Relevant bibliographies by topics / Modern Greek language teaching

Academic literature on the topic 'Modern Greek language teaching'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Modern Greek language teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Modern Greek language teaching"

1

Kavčič, Jerneja, Brian Daniel Joseph, and Christopher Brown. "Teaching Modern Greek to Classicists." Keria: Studia Latina et Graeca 22, no. 2 (December 28, 2020): 119–39. http://dx.doi.org/10.4312/keria.22.2.119-139.

Full text
Abstract:
The ideology of decline is a part of the history of the study and characterization of the Greek language from the Hellenistic period and the Roman Atticist movement right up to the emergence of katharevousa in the 19th century and the resulting modern diglossia. It is also clear, however, that there is an overwhelming presence of Ancient Greek vocabulary and forms in the modern language. Our position is that the recognition of such phenomena can provide a tool for introducing classicists to the modern language, a view that has various intellectual predecessors (e.g., Albert Thumb, Nicholas Bachtin, George Thomson, and Robert Browning). We thus propose a model for the teaching of Modern Greek to classicists that starts with words that we refer to as carry-overs. These are words that can be used in the modern language without requiring any explanation of pronunciation rules concerning Modern Greek spelling or of differences in meaning in comparison to their ancient predecessors (e.g., κακός ‘bad’, μικρός ‘small’, νέος ‘new’, μέλι ‘honey’, πίνετε ‘you drink’). Our data show that a beginners’ textbook of Ancient Greek may contain as many as a few hundred carry-over words, their exact number depending on the variety of the Erasmian pronunciation that is adopted in the teaching practice. However, the teaching of Modern Greek to classicists should also take into account lexical phenomena such as Ancient-Modern Greek false friends, as well as Modern Greek words that correspond to their ancient Greek predecessors only in terms of their written forms and meanings.
APA, Harvard, Vancouver, ISO, and other styles
2

Kavčič, Jerneja. "The Representation of Modern Greek in Ancient Greek Textbooks." Journal for Foreign Languages 12, no. 1 (December 23, 2020): 75–93. http://dx.doi.org/10.4312/vestnik.12.75-93.

Full text
Abstract:
Focusing on Agnello and Orlando (1998), Elliger and Fink (1986), Weileder and Mayerhöfer (2013), Mihevc-Gabrovec (1978) and Keller and Russell (2012), I discuss attempts at introducing elements of Modern Greek into teaching its ancient predecessor. My analysis, which is based on the etymologies of LKN (Λεξικό της Κοινής Νεοελληνικής), shows that approximately half of the words in the textbooks investigated in this study retain the same written forms and meanings in Modern Greek as in Ancient Greek; the term word in this analysis subsumes headwords introducing lexical entries. On the other hand, words with the same written forms and different meanings in Ancient and Modern Greek are significantly less frequent, accounting for 5 to 11% of all words in the textbooks. Furthermore, these textbooks contain between 12 and 16% of words that retain the same meaning in Ancient and Modern Greek, and also show significant formal change. As a result, their written forms are different in Ancient than in Modern Greek. It is also found, however, that at least some inflected forms of the words belonging to the latter class retain in the modern language the same written forms and meanings as in Ancient Greek. These data suggest that it is possible to introduce elements of Modern Greek into teaching its ancient predecessor without drawing attention to grammatical and semantic differences between Ancient and Modern Greek. Based on these data I also evaluate at the end of the article existing attempts at incorporating elements of Modern Greek into teaching the ancient language.
APA, Harvard, Vancouver, ISO, and other styles
3

Roubis, N., and M. Montzoli. "The teaching of time in learning Modern Greek as a foreign language." Kathedra of Byzantine and Modern Greek Studies, no. 7 (November 26, 2020): 157–69. http://dx.doi.org/10.29003/m1733.2658-7157.2020_7/157-169.

Full text
Abstract:
The pan-linguistic significance of the time category is easy to become visible, as long as one considers that all languages contain lexical and functional / grammatical elements for its statement, although the manner of this statement diff ers from language to language. However, there is a common need to state time linguistically as one of the main categories of speech, especially if we take into account the three basic coordinates that determine the speech I-here-now. More simply, everything we say in language is part of the place and the time, regardless of whether it is expressed always lexically. Nothing, in this sense, can be timeless. As to the learning-teaching of a foreign language, the gradual acquisition of the individual vocabulary and syntactic structures that express time is a complex, learning-didactic goal that should utilize a variety of theoretical sources. We then examine some representative sources of such type, trying to present the way they include the concept of time in their structure. Finally, we suggest indicative ways to use them further in teaching practice. Specifically, we examine grammars of the Modern Greek of traditional type, newer ones based on the traditional model of linguistic analysis, modern ones with linguistic, theoretical orientation, detailed curricula for teaching Modern Greek as a foreign language and characteristic textbooks for teaching Modern Greek to foreigners
APA, Harvard, Vancouver, ISO, and other styles
4

Kafka, Georgia. "Effectiveness of CALL in Teaching Modern Greek as a Second or Foreign Language in Higher Education." EuroCALL Review 18 (March 15, 2011): 43. http://dx.doi.org/10.4995/eurocall.2011.16290.

Full text
Abstract:
<p>The need for teaching foreign languages has led to the emergence of a new interdisciplinary field named CALL (Computer-Assisted Language Learning) in the 1980s. In the 1990s teaching the Modern Greek language as a second or foreign language (L2) has followed the wide-spread use of Information and Communication Technologies. CALL courseware started to play a significant role in the Modern Greek teaching university environment of the last decade, and especially in the effectiveness of learning processes and the increasing interest of the learners. The effectiveness of this software in the learning environment is difficult to measure because there are concerns about the technical support and the training of the language instructors in computer use and the CALL courseware implementation. Nevertheless the progress of the learners can be estimated although it is difficult to conclude if this progress is due to a good teaching method or a good CALL courseware or is a measure of both.</p>
APA, Harvard, Vancouver, ISO, and other styles
5

Kostić, Antonina V., and Vojkan B. Stojičić. "Stavovi studenata neohelenistike o primeni IKT alata u razvijanju fonološke kompetencije." УЗДАНИЦА 18, no. 2 (2021): 329–42. http://dx.doi.org/10.46793/uzdanica18.ii.329k.

Full text
Abstract:
This paper aims at emphasising the importance of Information Communication Technology tools in contributing to the development of phonological competence of Serbian L2 learners of Modern Greek. Learning a new phonological system in a foreign language is a challenge and interest in this area has been in focus again. Phonological perception and production are viewed from different perspectives. The aim of this paper is to present a new view on the development of phonological competence in Modern Greek language, from the perspective of challenges and opportunities provided by distance learning. Also, the paper analyzes the attitudes of students of the first and second year at the Department of Modern Greek Studies regarding the use of modern multimedia technologies in teaching of Modern Greek as a foreign language. The advantage of digital platforms and ICT tools is that the materials can be adapted at any time, depending on the needs and set teaching goals, without requiring additional costs to reprint the materials. In addition, since there is still no appropriate university textbook for learning Modern Greek as a foreign language which would be intended exclusively for Serbian speaking students, teachers cre- ate their own materials, in order for students to acquire phonological competence in Modern Greek in the most adequate way.
APA, Harvard, Vancouver, ISO, and other styles
6

Poupounaki-Lappa, Polyxeni, Tzortzina Peristeri, and David Coniam. "Towards a Communicative Test of Reading and Language Use for Classical Greek." Journal of Classics Teaching 22, no. 44 (2021): 98–105. http://dx.doi.org/10.1017/s2058631021000222.

Full text
Abstract:
AbstractThis paper describes the development of a communicative test of Reading and Language Use for Classical Greek, aimed at students at CEFR (Common European Framework of Reference for Languages) levels A1 and A2. A discussion is first provided of traditional pedagogical approaches which have for many decades dominated the teaching of classical languages, followed by suggestions why these may be supplanted with more modern communicative approaches. Focus then moves to assessment, where, it is suggested, methods are equally rooted in traditional, form-focused methods. If teaching is to become more communicative, it is argued, so should assessment. Against this backdrop, the development of a test of Reading and Language Use for students of Classical Greek at CEFR levels A1 and A2 is described.
APA, Harvard, Vancouver, ISO, and other styles
7

Holmes-Henderson, Arlene. "Teaching Latin and Greek in Primary Classrooms: the Classics in Communities Project." Journal of Classics Teaching 17, no. 33 (2016): 50–53. http://dx.doi.org/10.1017/s2058631016000131.

Full text
Abstract:
The Classics in Communities project (http://classicsincommunities.org/) is a partnership between members of the University of Oxford, the University of Cambridge and the Iris Project. It was set up in response to the primary curriculum reforms which were implemented in England from September 2014. In the Key Stage 2 (KS2) Languages curriculum policy, for the first time, Classical Greek and Latin can be chosen for study by pupils aged 6-11 in place of a modern language. The project particularly targets schools where Classical languages have not previously featured on the curriculum. It has twin aims: to equip teachers in primary schools with the skills and knowledge necessary to teach these languages; and to conduct parallel research to determine the impact of Classical language learning on children's cognitive development.
APA, Harvard, Vancouver, ISO, and other styles
8

Tziovas, Dimitris. "The study of modern Greece in a changing world: fading allure or potential for reinvention?" Byzantine and Modern Greek Studies 40, no. 1 (April 2016): 114–25. http://dx.doi.org/10.1017/byz.2015.12.

Full text
Abstract:
Periodically reviewing developments in a subject area and reflecting on the past and future directions of a discipline can be useful and instructive. In the case of Modern Greek Studies, this has rarely been done, and most of the reviews of the field come from USA.1So I take this opportunity to offer some thoughts on what has propelled changes in the field over the last forty years, on the fruitful (and occasionally trenchant) dialogue between Neohellenists inside and outside Greece and on the future of modern Greek studies as an academic discipline. During this period modern Greek studies have flourished with a number of new trends, debates and scholarly preoccupations emerging. At the same time many research students received their doctorates from departments of Modern Greek Studies, particularly in the United Kingdom, and were subsequently appointed to teaching posts at Greek, Cypriot or other European, American and Australian universities. Modern Greek departments in the UK have often been the driving force behind the discipline since the early 1980s. New approaches were introduced, challenging ideas were debated and influential publications emerged from those departments, which shaped the agenda for the study of modern Greek language, literature and culture. It should be noted that the influence of those departments in shaping the direction of modern Greek Studies has been out of all proportion to the number of staff teaching in them.
APA, Harvard, Vancouver, ISO, and other styles
9

Karim, Abdul, Mehtab Hussain, and Khalida Naheed. "Problems of English Teachers at Secondary Level in Azad Jammu & Kashmir." International Research Journal of Education and Innovation 2, no. 3 (December 31, 2021): 86–96. http://dx.doi.org/10.53575/irjei.v2.03(21)8.86-96.

Full text
Abstract:
The teaching of English language holds an important position in the educational curricula of the whole world. The educationists of all times have advocated the study of more than one language for multi purposes. In the past classical languages like Persian, Arabic and Sanskrit in the East, and Latin and Greek in the West were held in high esteem. The study of one or more of these languages was considered vital for the complete education of the young people. In current era, the study of only modern and living languages is considered important because of the mass communication at the national level for students in the middle and western middle schools; the modern language is the second language. (Abbott, 2012).
APA, Harvard, Vancouver, ISO, and other styles
10

Andreou, Georgia, and Ioannis Galantomos. "Proposition for teaching metaphors and idioms of Modern Greek as a foreign language." Investigationes Linguisticae 13 (June 15, 2006): 1. http://dx.doi.org/10.14746/il.2006.13.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Modern Greek language teaching"

1

Taylor, Alana Imani. "Potential applications of second language acquisition theory and modern language teaching curriculum to koine greek pedagogy." Thesis, University of Birmingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531441.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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
3

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
4

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
5

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
6

Tsili, Maria. "A syntactic account of quantificational phenomena in Modern Greek." Thesis, University of Essex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282503.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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
8

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
9

Pappas, Panayiotis A. "Weak object pronoun placement in later medieval and early Modern Greek /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399451962976.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Philippou, Styliane. "Vision and language : the modern Greek world embodied in architectural form." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/21464.

Full text
Abstract:
This thesis is concerned with architecture as a creative process which is distinct with respect to the physical appearance of its end products and the manual operation exclusively proper to the architect, yet it can be contextualised within the wider circle of human making with respect to the mental image to which all artists work - when their interest focuses on an inner world of reality - and to the noetic and imaginative operations proper to all makers. First, it embarks on a theoretical inquiry into the nature of architecture as a creative activity or process whereby man is brought into dwelling commensurate with human nature. The purpose of this inquiry is to illuminate the meaning of architecture and the formal principle that finds expression in its products, the kinship between architecture and poetry, and the pivotal role and function of language in the significant act of architectural creation. This theoretical inquiry establishes the perspective within which the architectural making process is examined in the modern Greek socio-cultural context, the distinct historical milieu of Greece after Independence. Viewing architecture as a human poetic projection, as a realisation of the unity of being with word, vision with language, this examination aims at delineating this long poetic journey that through stages of loss and recollection brought about the embodiment of the inner reality of the Greek world in architectural form, made by the hand of Dimitris Pikionis. The stages of this process are traced and paralleled to those of modern Greek poetry, a contemporaneous art process directed towards making intelligible the same reality, and one with a privileged position in the cultural life of modern Greece. Subsequently, the thesis focuses on the making process as a personal creative experience. An account of Pikionis' personal poetic journey is followed by a close reading of his most accomplished work on the Attic hills. This work is viewed as the built product of his self-knowing and world-knowing process, the embodiment of his vision of "the mythical reality of the world", the same vision of the eternal and sacred aspect of visible things that The Axion Esti of Pikionis' contemporary poet, Odysseus Elytis, seeks to evoke. A comparison is ventured between Pikionis' architectural work and The Axion Esti of Elytis, two art-acts which are not simply contemporaneous but also in the same spirit of loyalty - loyalty without servility - to the values and principles of the cultural order in which the two individual creators found themselves embedded and which, for them, conforms to the order of the natural world which they inhabit. Finally, the suggestion is put forward that the architectural act, and the art-act in general, the begetting of a significant form which 'speaks' about and of the created world-order, is essentially a 'world-redeeming' act, an act directed towards a recreation of the world as it was in the beginning.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Modern Greek language teaching"

1

Complete Greek. [Chicago]: McGraw-Hill, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Complete Greek. London: Teach Yourself, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Roussou, Maria. Greek outside Greece II. Athens: Diaspora Books for the Greek Language Research Group in collaboration with Interworld Publications, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Spoken Greek. 2nd ed. Ann Arbor: University of Michigan Press, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Tsolakēs, Christos. Apo ta grammata stē glōssa: Poreia pros ton epikoinōniako logo. Thessalonikē: Vanias, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Gavriēlidēs, Iōannēs N. Hē aneparkeia tēs Hellēnikēs glōssikēs epistēmēs. Athēna: Ekdoseis El-Ro, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

A, Nairn G., ed. Greek through reading. Bristol: Bristol Classical, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

D, Paganos G., and Palamas Kōstēs 1859-1943, eds. Ho ekpaideutikos dēmotikismos kai ho Kōstēs Palamas. Athēna: Ekdoseis Patakē, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

honouree, Mētsēs Napoleōn 1946, and Androulakēs Giōrgos editor, eds. Glōssikē paideia: 35 meletes aphierōmenes ston kathēgētē Napoleonta Mētsē. Athēna: Ekdoseis Gutenberg, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Charalampakēs, Christophoros. Glōssa kai ekpaideusē: Themata didaskalias tēs Neoellēnikēs glōssas. Athēna: Gennadeios Scholē, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Modern Greek language teaching"

1

Goutsos, Dionysis, Ourania Hatzidaki, and Philip King. "A corpus-based approach to modern Greek language research and teaching." In Themes in Greek Linguistics, 507. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/cilt.117.72gou.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mackridge, Peter. "Modern Greek." In A Companion to the Ancient Greek Language, 564–87. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444317398.ch37.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Mikros, George, and Rania Voskaki. "A Modern Greek readability tool." In Language and Text, 164–75. Amsterdam: John Benjamins Publishing Company, 2021. http://dx.doi.org/10.1075/cilt.356.11mik.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Stathi, Katerina. "Temperature terms in Modern Greek*." In Typological Studies in Language, 354–91. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/tsl.107.12sta.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kordoni, Valia, and Julia Neu. "Deep Analysis of Modern Greek." In Natural Language Processing – IJCNLP 2004, 674–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/978-3-540-30211-7_71.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Roland, Katy. "The pragmatics of Modern Greek voice." In Typological Studies in Language, 233. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/tsl.28.13rol.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Holton, David, and Io Manolessou. "Medieval and Early Modern Greek." In A Companion to the Ancient Greek Language, 539–63. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444317398.ch36.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Babiniotis, George. "Contemporary linguistics and the teaching of modern Greek." In Themes in Greek Linguistics, 1. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/cilt.117.03bab.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Karpava, Sviatlana, Kleanthes K. Grohmann, and Konstantinos Fokianos. "Aspect in the L2 and L3 Acquisition of Greek." In Second Language Learning and Teaching, 41–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29557-7_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

King, Philip. "Creating and Processing Corpora in Greek and Cyrillic Alphabets on the Personal Computer." In Teaching and Language Corpora, 277–91. except Chapter 2 Corpus Evidcncc in Language Description © John M, Sindair: Routledge, 2014. http://dx.doi.org/10.4324/9781315842677-24.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Modern Greek language teaching"

1

Nikolarea, Ekaterini. "Contrastive phonetics of English, French and modern Greek in language teaching and interpreting." In First International Conference on Spoken Language Processing (ICSLP 1990). ISCA: ISCA, 1990. http://dx.doi.org/10.21437/icslp.1990-308.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Gridnev, Yu, and Elena Maklakova. "THE IMPORTANCE OF THE ETHYMOLOGICAL FACTOR IN THE ENGLISH TEACHING PROCESS OF THE STUDENTS AT A TECHNICAL FORESTRY UNIVERSITY." In Modern machines, equipment and IT solutions for industrial complex: theory and practice. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2021. http://dx.doi.org/10.34220/mmeitsic2021_403-408.

Full text
Abstract:
For a deep understanding of special terminology, it is not enough to find Russian correspondences of terms in the English-Russian dictionary. It is important not only to know what a particular term is called in Russian, but also to understand why it is called that. And for this you need to know what its constituent components are. If you know, for example, the meaning of a suffix or a prefix, then the meaning of not only this term, but also a number of other terms ending with the same suffix or beginning with the same prefix, becomes clearer. The question of the origin of technical or scientific terms is of great importance in the process of teaching a foreign language. Knowing the meaning of morpheme terms in source languages provides a clue to understanding modern terminology, because the languages of ancient Greece and Rome form the basis of Western languages. To explore the structure of a term, it is important to remember the difference between root and stem. The root is the common origin of all words of the same family, and the stem is the direct origin of a part of words, i.e. one branch of a given word family. The root is shorter and less complex than the stem; the root is primary, the base is secondary. The meaning of the roots of the English language should be studied in ancient Greek and Latin, from where a significant part of the components of the structure of English technical terminology is borrowed. The etymological understanding of the peculiarities of the terminological structure is intended to make it easier and more interesting for students to read and translate special texts.
APA, Harvard, Vancouver, ISO, and other styles
3

Kaliambou, Μ. "Folklore and teaching of foreign languages. Oral literature as an alternative tool for learning modern Greek." In VI Международная научная конференция по эллинистике памяти И.И. Ковалевой. Москва: Московский государственный университет им. М.В. Ломоносова, 2021. http://dx.doi.org/10.52607/9785190116113_144.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

"Descovering Collocations in Modern Greek Language." In 1st International Workshop on Natural Language Understanding and Cognitive Science. SciTePress - Science and and Technology Publications, 2004. http://dx.doi.org/10.5220/0002667101510158.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Galantomos, Ioannis. "Surveying Greek language instructors’ beliefs about metaphor teaching." In 8th Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2017/08/0009/000311.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kampaki-Vougioukli, P. "Teaching approaches of Modern Greek dialectic varieties of Thrace." In Традиционная культура Греции. Москва: Московский государственный университет имени М.В. Ломоносова Издательский Дом (типография), 2021. http://dx.doi.org/10.52607/9785190116809_40.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Tambouratzis, George, Stella Markantonatou, Nikolaos Hairetakis, Marina Vassiliou, Dimitrios Tambouratzis, and George Carayannis. "Discriminating the registers and styles in the modern Greek language." In the workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2000. http://dx.doi.org/10.3115/1117729.1117735.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tambouratzis, George, Stella Markantonatou, Nikolaos Hairetakis, Marina Vassiliou, Dimitrios Tambouratzis, and George Carayannis. "Discriminating the registers and styles in the modern Greek language." In the Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2000. http://dx.doi.org/10.3115/1604683.1604692.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Coderch, Juan. "Teaching Ancient Greek and Latin: Let’s Advance Backwards The method for teaching them." In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-3566_l315.25.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bérešová, Jana. "THE IMPACT OF TRADITIONAL TEACHING ON MODERN LANGUAGE TEACHING." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0931.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Modern Greek language teaching"

1

Haines, Karen. Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.62017.

Full text
Abstract:
Affordance is an integral part of the practical knowledge teachers acquires while using new technologies in their teaching. This article describes the situated learning of two experienced modern language teachers using new technologies as they learned to perceive and implement learning affordances of several new tools in their individual classroom contexts, including Second Life and Wimba. The teachers identified and actualised learning affordances that allowed them to support students’ learning according to their respective beliefs about teaching and learning. The implications for computer-assisted language learning (CALL) teacher development are discussed in relation to professional learning and to the enriching of effective teaching practice.
APA, Harvard, Vancouver, ISO, and other styles
2

Obua, Steven. Cosmopolitan Identifiers. Steven Obua as Recursive Mind, July 2021. http://dx.doi.org/10.47757/obua.cosmo-id.3.

Full text
Abstract:
I propose a simple Unicode-based lexical syntax for programming language identifiers using characters from international scripts (currently Latin, Greek, Cyrillic and Math). Such cosmopolitan identifiers are designed to achieve much of the simplicity of Fortran identifiers while acknowledging a modern international outlook. This seems particularly advantageous in contexts where such identifiers are not (only) used by professional programmers, but are exposed to normal users, for example through scriptable applications.
APA, Harvard, Vancouver, ISO, and other styles
3

PARSHUTKINA, T., O. BERKU, and T. KALENTSOVA. FORMATION OF THE FOUNDATIONS OF THE CONTEXTUAL APPROACH IN HIGHER DOMESTIC FOREIGN LANGUAGE EDUCATION IN THE 1970-1980S OF THE XX CENTURY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-59-66.

Full text
Abstract:
The article is devoted to the problem of the formation of the foundations of the contextual approach in foreign language education as the most important scientific foundation of modern pedagogy. In the historical path of development of this approach, the authors distinguish the 1970-1980s of the XX century, since its main structural characteristics were formed during this period. The article concludes that the structuring of the contextual approach in teaching foreign languages in higher education was caused by the need to create a professional context in the conditions of educational activity. To this end, researchers and methodologists used the pedagogical and methodological tools of the contextual approach.
APA, Harvard, Vancouver, ISO, and other styles
4

Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.

Full text
Abstract:
The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
APA, Harvard, Vancouver, ISO, and other styles
5

BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

Full text
Abstract:
The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
APA, Harvard, Vancouver, ISO, and other styles
6

Hamanyuk, Vita. Literarische Texte moderner deutscher Literatur als Mittel für die Entwicklung der interkulturellen Kompetenz. Univerzita Pardubice, 2018. http://dx.doi.org/10.31812/123456789/6064.

Full text
Abstract:
The article analyzes some of the literary texts of modern German literature with an intercultural potential in the modern literary context of Germany and the question whether they are relevant to the development of an intercultural competence in foreign language teaching. Theoretical aspects of the appropriation and extension of the intercultural competence are summarized and exemplified by the works of modern German authors. Three novels and their intercultural potential are analyzed, including: S. Kuegler „Dschungelkind“, S. Möller „Viva Polonia“ and H. Akyün „Einmal Hans mit scharfer Soße“. Various groups of characteristics and the characteristics which testify to the intercultural potential of these works, as well as the practice typology for their use in the foreign language and literature lessons, are considered. Im Beitrag werden manche literarischen Texte moderner deutscher Literatur mit interkulturellem Potenzial im modernen literarischen Kontext Deutschlands analysiert, und die Frage, ob sie für die Herausbildung und Entwicklung der interkulturellen Kompetenz im Fremdsprachenunterricht relevant sind. Theoretische Aspekte der Aneignung und Erweiterung der interkulturellen Kompetenz sind zusammengefasst und am Beispiel der Werke moderner deutscher Autoren veranschaulicht. Es werden drei Romane und deren interkulturelles Potenzial analysiert, darunter: S. Kuegler „Dschungelkind“, S. Möller „Viva Polonia“ und H. Akyün „Einmal Hans mit scharfer Soße“. Verschiedene Gruppen von Merkmalen und Charakteristika, die vom interkulturellen Potenzial dieser Werke zeugen, sowie auch Übungstypologie für deren Einsatz im DaF-, und Literaturunterricht werden betrachtet.
APA, Harvard, Vancouver, ISO, and other styles
7

ZATONA, D. S., and I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.

Full text
Abstract:
The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, the use of which at the lessons of native language contributes to the development of students’ communicative skills are described in the article. The authors also analyze and summarize the experience of using digital technologies at native language lessons by primary school teachers. The researchers conclude that the use of various opportunities of the modern digital educational environment allows individual teaching methods and differentiated approach to students, creating opportunities for the development of their communicative skills and abilities.
APA, Harvard, Vancouver, ISO, and other styles
8

PALIY, T., and A. BAGIYAN. CHARACTERISTIC OF A TEACHER-PHILOLOGIST’S PROFESSIONAL PERSONALITY THROUGH THE PRISM OF AXIOLOGY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-48-58.

Full text
Abstract:
This article raises the urgent problem of modern higher linguistic education connected with the pedagogical activities of the teaching staff of language departments. The aim of the research is to design and test the axiological model of the professional personality of a philologist teacher. The study is based on sociological and culturological approaches, traditions of linguistic education in Russia, which are significant for the formation of the personality of a future teacher, translator, interpreter, etc., understanding of the peculiarities of the pedagogical activity of linguists. Discussion, psychological and mathematical-statistical methods were used in the course of the following research. The results of the study have demonstrated some certain unique features of the Russian axiological space. The priorities of students in the process of assessing teachers of philologists and their professional activities are also established. The results obtained can serve as a basis for the design and testing of original trainings, refresher courses, taking into account the received request from the objects of the educational process.
APA, Harvard, Vancouver, ISO, and other styles
9

Osadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys, and Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4130.

Full text
Abstract:
The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subject of education, in particular considering the social-emotional characteristics. The existing classification of the adaptive learning systems was researched. We provide the comparative analysis of relevant adaptive learning systems according to the sphere of usage, the type of adaptive learning, the functional purpose, the integration with the existing Learning Management Systems, the appliance of modern technologies of generation and discernment of natural language and courseware features, ratings are based on CWiC Framework for Digital Learning. We conducted the research of the geography of usage of the systems by the institutions of higher education. We describe the perspectives of effective usage of adaptive systems of learning for the implementation and support of new strategies of learning and teaching and improvement of results of studies.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Modern Greek language teaching' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography