources. Considering the survey outcomes, further research perspectives of studying grammar online in a foreign language learning have been specified.
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Petrova, Lilliia Gennadiena, Natalia Nikolaevna Shevchenko, and Anna Vladimirovna Elfimova. "Features of Teaching Grammatical Material to Foreign Students Taking into Account the Characteristics of the Intermediary Language (Using the Example of Verbs with the Semantics of Reflexivity)." In Pedagogy and Psychology as Sciences for the Formation of the Potential of Modern Society, 152–59. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-102616.

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The chapter examines the category of verbs with reflexive meaning, draws analogies with similar verbs in some foreign languages, raises the problem of using an intermediary language when presenting grammatical material to foreign students, provides a comparative characteristic of verbal units with reflexive meaning in English and Russian, justifies the expediency of teaching foreign English-speaking students reflexive verbs of the Russian language on the basis of comparative analysis. As a result of the study, the authors conclude that the systematic analysis of didactic materials, submitted on the basis of comparison and comparison of reflexive verbal units with their correspondences or analogues in other languages, helps to create the necessary algorithms for task complexes aimed at teaching foreigners grammar of Russian as a foreign language not only in the classroom under the guidance of a teacher, but also with online learning on various educational platforms, both in remote mode and in the mode of independent work.
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Keats, Jonathon. "Panglish." In Virtual Words. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195398540.003.0037.

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“I am of this opinion that our own tung should be written cleane and pure, unmixt and unmangeled with borowing of other tunges,” wrote Sir John Cheke in 1561, defending English against the deluge of language imported from French and Italian. The first professor of Greek at Cambridge University, Cheke did not object to foreign phrasing out of ignorance, but rather argued from principles so fastidious that his translation of the Gospel According to Matthew substituted the word crossed for crucified and gainrising for resurrection. Proud of his heritage, unbowed by European cultivation, Cheke refused to be indebted to other cultures in his expression, “wherein if we take not heed by tiim, ever borowing and never paying,” he warned, “[our tung] shall be fain to keep her house as bankrupt.” Nearly half a millennium has passed, and Cheke’s disquiet seems ridiculous, not only because English has been incalculably enriched by mortgaged non-Germanic words such as democracy and education and science, but also because our own tongue has so flourished as to be seen on the European continent and around the world as the sort of cultural threat that Classical and Romance languages were to Cheke’s countrymen. The predominance of English is staggering. An estimated 1.5 billion people speak it, a number that the British Council predicts will increase by half a billion by the year 2016. Moreover fewer than a quarter of these people speak English as a first language; there are nearly twice as many nonnative speakers in India and China as native speakers on the planet. As might be expected given these statistics, few of the world’s 1.5 billion English speakers are fluent. Most get by with a vocabulary of a couple thousand words, as compared to the eighty thousand familiar to the average American or Briton. Pronunciations are often simplified, especially in the case of tricky consonant clusters. (For example, cluster becomes clusser.) Rules of grammar are frequently streamlined, irregularities dropped.
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Conference papers on the topic "English language Grammar, Comparative Greek"

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Guamán-Tumbaco, Ana, Estefanía Vargas-Caicedo, and Luis Villagómez-Bajaña. "QUIZIZZ AS A FORMATIVE ASSESSMENT TOOL AND ITS EFFECTIVENESS IN TEACHING VOCABULARY AND GRAMMAR IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOMS: A COMPARATIVE STUDY." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1242.

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Islamov, R. S. "THE EXPERIENCE OF TEACHING ENGLISH SPECIAL LEXIS FOR THE MULTILINGUAL GROUPS OF CHEMICAL DEPARTMENTS (BASED ON THE ONOMASTICS OF D.I. MENDELEYEV'S PERIODIC TABLE)." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.130-138.

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The paper observes the matter of proper names of chemical elements of the periodic table by D.I. Mendeleev, the history of their origin, and transformation while the morphemic and semantic loaning from Greek and Latin languages. Moreover, the name for this lexis is proposed as stoichonyms. The topic under discussion is actual for chemistry students in classes of English. The paper provides an example of multilingual group of the speakers of Russian, Tajik, and Kyrgyz languages. The special interest is the comparative lexemic analysis of the names of chemical elements in these three languages. By means of it, one can conclude on the students' perception of the scientific lexis in the light of its etymology, on the one hand. On the other hand, one can make an approach to teaching the special lexis not only by language teacher but chemistry as well.
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